For the expectant mother 

Club activity on experimentation in the second junior group “Why. Experimental activities in kindergarten according to federal state standards Report on experimentation in the younger group

In the fourth year of life, the child begins to clearly feel his own “I” and strives for independence. He is ready for discoveries and actively explores the surrounding space, expanding his understanding of the properties of familiar objects. However, younger preschoolers are not always confident in the correctness of their actions and the choice of research method, which is why adults so often hear three-year-old children asking “why.”

Theoretical foundations for conducting experimental activities in the second junior group of preschool educational institutions

At the age of three, a child experiences one of the crises of personal development. The child longs to show independence, but is faced with the overprotection of adults or lacks the accumulated skills and abilities to be independent in all types of activities. In kindergarten classes, the teacher helps in creating new relationships between the child and adults, which are based on an element of cooperation. Children are not given experience in a ready-made form, but are shown the possibility of obtaining it.

The development of children’s cognitive activity is one of the main directions of a teacher’s work in accordance with the Federal State Educational Standard. Broadening one's horizons and mastering knowledge about the objects of the surrounding world, their qualities and properties should be carried out through the formation of experimental skills.

In classes with a teacher, children develop practical and experimentation skills

Know how to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child will want to return again and again to what he has learned.

V. A. Sukhomlinsky

Age characteristics of children 3–4 years old

Curiosity is in full swing in younger preschoolers; in joint research activities with the teacher, students develop skills in experimental activities, and in independent classes the children will improve them. The discovery of information is achieved through trial and error; it is important not to leave the successes of little experimenters without praise and to teach them not to stop if something doesn’t work out on the first try.

To organize experimentation, the teacher takes into account the age characteristics of pupils of the second youngest group (3–4 years):

  • Curiosity. Children actively study new subjects and expand their understanding of familiar phenomena and objects with interest.
  • Demonstration of independence. The teacher should encourage children's desire to acquire new knowledge.
  • Imagery and involuntary memory. Children remember best what aroused the greatest interest and positive emotions. However, it is still difficult to maintain attention for a long time, so the teacher takes into account the need of preschoolers to frequently change the subjects or types of study being studied.
  • Formation of imaginative thinking. The ability to reproduce images without direct contact with the objects of research makes it possible to involve new types of learning for children during classes: listening to thematic poems and fairy tales, guessing riddles, holding conversations.
  • High emotionality. It is important for a child to receive approval and praise. The teacher predicts a situation of success when preparing a future lesson.
  • Active development of speech activity. During the study of objects and observations, work is carried out on the development of speech and replenishment of vocabulary.

By conducting experiments, students expand their understanding of the properties of a particular object of reality.

The purpose and objectives of experimental activities

The purpose of experimental activities in the second junior group is to form and expand children's ideas about objects in the surrounding world through practical actions. Experimentation promotes the active development of thinking abilities: while observing the objects of experience, the child analyzes, summarizes the information received, compares them, and draws basic conclusions. Research qualities are manifested in various routine moments (in classes, during walks, in independent activities), children of 3–4 years old quickly learn about the world.

You can carry out observations and experiments while walking

Experimental activities in the second junior group are aimed at solving a number of problems:

  • Educational:
    • expansion of ideas about the properties and qualities of objects of living and inanimate nature;
    • developing the ability to independently study objects;
    • training in the ability to use instruments in research (magnifying glass, lamp, scales, magnets).
  • Educational:
    • improving fine motor skills and coordination;
    • development of visual, auditory, sensory perception;
    • development of attention and memory;
    • development of speech abilities.
  • Educational:
    • creating positive motivation for independent experimentation;
    • creating a friendly atmosphere in the group during research, fostering mutual assistance within the team;
    • development of self-control and self-regulation, cultivation of perseverance and accuracy;
    • developing the ability to follow instructions from an adult.

During experiments, a favorable atmosphere is created in the group, friendly relationships are strengthened

Types of experimental activities

Types of children's experimentation in the second junior group can be distinguished by the nature of the cognitive activity of pupils:


Circle "Why"

(experimental - experimental activity)

in the younger group

Explanatory note

Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of the child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.

Children's experimentation is not an activity isolated from others. It is closely connected with other types of activities, and primarily with such as observation and work, speech development, visual activity, physical education; to a lesser extent, experimentation is associated with musical and physical education.

Experimentation acts as a teaching method if it is used to transfer new knowledge to children. It can be considered as a form of organization of the pedagogical process, if the latter is based on the method of experimentation. And finally, experimentation is one of the types of cognitive activity of children and adults.

Entertaining experiences and experiments encourage children to independently search for reasons, methods of action, and show creativity, as they are presented taking into account the current development of preschoolers.

It is rare that a child, regardless of age, during a game - classes, activities - quizzes, does not want to show independence, to be the first smart, knowledgeable, first, to be like an adult! In this sense, selected games and activities can significantly make the “children’s work” (game) joyful and desirable! General tasks of organizing search and cognitive (experimental) activities of preschool children:

Formation of dialectical thinking in children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies;

Development of one’s own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models);

Expanding the prospects for the development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions;

Maintaining children's inquisitiveness, initiative, intelligence, criticality, and independence.

The work is organized in 3 interrelated areas:

Live nature

Inanimate nature

Human

Tasks of the “Why” circle (experimental activities) in junior group No. 5 “Bees”:

1. Develop the ability to perform actions in accordance with the proposed pictogram. Determine the content of the activity.

2. To develop the ability to consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interconnections of objects of the man-made world (stump stool, chair) or living nature (egg - chicken - hen).

By the end of the year, children should be able to:

1. Perform actions in accordance with the suggested icon. Determine the content of the activity.

2. Consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the line present - vulgar - future to identify the interrelations of objects of the man-made world (stump stool, chair) or living nature (egg - chicken - hen).

Literature.

Veraksa N.E. Cognitive and research activities of preschoolers. M.2012

Dybina O.V. What are the objects made of? Games – activities for preschoolers. M.2013

Dybina O.V. The unknown is near. Experiences and experiments for preschoolers. M. 2013.

Dybina O.V. Man-made world: Scenarios of games and activities for preschoolers. M.2000.

Card index of experiences and experiments for children of primary preschool age.

Long-term work plan for the circle:

October

"Let's find out what kind of water it is?" (identification of water properties) O. V. Dybina

"The unknown is nearby" p. 5

"Ships" (introduction to the properties of floating objects) “Card index of experiences and experiments for young children” Topic: “Water” p.4, No. 1

"Dives" (introduction to the properties of “diving” toys) “Card index of experiences and experiments for young children” Topic: “Water” p.4, No. 2

"Foam" (introduction to producing foam from shampoo) “Card index of experiences and experiments for young children.” Topic: “Water” p.4, No.5

November

"How to see air?" (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 6

" Games with balloon and straw " (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 7

"The wind blows across the sea"

"Blowing Soap Bubbles" (detection of air in the surrounding space) O.V. Dybina "The unknown is nearby" p. 8

December

"Making colored ice floes" O.V. Dybina "The unknown is nearby" p. 5

"Snow Town" (introduction to the properties of snow) “Card index of experiences and experiments for young children.” Topic: “Snow” p.6, No. 3

"Different feet stomp along the snowy path" (obtaining clear traces in the snow) “Card index of experiences and experiments for young children.” Topic: “Snow” p.6, No. 1

January

"What is in the box?" (familiarity with the meaning and source of light)

O.V. Dybina "The unknown is nearby" p. 9

"Magic brush" (introduction to obtaining intermediate colors) O.V. Dybina "The unknown is nearby" p. 9

"Light heavy" ( determining the weight of objects and grouping them by weight)

O.V. Dybina "The unknown is nearby" p. 10

"What does it sound like?" (identifying an object by the sound it makes) O.V. Dybina

"The unknown is nearby" p. eleven.

February

"Hot - cold" (determination of the temperature qualities of objects and substances). O.V. Dybina "The unknown is nearby" p. 12

"Onion is our friend" (short-term project)

"Onion is our friend" (short-term project)

"Magic Magnet" (introduction to a magnet and its properties) “Card index of experiences and experiments for young children.” Topic: “Magnet” p.12, No. 1

March

"Sunny bunnies" “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 1

"Shadow" (introduction to the properties of sunlight) “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 1

"Colorful Glasses" (introduction to the properties of transparent glass) “Card index of experiences and experiments for young children.” Topic: “Sun” p.13, No. 3

"My Green Hair" (introduction to the properties of sunlight) “Card index of experiences and experiments for young children.” Topic: “Plants” p.16, No. 4

April

"Teremok" (introduction to the properties of wood) O.V. Dybina “What are objects made of”, p.9, No. 2.

"Ducklings" (introduction to the properties of paper and fabric) O.V. Dybina “What are objects made of”, p. 13, No. 1.

"Gifts for the little bear" ( recognition of objects made of fabric, paper, wood using material characteristics) O.V. Dybina “What are objects made of”, p. 20, No. 1.

"Visiting Little Red Riding Hood" ( consolidating children's knowledge about materials)

O. V. Dybina “What are objects made of”, p. 21, No. 1.

Shaposhnikova Alla Petrovna
Job title: teacher
Educational institution: MK preschool educational institution Pavlovsky kindergarten No. 8
Locality: Pavlovsk, Voronezh region.
Name of material: methodological development
Subject:"Experimental activities in the junior group"
Publication date: 30.01.2017
Chapter: preschool education

experimental

activity

In the younger group.
Teachers: Shaposhnikova A.P.
What and how? Why and why?

How to respond to all children in time?

And give parents knowledge -

What to mix? How to mix? Mix with what?

In the sun and in the rain,

And in any weather

We all study... inanimate nature.

Explanatory

a note
In preschool educational institutions, experimentation, taking into account the Federal State Educational Standard, can be organized in three main directions: specially organized training, joint activities of the teacher with children and independent activities of children. It is important to remember that the lesson is the final form of research activity, which allows you to systematize children’s ideas. Problem situations, heuristic tasks, experimentation can also be part of any lesson with children (mathematics, speech development, familiarization with the environment, etc.) focused on different types of activities (musical, visual, natural science, etc.). In the educational process according to the Federal State Educational Standard there is a lot of information that interests children. Experimental activities increase interest and bring good results. Experimentation is an effective method of understanding the patterns and phenomena of the surrounding world. Children's experimentation has enormous developmental potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment. During 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, classification and generalization. Experimentation involves actively searching for solutions to problems, making assumptions, putting the hypothesis into action, and drawing accessible conclusions. That is, children's experimentation is a good means of intellectual development of preschoolers. Children's experimentation has a positive impact on the child's emotional sphere; to develop creative abilities, to improve health by increasing the overall level of physical activity. Experimentation is the most successful way to introduce children to the world of living and inanimate nature around them. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to feel like a scientist, researcher, discoverer.
I noticed that the cognitive activity of children is not high enough, which affects the development of speech, logical thinking, memory, and attention. Children do not show curiosity or research interest in the world of living and inanimate nature, preferring other types of activities. Thus, there was a need to carry out targeted, systematic work using experimentation. The following tasks were set: 1. Study methodological literature on children's search and cognitive activity. 2. Distribute a selection of practical material in the “inanimate nature” section into blocks, organize a developmental environment 3. Adapt practical material to the conditions of the kindergarten and group. When organizing experimentation work, I use various forms: - direct educational activities, - excursions, - reading fiction, - entertainment, - experiments, - conversations. In the process of experimentation, the artistic word (riddles, poems, nursery rhymes, original stories) is also of great importance, which helps to organize, interest children, and replenish their vocabulary. Expected results: - increasing the level of development of curiosity; development of children's research skills (analyze an object or phenomenon, highlight significant features and connections, select tools and materials for independent activity, carry out experiments, draw conclusions); - speech development (enrichment of children’s vocabulary with various terms, strengthening the ability to construct their answers to questions grammatically correctly, the ability to ask questions); -development of personal characteristics (emergence of initiative, independence, ability to cooperate with others, need to defend one’s point of view);
- systematization and expansion of children’s ideas about inanimate nature.

MATERIALS

For

o r g a n i z a t i o n

EXPERIMENTATION

(Jr

age)
1. Beads, buttons. 2. Ropes, laces, braid, threads. 3. Plastic bottles of different sizes. 4. Multi-colored clothespins and elastic bands. 5. Pebbles of different sizes. 6. Cogs, nuts, screws. 7. Traffic jams. 8. Down and feathers. 10. Photographic films. 11. Plastic bags. 12. Seeds of beans, beans, peas, seeds, nut shells. 13. Wood cuts. 14. Cotton wool, padding polyester. 15. Wooden spools. 16. Kinder surprises 17. Clay, sand. 18. Water and food coloring. 19. Paper of different grades.
Content

research

activities

children

(Jr

preschool

age)
Work with children is aimed at creating conditions for sensory development while familiarizing them with the phenomena and objects of the surrounding world. In the process of forming children's examination actions, teachers are recommended to solve the following tasks: Combine showing the child with the child's active action to examine him (palpation, taste, smell, etc.). Compare objects that are similar in appearance. Teach children to compare facts and conclusions from reasoning. Use practical experience and gaming experience. The main content of the research involves the formation of the following ideas: 1. About materials (sand, clay, paper, fabric, wood). 2. About natural phenomena (wind, snowfall, sun, water; games with the wind, with snow, etc.).
3. About the world of plants (methods of growing from seeds, bulbs, leaves). 4. About methods of studying an object. 5. About the objective world. In the process of research and experimentation, children's vocabulary develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumples, breaks; high - low - far; soft - hard - warm, etc.).
Approximate

structure

experimentation activities
1. Statement of the research problem. 2. Training of attention, memory, logic of thinking. 3. Clarification of life safety rules during experimentation. 4. Clarification of the research plan. 5. Selection of equipment and placement by children in the research area. 6. Distribution of children into subgroups. 7. Analysis and generalization of the experimental results obtained.
SUBJECT-SPATIAL

WEDNESDAY

EXPERIMENTATION
Organization of mini-laboratories in a group Mini-laboratories can be allocated: 1. A place for a permanent exhibition. 2. Place for devices. 3. Place for growing plants. 4. Place for storing natural and waste materials. 5. Place for conducting experiments. 6. Place for unstructured materials (sand-water table and container for sand and water, etc.)

Promising

planning

experiments

experiments

September

1. “Let’s find out what kind of water”
Goal: to identify the properties of water (transparent, odorless, flowing, substances dissolve in it).
2. “Games with fans and plumes”
Goal: to introduce children to one of the properties of air - movement; air movement is wind.
3. “Let's play with the sun”
Goal: to determine which objects heat up better (light or dark), where it happens faster (in the sun or in the shade).
4. “Properties of sand”
Purpose: to introduce the properties of sand (consists of grains of sand, loose, small, easily crumbles, allows water to pass through, marks remain on the sand, sticks together, wet is darker than dry).
October

1. “Wonderful bag”
Purpose: to introduce the senses and their purpose.
2. “Let’s play with the breeze”
Goal: detect air movement in nature.
3. "What's in the box"
Purpose: to introduce the meaning of light, to light sources (sun, flashlight, candle, lamp), to show that light does not pass through opaque objects.
4. “Why is it dirty in autumn?”
Purpose: to introduce the fact that soil allows water to pass through differently.
November

1. “Magic tablets”
Goal: use your fingers to determine the shape and structure of the surface.

2. “Light - heavy”
Goal: to show that objects can be light and heavy, to teach how to determine the weight of objects and group objects by weight.
3. “Find by sound”
Purpose: to identify and distinguish noise sounds made.
4. “Clay, its qualities and properties”
Goal: to teach to recognize objects made of clay, to determine the quality of clay (softness, plasticity, degree of strength) and properties (crumples, breaks, gets wet).
December

1. “Hot and cold”
Goal: to teach how to determine the temperature of substances and objects.
2. “Wonderful bag”
Purpose: to introduce objects that conduct heat; identify the hardest object by touch.
3. “Coloring the water”
Goal: to find out the properties of water (water is transparent, but can change its color when colored substances dissolve in it).
4. “Snow, what is it like?”
Purpose: to introduce the properties of snow during a snowfall (white, fluffy, cold, sticky, melts in warmth).
January

1. “Games with straws”
Purpose: to give an idea that people breathe air by inhaling it with their lungs; the air can be felt and seen.
2. “Snow.” What is he like?
Purpose: to introduce the properties of snow in frosty weather (cold, shiny, sparkling, crumbly, difficult to mold)
3. “How to get water from snow”
Goal: to form the simplest ideas about the properties of snow (melts in warmth).
4. “How to turn water into ice”
Purpose: to introduce the properties of water (it turns into ice at low temperatures).

February

1. “Making colored ice floes”
Purpose: to introduce one of the properties of water.
2. “Frost and Snow”
Goal: to consolidate knowledge about the properties of snow depending on air temperature.
3. “Properties of ice”
Purpose: to introduce the properties of ice (ice is solid water, ice melts in heat), to learn to establish the simplest patterns.
4. “The wind blows across the sea”
Goal: to introduce children to such a natural phenomenon as wind, to teach them to distinguish its strength.
March

1. “Floats and sinks”
Goal: to teach children to identify light and heavy objects (some remain on the surface of the water, others drown)
2. “Paper, its qualities and properties”
Goal: to teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness, absorbency) and properties (crumples, tears, cuts, burns).
3. “Planting onions”
Purpose: to clarify ideas about the bulb, to show the need for light and water for the growth and development of plants.
4. “If it floats, it won’t float”
Goal: to develop an understanding of the weight of objects.
April

1. “Hello, sunny bunny”
Purpose: to give an idea that a “sunbeam” is a ray of sunlight reflected from a mirror surface.
2. “Birch twig”
Goal: observe the appearance of leaves on branches placed in water.

3. “Wood, its qualities and properties”
Goal: to learn to recognize objects made of wood, determine its quality (hardness, surface structure; thickness, degree of strength) and properties (cuts, burns, does not break, does not sink in water).
4. "What's in the bag"
Purpose: to give children the concept that the air is around us, it can be cold, warm, humid.
May

1. “Hide the button”
Purpose: to promote the accumulation of ideas about the properties of water (liquid, transparent, colorless), water changes color.
2. “Pies for Mishka”
Goal: expand knowledge about the properties of sand, develop the ability to handle it, compare, and draw conclusions.
3. “Comparison of sand, soil and clay”
Purpose: to introduce the properties of sand, soil and clay.
4. “Fabric, its qualities and properties”
Goal: to learn to recognize things made of fabric, determine its quality (thickness, degree of strength, softness) and properties (wrinkles, cuts, tears, gets wet, burns).
List

used

literature
1. Nikolaeva S. N. “Methods of environmental education in kindergarten.” – M. 1999. 2. Perelman Ya. I. “Entertaining tasks and experiments.” - Yekaterinburg, 1995. 3. Murudova E. I. “Introducing preschoolers to the world around them” Detstvo-press 2010.
4. Dybina O. V. “Classes on familiarization with the outside world in the second junior group of kindergarten” M.: Mozaika - Synthesis, 2007 (methodological manual).

Diana Shishova
Report on the organization of experimental activities in kindergarten

Federal state educational standards define new approaches to joint activities of the teacher, child and parent. Experimental research activities opens up wide opportunities for joint activities of adults and children.

Today, more and more attention is paid to the quality of education, because learning should not only be useful, but also interesting, it should shape a person’s worldview, develop curiosity and erudition in him. We cope with this task perfectly with the help organizations experienced– experimental work with preschool children.

A preschool child is an inquisitive, thinking, observing person. Exploring the world, he makes many discoveries. Experimentation is an effective means of intellectual development of preschool children. Any child is involved in it constantly: he tears paper, takes toys apart, plays with sand, water and snow. Our task is to help a preschooler conduct research, make it useful and safe for the child and his environment. In modern educational practice, the importance of independent research activities the child is underestimated. We are in a hurry to teach the child what we ourselves consider important. And he himself would like to explore almost everything.

Therefore, exploratory behavior for a preschooler is the main source of gaining ideas about the world.

In my work I widely use experienced– experimental activities of preschoolers. Experimentation is the leading type activities for young children: “The fundamental fact is that activity experimentation permeates all areas childhood life, All children's activities, including gaming."

The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops childish curiosity, inquisitiveness of mind and forms on their basis stable cognitive interests through research activity. Is it possible to organization of research activities with children of primary preschool age? Yes! The youngest preschooler is characterized by an increased interest in everything that happens around him. Every day, children learn more and more new objects, strive to learn not only their names, but also their similarities, and think about the simplest reasons for the observed phenomena. Supporting children's interest, we need to lead them from acquaintance with nature to understanding it.

The problem of developing the intellectual and creative potential of a child’s personality is one of the main educational tasks. Each child has individual cognitive abilities. Abilities are found not in knowledge, skills and abilities, as such, but in the dynamics of their acquisition.

Thus, at the age of 2-3 years, the predominant objects should be for research in real action with a small inclusion of figurative and symbolic material. At 3-4 years old, objects for research become more complex and diverse, and figurative and symbolic material begins to occupy more space. At the age of 4-5, in addition to increasingly complex real objects and figurative and symbolic material, the simplest elements of normative and symbolic material can be introduced. At 5-7 years old, all types of materials with more complex content should be presented.

Posting material for educational research activities should be mosaic, in several quiet places in the group room, so that children do not disturb each other.

Some objects for research in action can be permanently located on a special teaching table (or a pair of ordinary tables adapted for this purpose). I place the remaining objects for research and figurative and symbolic material in the children’s field of vision immediately before the start of their free activities. It is advisable to divide all the material into several functionally equivalent sets and change them periodically throughout the year in order to arouse waves of children’s interest in new or slightly “forgotten” materials.

In a corner of nature equipped "mini laboratory", this is a place equipped with special equipment and a variety of materials, where children conduct independent and joint research with adults activity. One of the main tasks of the laboratory as a developmental environment is to teach children to ask questions, search for and find answers on their own. By acting independently, making tests of a searching and imitative nature, the child acquires a valuable personal experience, which is based on its active subjective activity.

Preschoolers are asked questions: “Which sand is lighter – dry or wet?”, “What sinks in water – stone, sand or wood? ”, “What happens to salt, sugar, sand when they are immersed in water?”, “What happens to a lit candle if it is covered with a jar? ”, etc. After the children answer the questions, we conduct experiments. Experiments are accompanied by children pronouncing and putting forward many hypotheses and guesses, attempts predict expected results. This has a positive effect on speech development, the ability to construct complex sentences, and draw conclusions. Repeating the same things over and over again experiments characteristic of many children, it develops in them a certain algorithm of actions, precision in performing individual operations, and accuracy in work (otherwise the experiment may fail). And the questions "For what?", "How?" And "Why?" They already require from educators competence in various areas of the world around us.

All experiments which we conduct, photograph, make presentations, and watch together with the children.

In the process of experimentation, all mental processes develop. The child constantly needs to perform operations of analysis and synthesis, comparison and classification, generalization and polarization. He reproduces in speech everything he sees, formulates discovered patterns, and draws conclusions.

Therefore, I try to include experimentation in various types activities: play, work, walks, observations, independent activity. This helps maintain children's cognitive interest.

Experienced– experimental activity children corresponds to the age and capabilities of the children. I introduce them to the properties of the sun's rays, which heat surrounding objects and evaporate moisture. Studying the properties of sand, kids conclude that dry sand is light in color, free-flowing, and cannot be used to make a Easter cake. Wet sand is dark and easy to sculpt with. Observing the wind, children come to the conclusion that in the presence of wind, the blades of paper pinwheels and plumes rotate slowly or with acceleration. Getting acquainted with the properties of paper and fabric, the children notice that the paper is torn. Depending on its thickness, it can be wrinkled and become wet in water. The fabric consists of threads, wrinkles, and is easy to wash and iron.

Our work with children is aimed at creating conditions for sensory development, during which children become familiar with natural phenomena and objects. In the process of forming research actions, several decisions are made tasks: showing the child is combined with active action (taste, smell, feel, etc., objects are compared by appearance. We teach children to reason, draw conclusions, compare facts. Use experience in various activities, be it playful or practical.

We often noticed how children tasted snow on the street. We always say that you can’t eat snow, but the children couldn’t understand why. So we decided to hold experience with snow. They brought the snow into containers into the group and, when the snow melted, they poured water into the cups and looked through a magnifying glass. After this experience the children did not try the snow.

Very interesting and exciting experiments with air, since it is not visible. Children enjoy flying a kite to see the gusts of wind and the movement of air masses. They fill the plastic bags with air and notice that they become dense and elastic. Young children blow through a straw onto the surface of the water, creating waves and bubbles. And if you blow on a small object through a tube, it will begin to move. There are many interesting objects for experimentation, it’s impossible to list them all right now. Thus, targeted, systematic experimental work with preschoolers makes it possible to identify and form in children the need for constant cognitive activities, maintains interest and promotes all-round development.

Compliance with the listed pedagogical conditions contributes to the effectiveness of experienced– experimental work.

We are surprised by everything. How? Why and why?

Preschool children- inquisitive researchers of the surrounding world. They learn it in play, on walks, in classes, and in communication with peers. A child's thinking begins with a question, with surprise or bewilderment, with a contradiction. Therefore, I was faced with the task of creating conditions for independently finding answers to my questions “Why?” and “How?”.
A thoughtful, systematic introduction of a child to the unknown contributed to the development of his most important thinking operations:
analysis (observing objects, children examine and study them),
comparison (children find similarities and differences between objects and materials from which they are made),
the ability to establish relationships (children highlight ways of using objects in various areas),
generalization (children learn to combine objects, classifying them into groups as living or inanimate nature, the man-made world, based on identifying essential features).
Experimentation, as one of the forms of organizing children's activities, encouraged children to be active and independent, to discover new knowledge and ways of knowing. And I tried to help the child realize his curiosity, direct it in the right direction, and become an assistant to the child in understanding the world. I came to the conclusion that the main advantage of using the experimentation method in kindergarten is that during the experiment:
Children get real ideas about the various aspects of the object being studied and its relationships with other objects and with the environment.
The child’s memory is enriched, his thought processes are activated.
Speech develops.
There is an accumulation of a fund of mental skills.
Independence, goal-setting, and the ability to transform any objects and phenomena to achieve a certain result are formed.
The child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the overall level of physical activity.
My work with children was aimed at creating conditions for sensory development while getting to know the phenomena and objects of the surrounding world. During which I combined the demonstration with the child’s active action to examine the object (touching, tasting, smelling, etc.).
She taught me to compare objects that are similar in appearance, to compare facts and conclusions from reasoning.
By organizing games with the objects and materials being studied, I not only introduced the children to the properties, but also reinforced basic ideas about the shape, different sizes, and colors of objects, developing the child’s fine motor skills. Kids love these games very much.
Studying the “Water” section. Water can be poured, heated, caught in the water, etc. In practice, children have learned that they can wash themselves with water, dip objects in it, and they will become cleaner if washed with water. During the experiment, children get the idea that water is liquid and therefore can spill out of a vessel; that water has no color, but can be colored; that water can be warm and cold, that water is clear, but it can become cloudy; that some substances dissolve in water, and some can impart their taste to water; that water can turn into ice and ice can turn into water.
"Sand" Sand can be poured from palm to palm, from a scoop to a mold, you can bury various objects in it and dig them out, build slides, paths, and then destroy and build again
Getting acquainted with this topic, I conducted various experiments - playing with sand. During the “Let's Bake a Treat” game, children try to make a “treat” from dry and wet sand with their hands and using molds. In the game "Traces", children are convinced that footprints and prints remain on wet sand. When conducting an experiment with sand, I suggest that children pass wet sand through a strainer, and then dry sand - the kids see that dry sand can crumble, but wet sand cannot.

The most important discovery for the children during the walk was the conclusion that sand is a lot of grains of sand.
Studying "Air" Children, with the help of object-manipulative activities, gain the idea that air is lighter than water. When conducting the didactic game “Let’s Catch the Air,” I suggested “catch” the air in plastic bags and make sure that the air is not visible, but it is there. In the game “Storm in a Glass,” kids blew through a straw into a glass of water and watched as the water expelled air. By playing the game “My Fun Tinkling Ball,” children learn that the ball bounces high because it has a lot of air. The children learned from the “Sail the Boat” experience. that objects can move with the help of air. And while walking, watching the grass and foliage, we watched the wind, which is the movement of air.
Getting to know the "Stones" section
Carrying out manipulations with the stones “Light-heavy” and “What shape is the stone?”, we became convinced that stones are heavy and light, and that stones have different shapes. And when they compared two stones taken from the street and from a battery (in winter), they came to the conclusion that the stones can be cold and warm. And when they squeezed a stone and a wad of cotton wool in their hands, they thought that the stones were hard.
Forming ideas about “Paper”
Through experiments, children determined that the paper is light: it can be blown off the palm of your hand, and it does not sink in water, unlike stones; that paper can be thin or thick and it can tear: a napkin is very easy to crumple and tear, unlike thick cardboard.
I took the content of knowledge about natural objects in the program “Young Ecologist” by S.N. Nikolaeva. (Like the second partial program)
1. Water is a liquid substance, it pours and flows. Water has no color, smell, or taste, so it takes the shape of the vessel into which it is poured. Water can be clean or dirty. Water can be of different temperatures: cold, room, hot, boiling water. Water can change its state: when cold it becomes ice, when heated it becomes steam. Ice is hard, brittle, transparent, cold, and melts with heat. Strong steam can be noticed - it happens when the water is boiling (white, in clouds, when the water cools). When cooled, the steam turns into snow and frost. Snow is white, soft, cold, melts from heat. Everyone needs water for life. Cognitive interest develops, children enjoy participating in experiments and games with water, snow, and ice.
2. Air is everywhere. It is transparent, light, invisible, easy to run and walk in, you can feel it (air). Some animals can fly - they are adapted. Man has come up with various devices for flight. Everyone needs air to breathe. A person needs clean, fresh air. It manifests itself in cognitive interest - the desire of children to participate in experiments with air, in various games to discover it.
3. Soil - earth, sand, clay and their properties. The soil is dark (black, gray), crumbly, allows water to pass through and becomes wet and sticky; clay is yellow, does not allow water to pass through well; the sand is yellow, crumbly, and easily allows water to pass through. All plants need soil.
4.Stones – river, sea, pieces of coal, chalk, granite. River and sea - hard, strong, of various shapes, colors and sizes.
Coal is black, hard, but brittle, gets dirty, is used for drawing, burns well and gives a lot of heat. Needed by factories.
Chalk is white, hard, brittle. It is obtained from rock. They can draw.
Granite is hard, variegated, of different colors. It is mined in the mountains, processed, polished - it becomes smooth, shiny, beautiful. It is expressed in children’s cognitive interest in practical experiments with different soils, stones, in voluntary participation in collecting stones, and in drawing on the site.
5. Paper – thin, rough. People make paper from wood in special factories. Paper can be very durable - cardboard. It soaks in water, can be set on fire (it burns), and can be cut. You can make many things from paper (disposable dishes, boats, cardboard boxes, napkins, etc.) It manifests itself in cognitive interest - the desire of children to participate in experiments with paper, in various games to discover its properties and qualities.
6. Fabric - it is soft and rough. People make fabric in factories to make grayer clothes. It comes in different colors and different qualities. Coats are made from one - it is very warm, from the other - light dresses for summer. The fabric can be washed and nothing will happen to it, it can be cut with scissors, or set on fire - it burns. Cognitive interest develops, children enjoy participating in experiments and games with fabric.
7. Glass – transparent, durable, smooth, odorless. Things made of glass are called glass. Glass breaks, and a shard can cut you. It cannot be cut, it does not burn. It is expressed in the cognitive interest of children in practical experiments with glass.
8. Wood – not transparent, durable, can splinter your hand, rough, smells of the forest. It can be sawed and nailed. Many objects for people are made from wood. Wood conducts heat well and burns. Cognitive interest in experiments and games with wood develops.
9. Plastic – smooth, light, you can wash it, swim with it, or crush it into small pieces. Manifests itself in cognitive interest in experiments and games with plastic
10. Salt – white, crystalline, tastes salty, odorless. It dissolves well in water. Used in cooking.
11.Sugar – white, odorless, crystalline, tastes sweet. It dissolves well in water. Used in cooking. You can grind it into powder - you get powdered sugar. Children develop a cognitive interest in these materials: they willingly participate in experiments and observations, and express different opinions.
12. Metal – hard, cold, smooth, heavy, sinks, durable. They make many objects from metal. Manifests themselves in cognitive interest in experiments and games with metal
13. Light - comes from the sun, it is warm and pleasant, needed by all living beings. Sunny spots happen when the sun shines on the glass. If the beam is directed through a magnifying glass, it can burn through the paper. Then people use sunglasses. An understanding is formed that light is very necessary, children show great interest in it.
14. Electric light is a light bulb. Lighting fixtures in small quantities and rationally placed around the room illuminate it as needed at any time. Children explore daylight and electric light and its possibilities with interest.
In the group, the Dunno Experimentation Center was created to develop cognitive activity and support experimental activities. In it, the development of primary natural science concepts, observation, curiosity, activity of mental operations (analysis, comparison, generalization, classification, observation) takes place; formation of skills to comprehensively examine a subject. At the same time, it is the basis for a child’s specific play activities (work in the center involves turning children into “scientists” who conduct experiments, experiments, observations on various topics). There are various materials for research that correspond to the age of the children:
Natural materials: samples of sand, clay, earth, stones, pebbles, shells, chalk, iron, rubber, plastic, wood; flower and vegetable seeds, tree samples (cones, acorns, chestnuts), seeds, nut shells, water and food coloring.
Waste material: plastic, pieces of fabric, leather, fur, paper of different textures, wire, corks, beads, ropes, laces, threads, plastic bottles of different sizes, multi-colored clothespins and elastic bands, cogs, nuts, screws, etc.
Bulk products: flour, salt, sugar, various types of cereals.
Special equipment: various tubes, funnels, sieve; cups, plates, spoons; syringes, pipettes; scales, magnifying glasses, magnifying glasses, magnets, measuring instruments.
Collections: stones, shells, feathers, paper, fabric, buttons.
In my practice, I widely used the project method as an in-depth study of objects and phenomena. Since project activities involve the interaction of all participants in the educational process: the child, parents, teachers, and the joint collection of materials on the topic of the research project reveals the creative abilities of children, involves parents in the educational process, which naturally affects the results of the work. Children and parents actively participated in educational and research projects: “Winter Beauty”, “Vegetables and Fruits – Healthy Products”, “Water is a Magician”, “Air is Invisible”, “Birds”, “Spring is Red” and many others.
Using the experimentation method in my work with children, I was convinced that in the process of independent activity the child carries out multi-level experiment:
physical: learns to control your body and individual organs;
natural history: gets acquainted with the real world around us, with the properties of objects and cause-and-effect relationships operating in the world;
social: remembers the individual characteristics of each person (peer and adult), forms of interaction between people;
cognitive: trains thought processes, masters a variety of mental operations;
linguistic: engages in word creation, discusses the results of the experiment, plays word games, i.e. experiments with words;
personal: recognizes one’s personal capabilities;
strong-willed: remembers how he himself can influence other people;
behavioral: models his behavior in various life situations. Since children's experimentation is closely connected with other types of activity - observation, speech development (the ability to clearly express one's thoughts facilitates the experiment, while the addition of knowledge contributes to the development of speech). The connection between children's experimentation and visual activity is also two-way. The more deeply a child studies an object in the process of becoming familiar with nature, the more accurately he will convey its details during visual activity. The connection between experimentation and the formation of elementary mathematical concepts does not require special proof. During the experiment, the need to count, measure, compare, determine shape and size constantly arises. All this gives mathematical concepts real significance and contributes to their understanding. Children's experimentation is a good means of intellectual development of preschool children and has a positive effect on the emotional sphere of the child; to develop creative abilities, to improve health by increasing the overall level of physical activity. In this regard, I will continue to work in this direction. I would like to collect collections: “Iron”, “Wood”, “Plastic”, “Magnets”