Topic: “Children's experimentation is the basis of the search and cognitive activity of preschool children. Features of experimentation in different age groups

28.06.2019

Games-experiments, or games-experiments, as well as games-travels are one of the types of didactic games.

Experiment games are games based on experimenting with an object (s). The main action of the child is manipulation with a certain object based on the plot set by the educator. Purpose: practice, consolidation of cultural and hygienic skills and abilities, healthy lifestyle skills.

Experiments have a positive effect on the emotional sphere of the child, on the development of his creative abilities, they give children real ideas about the various aspects of the studied object, its relationship with other objects and with the environment. In the process of the experiment, the child's memory is enriched, his thought processes are activated, since it is constantly necessary to perform the operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The need to give an account of what he saw, to formulate the discovered patterns and conclusions stimulates the development of speech. The consequence is not only acquainting the child with new facts, but also the accumulation of a fund of mental techniques and operations, which are considered as mental skills.

Children's experimentation is closely related to other types of activity - observation, development of speech (the ability to clearly express one's thought facilitates the conduct of the experiment, while the replenishment of knowledge contributes to the development of speech). Experimentation is associated with the formation of elementary mathematical concepts. During the experiment, it is constantly necessary to count, measure, compare, determine the shape and size. All this gives real significance to mathematical concepts and contributes to their understanding. At the same time, mastering mathematical operations facilitates experimentation.

When organizing activities with children, the following must be taken into account:

1. Children need to be taught how to set up experiments; the more often the teacher uses the experimenting method in his work, the lower the probability of emergency.

2. Work with children is based on the principle "from simple to complex": the teacher must know at every stage about the level of skills of the pupils.

3. All unfamiliar procedures are mastered in the following sequence:

1) the teacher shows the action; 2) the action is repeated or shown by one of the children, moreover, the one who knowingly does it incorrectly: this will make it possible to focus on a typical mistake; 3) sometimes a mistake is deliberately made by the masses of the teacher: with the help of such a methodological technique, he allows children to concentrate on an error, the probability of which is very high; 4) the action is repeated by a child who will not make a mistake; 5) the action is carried out all together at a slow pace so that the teacher has the opportunity to control the work of each child.

1st junior group: In the third year of life, manipulating objects resembles experimentation. The adult creates the conditions for the development of the child's independence, since the child must love to act and express it with the words "I myself!" - the main neoplasm of this age, which is important in the development of experimentation and personality in general. The ability to intently and purposefully examining objects and events is manifested. This makes it possible to proceed with the implementation of the simplest observations. All observations organized by an adult are short-term and are carried out either individually or in small groups. Children are able to complete individual simple assignments, begin to perceive instructions and recommendations, but are not yet ready for independent work.

2- the youngest group: Children have a vivid curiosity, they begin to ask adults numerous questions, which indicates important achievements. It is very useful not to communicate knowledge in a ready-made form, but to help the child get it on their own by putting on a little experience. An adult helps the child to think over a methodology for conducting the experiment, gives advice and recommendations, and together with him takes the necessary actions.

During work, you can sometimes offer the child to perform not one, but two actions in a row (pour out the water and pour a new one). It is helpful to start involving children in predicting outcomes by asking questions. Voluntary attention begins to form, which makes it possible to make the first attempts to record the results of observations, for example, using symbolic notations.

Middle group: In the fifth year, the number of questions increases, the need to get an answer experimentally strengthens. Visual control is necessary both to ensure the safety of experimentation and to provide moral support. the activity of children is not yet stable and is rapidly dying out without constant encouragement and approval. Experiments can be carried out to find out the causes of individual phenomena. Giving a verbal account of what they saw, the children pronounce several sentences, making the prerequisites for a detailed story. The educator teaches leading questions to highlight the main thing, compare two objects and find the difference between them. From this age, long-term observations are carried out - a prerequisite for conducting long-term experiments in the future.

Senior group: With the right organization of work, a stable habit of asking questions and trying to independently seek answers to them is formed. The initiative to conduct experiments goes to the children, and the teacher waits for the child, having tried different options, to ask for help himself. However, first, with the help of leading questions, give the necessary direction to the actions of children, and not give ready-made solutions. The role of tasks to predict results is increasing. These tasks are of two types: predicting the consequences of their actions and predicting the behavior of objects.

The possibilities for fixing the results are expanding: graphic methods are used, various methods of fixing natural objects are being mastered (herbarization, volumetric drying, canning, etc.). Children learn to independently analyze the results of experiments and draw conclusions. Long-term experiments are beginning to be introduced, where general patterns of phenomena and processes are established. By comparing two objects, children learn classification techniques. The increased complexity of experiments and the independence of children require stricter adherence to safety rules.

Preparatory group: Experiments should become the norm, the only successful method of acquainting children with the world around them and the most effective way of developing thought processes. The initiative for their implementation is distributed evenly between the children and the teacher. If children independently conceive an experience, think over a methodology themselves, distribute responsibilities, perform it themselves and draw conclusions, then the role of a teacher is reduced to general observation of the progress of work and compliance with safety rules. Children are able to draw conclusions about the hidden properties of objects and phenomena, formulate conclusions on their own, and also give a vivid, colorful description of what they see.

Features of children's experimentation

Children's experimentation is free of obligation.

The duration of the experiment should not be strictly regulated.

Don't stick to a pre-planned plan.

Children cannot work without talking.

It is necessary to take into account the individual differences of children.

You should not get too carried away with recording the results of experiments.

The child has the right to make mistakes.

The teacher must be able to apply adequate ways to involve children in work:

Work with the hands of children;

Splitting one procedure into several small actions assigned to different guys;

Joint work of the educator and children;

Educator's help to children;

The work of the educator at the direction of the children.

Compliance with safety rules.

A way of introducing a child into a holistic pedagogical process.

Analysis of results and formulation of conclusions.

Analysis of the results of experiments cannot be substituted for the analysis of children's behavior and their attitude to work.

Elementary experiments can be very different. These are experiments with objects of animate and inanimate nature, which can be carried out in a group room in ecology classes and outside classes, on walks around the kindergarten site, in a flower garden.

When conducting experiments, you can adhere to following structure:

formulation of the problem;
finding ways to solve the problem;
observation;
discussion of the results seen;
formulation of conclusions.

Experiments can be individual or group, single or cyclical (a cycle of observations of water, the growth of plants placed in different conditions, etc.).

By the nature of mental operations, experiments can be different: ascertaining (allowing you to see one state of an object or one phenomenon), comparative (allowing you to see the dynamics of the process) and generalizing (allowing you to trace the general laws of the process previously studied in separate stages).

Experiments can be different according to the method of application. They are divided into: demo and frontal. Demonstrations are conducted by the teacher, and the children monitor its implementation. These experiments are carried out when the investigated object exists in a single copy, when it cannot be given into the hands of children or it poses a certain danger to children (for example, when using a burning candle). In other cases, it is better to conduct frontal experiments, since they are more consistent with the age characteristics of children.

Environmental experiments have their own characteristics that must be taken into account. So, experiments that harm plants and animals are strictly prohibited (you cannot collect collections of insects, you cannot conduct experiments on eating some animals by others, etc.). Sometimes you have to take an animal (for example, an earthworm) to conduct experiments and bring it to kindergarten. At the same time, try to reduce the time of his stay in the group to a reasonable limit and after the end of the experiment, be sure to return him to the place where it was taken from.

Particular attention must be paid to safety and hygiene issues. When conducting natural science experiments, it happens that the actual results do not coincide with the expected ones. In such cases, it is necessary to discuss with the children the result that happened in real life, which is often more interesting than planned.

Children's experimentation, in contrast to the experimentation of schoolchildren, has its own characteristics. It is free from obligation; the duration of the experience cannot be strictly regulated. It is necessary to take into account the fact that it is difficult for preschoolers to work without speech support (since it is in the older preschool age that visual-figurative thinking begins to be replaced by verbal-logical thinking and when internal speech begins to form, children go through the stage of pronouncing their actions aloud), individual the differences between children should not be overly carried away by recording the results of experiments, it is necessary to take into account the child's right to make a mistake and apply adequate methods of involving children in work, especially those. Those who have not yet developed skills (working with the hands of children, splitting one procedure into several small actions assigned to different children, joint work of the teacher and children, helping the teacher to children, the teacher's work as directed by children (for example, during demonstration experiments), the teacher's deliberate admission of inaccuracies at work, etc.). At any age, the role of the teacher remains the leading one. Without it, experiments turn into aimless manipulation of objects, incomplete with conclusions and having no cognitive value.

The teacher should behave in such a way that it seems to the children. That they are working on their own. When working with children, one should try not to draw a clear line between everyday life and learning, because experiments are not an end in themselves, but a way to get acquainted with the world in which they will live.

It is also necessary to take into account the peculiarities of experimentation in different age groups. Educators and psychologists count. That the earliest beginnings of experimentation date back to the age when the child first pulled his hand to the rattle. From that moment on, he begins to unconsciously manipulate objects, and his analyzers record all events. Already in the first younger group, manipulation begins to resemble experimentation, children are already able to follow the simplest instructions, they can be asked to answer the simplest questions.

Children of the second junior group should try, if possible, not to communicate knowledge in a finished form, but to help the child get it on their own by putting on a simple experience. In this case, the child's question turns into a formulation of a goal. Children at this age are already able to establish the simplest cause-and-effect relationships. The participation of the teacher in the performance of any actions is mandatory.

Children of the middle group have their first attempts to work independently, but visual control from an adult is necessary - to ensure safety and for moral support, since without constant encouragement and expression of approval, the activity of a four-year-old child quickly dies out. In this age group, experiments can be carried out to find out the causes of individual phenomena, children study the properties of water and snow, sand.

More complex chains of cause-and-effect relationships become available to children of the older group. At this age we should try to ask them the question "Why?" Very often they ask it themselves, which indicates certain shifts in the development of logical thinking. In this group, it is possible to introduce already long-term experiments, as well as the simplest monitoring (for example, to determine the level of air pollution at the site and in the premises of the preschool educational institution). Children continue to study the properties of water, snow, sand, soil, clay, learn about the properties of air, and conclude that. That there is no bad weather, that plants and animals need snow in winter, they study the water cycle using houseplants as an example, get acquainted with the influence of environmental factors on living organisms.

In the preparatory group, children are already trying to put forward any hypotheses, they are able to draw conclusions about the hidden properties of objects and phenomena, often they already draw conclusions on their own without leading questions. Children will learn why day and night replace each other, seasons, where the hottest and coldest places on our planet are, why the stars are not visible in the sky during the day, they will learn in experimental activity about the natural features of some climatic zones (permafrost in the tundra, tropical showers, etc.), continue to study the influence of environmental factors on living organisms, get acquainted with the adaptations of organisms to their environment, study the influence of human activities on natural communities (oil spills in the sea, trampling the soil, etc.)

In conclusion, I would like to quote the words of Academician K.E. Timiryazeva: "People who have learned ... observations and experiments acquire the ability to pose questions themselves and receive actual answers to them, finding themselves on a higher mental and moral level in comparison with those who have not gone through such a school."

Methodological requirements for the preparation and conduct of experiments.

Random observations and experiments.

No special training is required. They are carried out impromptu in the situation that developed at the moment when the children saw something interesting in nature, in the "Corner of Nature" or on the site. Preparation for random experiments is constant self-education in all areas of biology, geography, geography, agriculture.
Routine observations and experiments.

They begin with the definition of the current didactic tasks by the teacher. Then an object is selected that meets the requirements set out above. The teacher gets to know him in advance - both in practice and in literature.
By inviting the children to set up an experiment, the teacher informs them of the reflection and then involves the children in a discussion of the methodology and course of the experiment. The experiment can be carried out under the command of a teacher, but this should not be abused. Children's participation in work planning solves this problem more effectively than any other activity.
It is undesirable to predict the final result in advance. You should not demand ideal silence from children, but when they feel free, children should not cross certain boundaries, beyond which a violation of discipline begins.

The final stage is taking stock and formulating conclusions. After experimenting, children must tidy up the workplace on their own.

The duration of the experiment is determined by many factors: the characteristics of the phenomenon under study, the availability of free time, the state of the children, their attitude to this type of activity.
Experiments as an answer to children's questions.

To conduct such experiments, either the child who asked the question or his comrades is involved. Having listened to the question, the teacher does not answer it, but advises the child to establish the truth himself by conducting a simple observation. Further, if the work is not difficult, it is carried out as a random experiment; if significant training is required, it is carried out in accordance with the methodological recommendations described for planned experiments.
One of the most effective forms of research learning is method of projects.
The specificity of the project method lies in the fact that the pedagogical process is superimposed on the process of the child's interaction with the environment (natural and social); pedagogical interaction is carried out in joint activities with the child, based on his own experience.
The special pedagogical significance of the project method is that:

It, being a method of practical purposeful action, opens up the possibility of forming one's own life experience;

This method comes from children's needs and interests.

The project method goes well with the principle of eventfulness , which involves the immersion of the child in a specific topic or problem.
Project stages:

Preparatory.

Research.

Generalization of the results with the development of recommendations based on our own observations.

PRACTICAL PART.

For example, experiments and experiments to study the properties of water, snow, ice, develop thinking, logic, creativity of the child, provide an opportunity to find answers to the questions “how” and “why”. 1. Experimentation is a leading activity
in childhood ............................................... ............................................ 3
2. The role of experimentation in the ecological development of children ………… .6
3. Relationship of experimentation with other species
activities in preschool age. Tasks …………………………… .7
4. Features of children's experimentation ………………………… ... 8
5. Methodological requirements for the preparation and conduct
experiments ………………………………………………………… .... 13
PRACTICAL PART ……………………………………………………… ... 14
CONCLUSIONS ……………………………………………………………………… ..17
CONCLUSION ………………………………………………………………… .18
USED LITERATURE ………………………………………… ... 20
APPENDIX 1 ………………………………………………………………… .21
APPENDIX 2 ………………………………………………………………… .22
APPENDIX 3 ………………………………………………………………… .23
APPENDIX 4 ………………………………………………………………… .24
APPENDIX 5 ………………………………………………………………… .25
APPENDIX 6 ………………………………………………………………… .26
APPENDIX 7 ………………………………………………………………… .27
APPENDIX 8 ……………………………………………………………… .28
APPENDIX 9 ………………………………………………………………… .29

How to find out what is happening with each of the objects around the child? Everything must be examined for all analyzers, and all the data obtained in this case are entered into memory. Unfortunately, many adults do not think about what painful sensations a child experiences when they are deprived of the opportunity to load their memory with various new information. Nature made the instinct to learn at an early age very powerful, almost irresistible. With age, the need to learn new things weakens. The bulk of people in adulthood live and work, using the knowledge accumulated at the previous stages of individual development, and do not experience much suffering when it is impossible to discover something new daily and hourly. This is why some adults do not understand children and view their activities as aimless. However, as N.N. Poddyakov, deprivation of the opportunity to experiment, constant restrictions on independent activity at an early and preschool age lead to serious mental disorders that persist for life, negatively affect the development of the child, and the ability to learn in the future. It is a pity that for a long time this was not taken into account by the preschool education system. The only way out here, according to teachers and psychologists, is the widespread introduction of the method of organized and controlled children's experimentation - at home and in kindergarten. The development of the theoretical foundations of the method of children's experimentation at the preschool educational institution is carried out by a creative team of specialists under the leadership of academician N.N. Poddyakov. Despite the efforts made by the theorists of preschool education, to date, the methodology for organizing children's experimentation has not been fully developed. This is due to many reasons: this is the lack of methodological literature, and the lack of orientation of teachers to this type of activity. The consequence is the slow introduction of children's experimentation into the practice of preschool institutions.

When conducting experiments, the following structure is adhered to:

1. statement of the problem;

2. search for ways to solve the problem;

3. conducting observation;

4. discussion of the results seen;

5. formulation of conclusions.

Experiments can be individual or group, single or cyclical (a cycle of observations of water, the growth of plants placed in different conditions, etc.)

By the nature of mental operations, experiments can be different:

Ascertaining (allowing to see one state of an object or one phenomenon),

· Comparative (allowing to see the dynamics of the process);

· Generalizing (allowing to trace the general patterns of the process previously studied in separate stages).

Experiments can be different according to the method of application. They are divided into demo and frontal. Demonstrations are conducted by the teacher, and the children monitor its implementation. These experiments are carried out when the investigated object exists in a single copy, when it cannot be given into the hands of children or it poses a certain danger to children (for example, when using a burning candle). In other cases, it is better to conduct frontal experiments, since they are more consistent with the age characteristics of children.

Children's experimentation, in contrast to the experimentation of schoolchildren, has its own characteristics. It is free of obligation; the duration of the experience cannot be rigidly regulated. It is necessary to take into account the fact that it is difficult for preschoolers to work without speech support (since it is in the older preschool age that visual-figurative thinking begins to be replaced by verbal-logical thinking and when internal speech begins to form, children go through the stage of pronouncing their actions aloud), individual the differences between children should not be overly carried away by recording the results of experiments, it is necessary to take into account the child's right to make a mistake and apply adequate methods of involving children in work, especially those who have not yet developed skills (working with the hands of children, splitting one procedure into several small actions assigned to different children, the joint work of the educator and children, the help of the educator to children, the work of the educator at the direction of the children (for example, during demonstration experiments), the educator's deliberate admission of inaccuracies in the work, etc.). At any age, the role of the teacher remains the leading one. Without it, experiments turn into aimless manipulation of objects, incomplete with conclusions and having no cognitive value.

The educator should behave in such a way that it seems to the children that they are working on their own. When working with children, one should try not to draw a clear line between everyday life and learning, because experiments are not an end in themselves, but a way to get acquainted with the world in which they will live.

It is also necessary to take into account the peculiarities of experimentation in different age groups. Children of the middle group have their first attempts to work independently, but visual control from an adult is necessary - to ensure safety and for moral support, since without constant encouragement and expression of approval, the activity of a four-year-old child quickly dies out. In this age group, experiments can be carried out to find out the causes of individual phenomena, children study the properties of water and snow, sand.

experimentation child pedagogical culture educator

Experimentation in preschool can take many forms. The older the child becomes, the greater the variety of forms he can master. Mastering each form of experimentation is subject to the law of transition from quantitative changes to qualitative ones. Having arisen at a certain age, each next form develops, becomes more complex and improves. At a certain stage, the prerequisites for the emergence of a new, even more complex method of experimental activity are created in its depths.

From the above, an important methodological conclusion follows: there are no forms of experimentation specific to a particular age group. The law of subordination of forms is different: a child of each specific age must be fluent in all the forms inherent in previous ages, and at the same time master a new form to which he has matured at a given moment. To make this possible, the teacher works as if on two levels: he conducts experiments that correspond to the achieved capabilities of children, and at the same time gradually prepares them for the development of new, more complex forms of activity. Therefore, each form has a lower age limit for its use, but there is no upper limit.

The Standard for Preschool Education (clause 2.7 of the Federal State Educational Standard of preschool education) states that the implementation of the program depends on the age and individual characteristics of children, is determined by the goals and objectives.

The earliest beginnings of experimentation date back to the age when a child first reached out to the rattle. From that moment on, he begins to unconsciously manipulate objects, and his analyzers record all events. Memory is enriched with more and more new facts, and finally, a moment comes when, thanks to the transition of quantitative changes into qualitative ones, a new form of manipulation appears - a conscious one. Now the child consciously throws toys, knocks them against each other, tries to bite and break. Children act a lot, and remember a lot by imprinting, but they still lack observation as a purposeful process.

In the second year of life, an adult further expands the child's ability to manipulate objects. Controlled manipulation is new at this age. The kid begins to perform individual actions at the request of the adult. The teacher's speech becomes more concise and clear, since now the child must understand almost all the words. The attention of children is extremely unstable, so adults must take the most direct part in experimentation, which at this age is almost indistinguishable from entertainment.

I am the younger group.

In the third year of life, visual-active thinking reaches its maximum development. Manipulating objects begins to resemble experimentation. Continuing to enrich the child's environment with more complex objects, the adult creates all the conditions for the development of his independence. The child must love to act and express this love with the words: "I want to do this", "I myself!" This is the main neoplasm of this age, which is important in the development of both experimentation and the personality as a whole. Children are already able to carry out some of the simplest assignments, therefore, they begin to perceive instructions and recommendations. However, they are not yet capable of independent. An adult should always be there. At this age, for the first time, the ability to intent and purposeful consideration of objects and events appears. This makes it possible to proceed with the implementation of the simplest observations (before that, the child did not observe, but simply looked). However, due to the instability of attention, the observation period is very short, and the adult must constantly take care to maintain interest in the chosen object. By the age of three, all children have mastered phrasal speech, therefore, you can ask them to answer the simplest questions. But they are not yet able to compose a story. As the field of activity for children expands, the focus on safety compliance increases.

I am the younger group.

In the fourth year of life, visual-figurative thinking arises. In children, it is clearly manifested. They begin to ask adults numerous questions of natural history. It is very useful not to communicate knowledge in a ready-made form, but to help the child get it on their own by putting on a little experience. In this case, the child's question turns into a formulation of a goal. An adult helps the child to think over a methodology for conducting the experiment, gives advice and recommendations, and together with him takes the necessary actions. Children of the second junior group are not yet able to work independently, but willingly do it together with an adult, therefore, the participation of a teacher in performing any actions is mandatory. In children of the fourth year of life, voluntary attention begins to form.

Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.

In the process of forming elementary survey actions in children, teachers are recommended to solve the following tasks:

1. Combine the display of the object with the child's active action on its examination: feeling, listening, taste, smell (a didactic game such as "Wonderful bag" can be used);

2. to compare objects similar in appearance: a fur coat - a coat, tea - coffee, shoes - sandals (a didactic game like "Don't be mistaken");

3. to teach children to compare facts and conclusions from reasoning (Why is there a bus?);

4. actively use the experience of practical activities, game experience (Why does not the sand crumble?);

· About materials (sand, clay, paper, fabric, wood).

· About natural phenomena (snowfall, wind, sun, water; games with the wind, with snow; snow, as one of the aggregate states of water; heat, sound, weight, attraction).

· About the world of plants (methods of growing plants from seeds, leaves, bulbs; germination of plants - peas, beans, flower seeds).

· About the methods of researching the object (section "Cooking for dolls": how to make tea, how to make a salad, how to make soup).

· About the world of objects (clothes, shoes, vehicles, toys, paints for drawing, etc.).

In the process of experimentation, the children's dictionary is replenished with words denoting sensory signs of a property, phenomenon or object of nature (color, shape, size: crumples - breaks, high - low - far, soft - hard - warm, etc.).

Middle group.

In the middle group, all the emerging tendencies intensify: the number of questions increases, the need to get an answer experimentally is strengthened. Thanks to the accumulation of personal experience, the child's actions become more purposeful and deliberate. The first attempts to work independently appear. In the middle group, for the first time, experiments are being conducted to elucidate the causes of individual phenomena, for example: "Why did this pebble get hotter?" - "Because it is black", "This handkerchief has dried faster. Why?" - "Because we hung it on the battery." The last stages of experimentation also undergo certain complications: when giving a verbal account of what they saw, children do not limit themselves to individual phrases spoken in response to the teacher's question, but pronounce several sentences, which, although not a detailed story, are already approaching it in volume. The educator, with his leading questions, teaches to highlight the main thing, to compare two objects or two states of the same object and to find the difference between them - so far only the difference. Finally, in the middle group, one can try to carry out long-term observations, which, although they are not experiments in the literal sense of the word, create the prerequisites for conducting long-term experiments next year.

Thus, work with children of this age group is aimed at expanding children's ideas about the phenomena and objects of the world around them.

The main tasks solved by teachers in the process of experimentation are:

1. active use of the experience of playing and practical activities of children (Why do the puddles freeze at night, thaw during the day? Why does the ball roll?);

2. grouping of objects according to functional characteristics (What are shoes, dishes for? What is their purpose?);

3. classification of objects and objects by species characteristics (tea, dining utensils).

· About materials (clay, wood, cloth, paper, metal, glass, rubber, plastic).

· About natural phenomena (seasons, weather phenomena, objects of inanimate nature - sand, water, snow, ice; games with colored ice).

· About the world of animals (how animals live in winter and summer) and plants (vegetables, fruits), the conditions necessary for their growth and development (light, moisture, heat).

· About the objective world (toys, dishes, shoes, transport, clothing, etc.).

· About geometric standards (circle, rectangle, triangle, prism).

· About a person (my assistants are eyes, nose, ears, mouth, etc.).

In the process of experimenting, the children's vocabulary is replenished with words denoting the properties of objects and phenomena. In addition, children get acquainted with the origin of words (such as: sugar bowl, soap dish, etc.).
At this age, building games are actively used to determine the signs and properties of objects in comparison with geometric standards (circle, rectangle, triangle, etc.)

Senior group.

With the correct organization of experimental activity, children of the older group develop a stable habit of asking questions and trying to independently seek answers to them. Now the initiative to conduct experiments is in the hands of children. Children who are on the threshold of six years should constantly turn to the educator with requests: "Let's do this ...", "Let's see what happens if ..." The role of the educator as an intelligent friend and advisor is growing. The level of independence of children is increasing. The possibilities for fixing the results are expanding. Various graphic forms are used more widely, various methods of fixing natural objects are being mastered (herbarization, volumetric drying, canning, etc.). Supported by a benevolent interest on the part of an adult, children learn to independently analyze the results of experiments, draw conclusions, and compose a detailed story about what they saw. Children of the older group become accessible to both two- and three-member chains of cause-and-effect relationships, so they need to ask the question “Why?” More often. And they themselves at this age become why: the overwhelming majority of questions begin with this word. The emergence of questions of this type indicates certain shifts in the development of logical thinking. The teacher stimulates this process with his questions. In the older group, long-term experiments begin to be introduced, in the process of which the general laws of natural phenomena and processes are established.

Thus, work with children is aimed at clarifying the entire spectrum of properties and characteristics of objects and objects, the relationship and interdependence of objects and phenomena.

Children love to experiment. This is due to the fact that visual-effective and visual-figurative thinking is inherent in them, and experimentation, like no other method, corresponds to these age characteristics. In preschool age, he is the leading, and in the first three years - practically the only way to learn about the world.Experiments form the basis of all knowledge, without them any concepts turn into dry abstractions. In preschool education, experimentation is the teaching method that allows the child to model in his mind a picture of the world based on his own observations, experiences, the establishment of interdependencies, patterns.Experimentation in a preschool organization can take many forms. The older the child becomes, the greater the variety of forms he can master.There are no age-specific forms of experimentation.A child of each specific age must be fluent in all the forms inherent in previous ages, and at the same time master a new form to which he has matured by this moment.

The dynamics of the development of children's experimentation skills

Manipulating objects. This form occurs at an early age, when it is the only form of experimentation available to a child. The child twists objects, puts them in his mouth, throws them. Objects (for him) then appear, then disappear, then break with a ringing. Adults sometimes laugh, then tell something, then scold. Thus, a double experiment is underway: both natural history and social. The information received is entered and stored in memory for life. The child remembers for sure that any object released from his hands falls to the floor, and does not fly away to the ceiling, that some things break, others do not, that you can twist ropes from grandmother, but jokes with mom are bad.

This is a very important stage in the development of personality, since at this time information about the objective properties of objects and people that the child encounters is assimilated. This period lasts the first, second and third years of life. At this time, the formation of separate fragments of experimental activity takes place, which are not yet connected with each other into some kind of system.

After three years, their integration gradually begins. The child moves into the next period - periodcuriosity ("And what's in there?"). He continues to master already more complex information - information about processes and phenomena, as well as about his abilities to perform certain operations.

Somewhere in the middle of the period of curiosity (in the fourth year of life), the original form of activity - the manipulation of objects - is divided into three directions. The first direction will develop into play, the second into experimentation, and the third into work.

At the beginning (at 4 years old) this division is weakly expressed; it is noticeable only to the researcher - the theorist, then it becomes more and more clear, and, finally, after 5 years - subject to correct upbringing - the child enters the next period - the periodcuriosity. Experimental activity takes on typical features. For her, of course, age characteristics, which are highlighted above, are characteristic, she is still very similar to a game, but nevertheless, now experimentation is becoming an independent type of activity. An older preschool child acquires the ability to experiment in the usual sense of the word.

Experiment structure

In each experiment, a sequence of successive stages can be distinguished.

1. Awareness that you want to know.

2. Formulation of the research task.

3. Thinking over the experimental technique.

4. Listening to instructions and criticisms.

5. Forecasting of results.

6. Execution of work.

7. Compliance with safety rules.

8. Observation of results.

9. Fixing the results.

10. Analysis of the data obtained.

11. Verbal report on what he saw.

12. Formulation of conclusions.

Let us consider how the formation of all stages of experimentation by age groups takes place.

2nd junior group

In the fourth year of life, visual-figurative thinking arises. Curiosity is clearly manifested in children (the word “curiosity” is not yet applicable). They begin to ask adults numerous questions of natural history.

Children of the second junior group are not yet able to work independently, but willingly do it together with an adult, therefore, the participation of a teacher in performing any actions is mandatory.

Children are already able to grasp the simplest cause-and-effect relationships, so for the first time they begin to ask the questions "Why?" and even try to answer some of them themselves.

Work with pupils of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world. In the process of forming elementary survey actions among pupils, teachers are recommended to solve the following tasks:
1) combine the display of the object with the active action of the child on its examination: feeling, listening, taste, smell (a didactic game such as "Wonderful bag" can be used);
2) compare objects similar in appearance: a fur coat - a coat, tea - coffee, shoes - sandals (a didactic game like "Don't be mistaken");
3) teach pupils to compare facts and conclusions from reasoning (Why is there a bus?);
4) actively use the experience of practical activities, game experience (Why does not the sand crumble?);

Middle group

The educator, with his leading questions, teaches to highlight the main thing, to compare two objects or two states of the same object and to find the difference between them - so far only the difference.

Finally, in the middle group, one can try to carry out long-term observations, which, although they are not experiments in the literal sense of the word, create the prerequisites for conducting long-term experiments next year.

Senior group

With the correct organization of work, children of the older group form a stable habit of asking questions and trying to independently seek answers to them. Now the initiative to conduct experiments is in the hands of children. Children who are on the threshold of six years should constantly turn to the educator with requests: "Let's do this ...", "Let's see what happens if ..." The role of the educator as an intelligent friend and advisor is growing. He does not impose his advice and recommendations, but waits for the child, having tried different options, to ask for help himself. And even then he will not immediately give an answer in a ready-made form, but will try to awaken the independent thought of the children, with the help of leading questions to direct the reasoning in the right direction. However, this style of behavior will only be effective if the children have already developed a taste for experimentation and a culture of work. Otherwise, it makes sense to build the pedagogical process according to the system described for the middle group.

Supported by a benevolent interest on the part of an adult, children learn to independently analyze the results of experiments, draw conclusions, and compose a detailed story about what they saw. But the measure of independence (at least in comparison with an adult) is still small. Without support from the teacher - at least tacitly - the speech of children is constantly interrupted by pauses.

In the older group, long-term experiments begin to be introduced, in the process of which the general laws of natural phenomena and processes are established. By comparing two objects or two states of the same object, children can find not only the difference, but also the similarity. This allows them to start learning classification techniques.

As the complexity of the experiments increases and the independence of children increases, it is necessary to pay even more attention to adherence to safety rules. At this age, children remember instructions quite well, understand their meaning, but due to the lack of formation of voluntary attention, they often forget about instructions and can injure themselves or their comrades. Thus, giving the children independence, the teacher must very carefully monitor the progress of work and observe safety rules, constantly remind about the most difficult moments of the experiment.

Methodological recommendations for conducting classes using experimentation are found in the works of various authors O.V. Dybina, L.V. Ryzhova, I.E. Kulikovskaya. These authors propose to organize the work in such a way that children can repeat the experience shown to adults, can observe, answer questions using the results of the experiments. With this form, the child masters experimentation as a type of activity and his actions are reproductive in nature. In order for experimentation to become the leading type of activity, it must arise on the initiative of the child himself, and the teacher must create a subject-spatial developmental environment for this.