Organization of educational and research activities
Cognitive and research activities in the younger group, according to the Federal State Educational Standard, should be aimed at improving and strengthening such important qualities in preschoolers as the desire to learn and conduct experiments.
Although the modern pedagogical system is not characterized by direct transfer of knowledge, this makes it possible to develop in children the necessary motivation to search for new knowledge using any methods.
Experiences and experiments are an effective method of teaching cognitive and research activities in the younger group
The organization of such activities is primarily aimed at encouraging curiosity, finding answers to any questions and increasing attentiveness as such . In this case, knowledge is manifested both in independent studies and during training with a teacher.
This ability to pose a clear question in relation to a little-studied object or subject and then find an answer determines the high level of development of the child’s intellect and psyche. Simply put, children are real researchers who need help finding a solution to a problem.
Planning cognitive and research activities in the junior group of preschool educational institutions
Lyudmila Osyanina
Planning cognitive and research activities in the junior group of preschool educational institutions
One of the areas of cognitive development of preschoolers is the formation of their natural scientific ideas about the world around them. It is recommended to begin work in this area purposefully and systematically from early preschool age. It is during this period that the foundation of a conscious attitude towards the world around us is laid, and vivid emotional impressions are accumulated.
Tasks of forming cognitive and research activities of children of the younger group :
- develop the ability to establish simple connections and relationships with objects in the immediate environment;
— enrich the knowledge of preschoolers with new impressions;
- promote the development of cognitive interest in the world around us.
Approximate thematic planning
educational and research activities
with younger
The work is carried out during observations on walks, during games-experiments with natural materials or in the form of role-playing games, in independent activities of children .
1. Our square.
Tasks and content: Consider autumn trees: rowan, birch. Identify the characteristic features - on birch they are small and round, on rowan they are large and long, oblong.
2. Gifts of autumn.
Tasks and content: Observing the movement of air - the wind blows and tears leaves from the trees, the leaves swirl in the air. Collect bouquets of colorful leaves. You can offer to throw bouquets up “let’s make fireworks”
. Admire the multi-colored carpet that has formed on the ground.
3. Let's walk on a carpet of leaves.
Objectives and content: Continue to form the concept that with the arrival of cold weather, leaves dry out, fall from the trees and rustle underfoot. Walk on a rustling mat of dry leaves. Tell that the wind also knows how to play with dry leaves. Listen to the wind rustle the leaves.
4. Decorate the sandbox with autumn leaves.
Objectives and content: Reinforce in children the names of the primary colors: green, yellow, red. Continue to formulate the concept of the size “big-small”
leaf in the process of laying out a pattern of multi-colored leaves.
5. Experimental game: “Drowning - not drowning”
.
Objectives and content: Determine the degree of buoyancy of objects of different weights. The leaves are light - they float like boats. Check if the stones will float? Find out the cause-and-effect relationship.
6. Gifts of autumn.
Tasks and content: Reinforce the name of the main colors of autumn leaves. Make a garland of leaves and decorate the group .
7. Experimental game: “Which boat is faster?”
Objectives and content: Observation of the strength and work of the wind. Make boats from leaves and paper. Find out together with the children which boat the wind will carry away further - from a piece of paper or from paper?
8. Journey of a droplet.
Objectives and content: To reinforce autumn signs in children: when it rains, the paths become wet, damp, and there are puddles on the ground. Pay attention to the size of the puddles: large and small.
9. Let's build a slide from loose sand.
Objectives and content: Introduce the concept of “bulk”
: Slowly pour sand into a cone and watch the grains of sand fall down.
10. Sand can run.
Objectives and content: To introduce children to the property of dry sand - “runs away”
down,
“slides”
from a height. Take dry sand in your hands and slowly release it from the fist in a stream, so that the stream of sand falls in one place. A hillock is formed. Watch the sand slowly run down from the top.
11. Footprints in the sand.
Objectives and content: Explain to children that wet sand leaves footprints. Damp sand does not fall. Traces from the mold remain on the wet sand. And the palm leaves a mark, and the shoe, and the boots.
12. Let's see grains of sand.
Objectives and content: Introduce children to a magnifying glass. Tell that sand consists of individual grains of sand, they can be seen, the grains of sand are different in shape and size.
13. We sculpt from wet sand.
Objectives and content: To introduce children to the peculiarity of wet sand: it molds, but dry sand does not. Invite the children to make large and small koloboks.
14. Gifts from our forest.
Objectives and content: Introduce the fruits of the forest . Consider the structure of spruce and pine cones. Compare leaves and cones of spruce plants.
15. Gifts from our site. Such different stones.
Objectives and content: Reinforce the concept: heavy and light. Invite the children to find pebbles in the sandbox and examine them: they are all different, large and small, round and oblong. Check which pebble will sink faster: a big one or a small one?
16. Gifts from our site. Such different stones.
Objectives and content: Reinforce the concept: wet - dry. Invite the children to find pebbles in the sandbox and put them in a bucket of water. Find out what happened to them. What kind of stones did they become?
17. Colored droplets.
Objectives and content: Find out with children the properties of water. Show children that water can have colors. Using a brush or pipette, tint the water to create different colors.
18. Such different dishes.
Objectives and content: Show children that dishes are made of various materials: metal, clay, wood, plastic, glass. Consider various examples of tableware. Prove that the dishes are fragile and may break.
19. Secrets of different rings.
Objectives and content: To introduce children to rings of various shapes and sizes (car wheels, bagels, dryers)
. Conduct examinations and experiments with dough or plasticine.
20. Such different patterns.
Objectives and content: Examine frost patterns on glass with children. Offer to breathe on the glass, place your palm on the glass.
21. Gifts of winter. Footprints in the snow.
Tasks and content: Observe freshly fallen snow. Examine the footprints in the snow, offer to guess who came to the site? Who left the path? (bird, dog, person)
.
22. Such different koloboks.
Tasks and content: Draw children’s attention that snow melts in warmth. Add 2 lumps of dough and snow, put in warmth. After the walk, check what happened to them? Where did the snowball go?
23. Gifts of winter. Magic ice floes.
Tasks and content: Observe water in the cold. Find out that water turns into ice in cold weather. Take the molds out to the area and fill them with colorful water. Watch what happens? Decorate the area with multi-colored ice floes.
24. Gifts of spring. Funny icicles.
Objectives and content: Prove that when snow melts, icicles form under roofs. Examine them: transparent, slippery, like glass. Hold pieces of icicles in your palms. Find out that a warm palm will melt an icicle.
25. Gifts of spring. Happy streams.
Objectives and content: To introduce children to the signs of spring. The warm sun melted the snow and turned into streams. Play the game - launch a paper boat into a stream.
26. Big wash.
Objectives and content: Find out with the children that not everything can be washed in water. Offer to wash the dress for Katya doll. First a dress made of fabric, and then a dress made of paper. Analyze the result.
27. Games with soap foam.
Objectives and content: Show children that soap foams. Learn how to whip foam. Hold a competition to see who can make the foam higher and fluffier.
28. Guests of our yard.
Tasks and content: Observe the dog. Find out what food she eats, how she runs, and wags her tail.
29. Guests of our yard: Who flew to the site?
Objectives and content: Conduct bird observation. Find out the characteristic features of pigeons and sparrows.
30. Guests of our yard. Our cat.
Objectives and content: Observing the habits and behavior of the cat. What can a cat do? (Play, walk, run, purr, sleep, squint in the sun)
. What food does she eat?
31. Gifts of spring. Sunny bunnies.
Objectives and content: Play a game with a mirror. "Catch"
sunny bunny, bring pleasure to children, evoke positive emotions.
32. Our aquarium.
Objectives and content: To introduce the habitat of aquarium fish. Consider the appearance of the fish. Tell us how to care for fish.
33. Our garden.
Tasks and content: Plant vegetables and herbs with the children. See what grows faster? Find out the necessary conditions for the growth of vegetables.
Goals and objectives
The fundamental goal for organizing this type of activity is the systematic development of a research type of thinking. This feature is not characterized by the erroneous opinion that in such a case the teacher is raising a research assistant or future researcher, because such knowledge will certainly be useful in any situation in adulthood.
Thanks to the process of observation or research, the child develops the ability to receive real and sincere delight from a new discovery, therefore it is not entirely correct to invest ready-made information into a preschooler. It is best to give him the opportunity to discover the world around him from a new side.
Using visual, sensory or auditory perception techniques, children learn to determine the basic properties or qualities of the objects and phenomena being discussed. This allows you to develop effective analytical thinking, thanks to which a person can establish a cause-and-effect relationship, regardless of the situation or mood.
The main goals of cognitive activity, through which the primary goal of preschool education is revealed:
- creating interest in phenomena or objects that are in the surrounding world;
- improving basic knowledge about the properties and features of an object: color, shape, size, depth, etc.;
- development of the child’s intellectual abilities, including comparison, classification, as well as the correct establishment of relationships between certain objects and self-orientation in space and time;
- improving the positive context that will be used to independently find the necessary knowledge or information;
- developing the ability to work with a variety of tools, which in turn improves fine motor skills of the hands;
- motivating the child to the process of observation and cognition.
Research activities make it possible to understand the properties of the environment as broadly and objectively as possible , including the structure of the world as such. Thanks to this, the child’s intellectual, psycho-emotional or physical qualities quickly develop.
Long-term plan for research activities for younger preschoolers
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.
Contents of children's research activities (younger 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.).
Long-term planning of experiments and 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” Purpose: to introduce children to one of the properties of air - movement; air movement is wind.
3. “Let's play with the sun” Goal: determine which objects heat up better (light or dark), where this 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” Purpose: to 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.
Techniques used
Cognitive and research activities in the younger group are characterized by the presence of various methods and techniques that can significantly simplify the learning process.
The most popular and used in practice are:
- Heuristic method. In this case, the teacher creates a certain problem in order to motivate the child. Thus, it is possible to form a sense of group cohesion in the preschooler in order to find the answer to a particular problem and activate intellectual abilities to analyze the problem. Improving speech, research and inquisitive skills is facilitated by various conversations where the problem is discussed. The teacher must determine the question based on the child’s level of knowledge and also take into account the age of the group. At the same time, the teacher forms clarifying and leading questions in order to lead the preschooler in the right direction. Within the junior group, the duration of such a conversation is from 10 to 15 minutes.
- Observation. Such a process is most often organized within a certain room in a preschool educational institution or on the street, where the perception of various objects or phenomena comprehensively develops the child’s auditory and visual abilities. Those explorations that are carried out during a walk better immerse the preschooler in the world around him due to a greater number of images, smells, colors or sounds.
- Experiments and conducting experiments. Along with the game process, experiments are considered one of the main forms of activity of a preschooler. Thus, when carrying out basic research on objects in kindergarten, the child acquires an important understanding of how they work and begins to see the basic properties and features of objects. Preschoolers with great enthusiasm and pleasure conduct experiments with substances that they already know - clay, sand, plants. Such a research process best creates a desire to conduct independent experiments. This method especially develops concentration, observation, discipline, and also contributes to the development of a friendly atmosphere in the team.
- Project activities . This type of work is aimed at the research activity of preschoolers and teachers, and in some cases, parents. In this case, both the child’s thinking and creative skills are used. The teacher must properly motivate the student to make independent observations and experiments, helping the preschooler only when particularly necessary.
- Technologies using the TRIZ method . It consists of solving electoral tasks, thanks to which the child can independently build algorithms and action plans in order to solve this or that problem. Such a technological solution in kindergarten is often used in a playful way, which allows for more effective interaction with students. The teacher builds fairy-tale plots around learning, which gives the preschooler the opportunity to learn together with their favorite toys or characters from fairy tales and cartoons.
During experiential learning, the child learns the important analysis of information . In this way, a preschooler can learn a new skill by comparing its advantages and disadvantages, and also find more effective teaching methods.
Types and forms
In order to implement and implement previously set tasks, the teacher introduces certain classes within the framework of available types of interaction: a comprehensive study of the features of the surrounding world, understanding of basic mathematical elements, preparatory training in various skills.
Thus, the study of vowel sounds can begin with the introduction of auditory analysis. The teacher asks the children: “What sound begins the word YAMA?”, after which he invites the preschoolers to count and pronounce all the sounds they hear. Then another word is taken, within which the same task is carried out.
Cognitive and research activities in the junior group are carried out based on the following forms:
- Group or collective. In this case, classes aimed at improving the research impulse are conducted in a group in the presence of the following principles: structure, accessibility and short duration. Thus, each child should take part in direct study in the study, while it is necessary to avoid unnecessary fatigue and, if possible, use physical and playful interaction.
- Subgroup. In this case, the research process is formed in relation to the created subgroups - when the results of the experiments are counted after a comparative analysis of all teams.
- Individual . Here the teacher introduces cognitive tasks as part of individual learning. If the general level of intelligence, skills or knowledge lags behind the average value in the group, the teacher should in every possible way contribute to the motivational component of the student.
Preschoolers also gain new knowledge during a walk, during which they observe various objects and phenomena in inanimate and animate nature . Such observational classes in the younger group are short-term in nature, where the main goal is to obtain new information about the world around them.
Main types of educational and research activities:
- Research and search. It is characterized by the presence of joint work between children and the teacher, due to which the problematic issue is resolved much faster. Most often used as part of a heuristic conversation on the topics “Why do people wash their hands after going outside?”, “Why doesn’t a wooden block sink in water?” and others.
- Informative. It is distinguished by the independent activity of students who, during the cognitive process, quickly assimilate and use previously acquired knowledge in practice. This approach is most often implemented using the methodological rules of TRIZ, as well as using didactic games to develop analytical and spatial thinking.
- Cognitive and practical. In this case, the teacher spontaneously or in an organized manner develops the independent activity of each child, where the main emphasis is on gaining knowledge in practice. The view can be realized both in the case of experiments and with the help of observations and experiments.
- Research-subject . Independent or group activity of a child in order to more accurately and effectively establish a cause-and-effect relationship between objects or phenomena in the surrounding world. This allows you to better expand your knowledge about the basic properties or features of the subject under discussion. It is best realized through the study of a variety of materials: wood, plastic, paper or fabric, as well as living beings or flora in the process of their development.
Due to the presence of various forms and types, the teacher can find a common language with literally every student. It should be remembered that training is most effective and fast when using all the above-described varieties at the same time.
Stages of research activity
Cognitive and research activities in the younger group are characterized by the presence of stages of education that make it possible to most effectively solve a particular issue within the framework of experiments.
In pedagogical practice, there are the following stages of a child’s scientific activity:
| Stage | An example of a stage based on the experiment “How can plants drink water?” |
| Statement of a problematic question | Children determine exactly how plants can consume liquid. |
| Identifying the main purpose of the experiment | Pupils develop various options for solving the problem, which contributes to the desire to conduct observational activities at the plant and understand how it drinks water. |
| Putting forward a theory | The child thinks about how he can see the process of drinking liquid without resorting to special equipment. To do this, preschoolers use colored liquid to more effectively track the consumption process. |
| Testing the theory | In this case, each student dilutes a common food dye in a small vessel with water. After this, the child puts a cabbage leaf or a white clove into the prepared liquid. |
| Analysis and monitoring of results | Arriving at kindergarten in the morning, preschoolers discover that the leaves of cabbage or cloves have been saturated with the same shades that the children added to the water. |
| Formulation of the resulting conclusion | Students see that the water gradually rises to the top of the flower, causing any plant to consume water only if the roots and bottom are properly planted. Thus, the child discovers the process of “drinking water” with the help of the root system. |
Such experimental activities in the younger group allow the child to understand the basic properties of a particular process that occurs in living or inanimate nature. Research makes it possible to gain certain knowledge or skills without their direct assignment, due to which the preschooler is more interested in the observation process.
Taking into account the variability of the stages described above, the teacher can modify them in accordance with the specific characteristics of each child. Thus, a preschooler is able to explore the interaction of the environment using the observation method, depending on age, cognitive abilities and other important characteristics.
The variety of stages of interaction with schoolchildren makes it possible to implement pedagogical plans much faster, while the teacher can quickly monitor any changes in the educational process, as well as display the final result of a particular technique.
Lesson on cognitive and research activities in the second junior group of kindergarten
Children 3–4 years old have an inquisitive mind; they can be interested in any subject in any situation, spontaneously. It is important for the teacher to notice such moments during the children’s independent activities in order to include them in joint research work. Elements of experimentation with younger preschoolers are used during classes on the surrounding world (“Orange, its features,” “What is snow”), during creative classes (“Mixing colors,” “Learning to sculpt from clay”), musical (“How do they sound?” metal, clay, porcelain bells"), etc. Observations on walks occupy a special place.
In the process of carrying out research activities, the teacher helps younger preschoolers at every stage of work. Speech accompaniment of all actions during experimentation is required (in the senior and preparatory groups, children will begin to pronounce their actions while the teacher does it for them). The teacher uses the direct demonstration method for the entire group and, if necessary, additionally for those children who have difficulties in performing the experiment.
During the experimentation process, the teacher talks through everything that is happening.
Children should not perceive research activities as specific work. The teacher does not prepare them for the profession of a scientist in the future, but teaches them exciting and effective ways to understand the world around them.
When constructing the practical part, the teacher takes into account the age characteristics of younger preschoolers. One research procedure can be divided into several separate stages. The learning process can be interrupted to prevent fatigue (playing and sports exercises, a musical break).
Table: forms of organizing research activities with children 3–4 years old
| Criteria for organizing research | Research forms |
| By the nature of the research objects |
|
| At the location of the experiment |
|
| Due to research |
|
| By the number of children participating in the experiment |
|
| By duration |
|
| By the nature of cognitive activity |
|
| By place in the cycle of educational activities |
|
| By the degree of inclusion in the educational process |
|
| By the nature of mental operations |
|
Card file of topics on research activities in the second junior group
| Research topic | Research objectives |
| "Sand and its properties" | Formation of ideas about sand, its properties in various states (dry and wet). |
| "What is the wind" | Learning the skills to study intangible objects using special instruments (to study the properties of wind you will need pinwheels, flags, nets, and a weather vane). |
| "Sun" | Expanding knowledge about the sun, the properties of its light and heat. |
| "Bubble" | Expanding knowledge about the properties of air. |
| "Stones" |
|
| "Fruits" | Learning to characterize the object of study in different aspects (lemon: by color - yellow, by smell - pleasant, aromatic, by taste - sour, by tactile sensation - smooth with small pimples, etc.). |
| "We are explorers" |
|
| "Snow and Ice" | Introducing children to the solid state of water, its characteristics, and the conditions for returning to the liquid state. |
| "Water and its properties" |
|
| "What smells?" | Developing children's sensory experience through smell. |
| "Roll, balls" |
|
| "Clay" |
|
| "Shadow" | Expanding knowledge about the ability of objects to cast shadows. |
| "The soil" | Formation of ideas about the soil (what it consists of) and its properties (it heats up, absorbs water, serves as a nutrient medium for plant growth). |
| "Paper boat" | Expanding knowledge about the properties of paper. |
| “Why do the buds bloom?” |
|
| "Chalk and Coal" | Formation of the ability to compare materials by properties and qualities. |
| "Drowning - not drowning" | Acquaintance with the ability of water to push objects made of rubber, plastic, wood, and foam. |
Motivating start to classes
Classes on cognitive activities with pupils of the younger group should be bright. A high level of curiosity and emotionality allows a preschooler to fill his long-term memory with images that impress him. How interested and involved the child is in the educational process at the beginning of the lesson depends on his activity during direct research activities, the result of solving the problem posed and the degree of motivation for experimentation in the future. The teacher needs to use a variety of forms for conducting the initial stage of the lesson, which will add variety to the usual activities of preschoolers.
Demonstration of the research object will help to arouse children’s interest at the beginning of the lesson.
Table: examples of a motivating start to a lesson
| Cognitive Research Topic | Option for a motivating start to the lesson |
| Forming children’s ideas about the properties of ice (lesson “Releasing beads from ice”) | Creating a surprise moment with a problematic situation. A Dymkovo toy comes to the group (in the role of a Dymkovo young lady - a pupil of the preparatory group, a senior teacher or another employee of the preschool educational institution by agreement), she is upset and complains to the children. The toy was invited to visit by a young lady she knew; she was in a hurry to have a friendly tea party and caught her beads on a branch in the winter forest. The thread broke and the beads scattered. The toy has collected them, but cannot string them on a thread because the beads are covered with ice (shows the children ice cubes with beads in the middle brought in a bowl). The guys will have to find a way to remove the beads so that the Dymkovo young lady can repair the jewelry and have time for a visit. |
| Introducing children to the properties of sand (lesson “Secrets of Sand”) | Game motivation. A fairy-tale guest is waiting in the group of children (it could be Aladdin, Dunno, etc.), he reports that he has arrived from the land of sands. The guest talks with the children (do they know what sand is, where they saw it, how they played with it), shows photographs of a wonderful country. He reports that he is ready to teach the children new games with sand, which the inhabitants of the land of sands love so much. |
| Formation in children of elementary ideas about how soap bubbles are made (lesson “How to make soap bubbles?”, preparation for the event “Bubble Festival”) |
|
| Cognitive development of children, working with flour and dough (integrated lesson “Wonderful Flour”) | Creating a game situation based on the previously studied fairy tale “Masha and the Bear”. At the beginning of the lesson, the teacher informs the children that near the garden she met a bear from a fairy tale: Everyone sit down in a row, Let's play nicely! Get your ears and eyes ready, let's begin our fairy tale. Today I came to the garden and found a roar bear. Mishka cried near the garden: “I want to go to kindergarten, to the kids!” Then the teacher asks what is the reason for the bear’s sadness (a plush toy can be used as a bear, or it is possible for a student in the senior group to play the role of a bear). Mishka says that Mashenka sent him to take the pies to his grandfather and grandmother, and he ate them on the way and is now sad that he violated the girl’s ban on not sitting on a tree stump and not eating the pie. The guys will help the bear by studying the characteristics of flour and methods of preparing and modeling dough (in class - from salt dough). |
Table: fragment of the lesson notes “Introducing children to search-cognitive activities” in the second junior group (using the example of the topic “Water”)
| Author | Telgina O., teacher at Moscow Children's Educational Institution No. 24, Novotroitsk, Orenburg region. |
| Lesson objectives |
|
| Equipment |
|
| Progress of the lesson | V.: Guys, look how many guests we have, let's say hello to them. Now look at me everyone. We will play with you. One, two, three, everyone look at me! (Teacher dressed as Moidodyr). Guys, you recognized me. Who am I? (Children's answers).
Guess my riddle and play with the answer.
The teacher invites the children to get to know the water better. The guys study what sounds water makes, what color, smell, and taste it is. <…> V.: And now our magic continues. Let's add some paint to our cups and then see what we get. (Carry out an experiment). What kind of water has it become? Is anything visible through it? (Children's answers). Well done boys! Now let's play. Physical exercise “Drops”.
Q: Guys, do you know why we need water? (Wash, bathe, cook, do laundry, etc.). Well done, guys. Who needs water? (Fish, birds, animals, plants). Oh, guys, look what kind of bottles we have. Yes, they are with water! Let's go and see why they are standing aside? How many are there? (A lot of). Are they the same? (Yes, they are all small, the same color). How are they different? Let’s touch them with our hands. (Children touch bottles with cold, hot and warm water in turn). How are these bottles different? (Children's answers). How did you know what kind of water was in the bottles? (Touched with hands). Why do we need hot water? (Drink tea, eat soup, wash dishes, swim). Guys, why do you think we need warm water? (Wash, wash clothes, brush your teeth, etc.). Why do we need cold water? (Drink water, rinse clothes). Do you know what happens to water if you put it in the cold? Let's pour water into the molds and ask Svetlana Vladimirovna to take it out into the cold and see what happens. Are you interested in playing with me? (Children's answers). Questions for reflection:
V.: Look, guys, Svetlana Vladimirovna brought us our molds. What happened to the water? (Children's answers). Yes, that's right, the water froze. Water is not only liquid, but also solid. What a magic water! Well done kids, you did a great job today! Now one, two, three, everyone look at me. Now let's say goodbye to the guests and go for a walk and play. |
| Quote from: https://www.maam.ru/detskijsad/konspekt-zanjatija-na-temu-oznakomlenie-detei-s-poiskovoi-poznavatelnoi-dejatelnostyu-po-teme-voda-vtoraja-mladshaja-515502.html | |
Temporary lesson plan for the younger group
The duration of an educational lesson in the second junior group, according to SanPiN standards, is 15 minutes. The lesson should have a clear structure, including various types of activities. Since cognitive and research activities require mental effort, such classes should be conducted in the first half of the day, preferably on Tuesday or Wednesday - days of high performance. In the afternoon, it is possible to organize a circle for experimental activities and conduct short-term observations on evening walks.
To avoid overtiring of children, educational and research activities are conducted in the first half of the day.
Approximate time plan for a lesson on cognitive and research activities in the second junior group:
- Organizational moment - 1 minute.
- Motivating start of the lesson - 3 minutes.
- Constructing a research plan, talking through the stages of the experiment with the guys - 2 minutes.
- Physical activity (exercises, finger exercises, outdoor play) - 2 minutes.
- The practical part of the work is 6 minutes.
- Formulation of research results, summing up – 1 minute.
Table: examples of temporary lesson plans
| Lesson topic | Organizing time | Motivating start to class | Constructing and speaking a research plan | Physical activity | Practical work | Summarizing |
| “Why does the icicle cry in the spring?” | 1 minute. | Creating a problematic situation. The group receives a letter from the Snow Queen, in which she reports that the icicles on the roof of her palace have begun to melt. She asks the guys to find out the reason for the melting. 3 minutes. | 2 minutes. | Outdoor game "Snowflakes". 2 minutes. | Conducting an experiment to observe the melting of ice. 6 minutes. | 1 minute. |
| "Clay and its properties" | 1 minute. | Conducting a conversation on the topic “Clay toys” with viewing the exhibition. 2–3 minutes. | 1–2 minutes. | Finger gymnastics “I play with toys.” 2 minutes. | Conducting research on clay material. 6 minutes. | 1 minute. |
| "Drowning - not drowning" | 1 minute. |
3 minutes. | 1 minute. | Physical education 2 minutes. | Conducting an experiment with a ball and water. 6 minutes. | 1 minute. |
Motivating start to classes
Cognitive and research skills are developed from childhood, which is characterized by an increasing desire for the process of observation, including direct interaction with the object or phenomenon being studied. Such activities in the younger group are aimed at obtaining basic knowledge about a particular subject.
Preschoolers are particularly drawn to small laboratory activities where a variety of tools can be used to support exploration.
The teacher needs to interest the child by organizing research activities so that the preschooler is highly motivated to acquire new knowledge.
Considering the fact that often the practical or preparatory side of experiments causes much more positive experiences in the child, he is able to lose the desire to obtain a final answer to the question asked.
In this case, various pedagogical techniques are used, including visual posters, maps, as well as didactic and outdoor games.
The teacher can also introduce a surprise factor, which significantly increases the child’s involvement. In this case, you can resort to some pleasant surprise, due to which the preschooler will be motivated even more. It is important to create the most comfortable and favorable environment for learning.
To ensure that motivation is not lost, meetings should be held with parents , at which the main points of development need to be explained. This way, children can carry out their exploration activities at home, which greatly increases their engagement while improving the quality of the learning itself.
The use of visual material when organizing experimental activities in preschool educational institutions
Within the chosen topic, the teacher must provide the child with any tools that can simplify the memorization of information. This practice is especially typical for children of the younger group, since they have the best developed visual and auditory memory.
Also, research work must necessarily be characterized by a process such as documenting and recording the data obtained, including the result itself and the solution to the question. Children record their own observations, focus on conclusions, which helps develop analytical thinking.
To make it much easier for a preschooler to record information, the teacher resorts to the following note-taking methods:
- Observation cards . In this case, students fill out specialized forms, which subsequently complement the general file of research and experiments.
- Diary. This approach has great scope for realizing the child’s creativity, as well as expressing his individuality. The teacher can offer the preschooler both to write down the material and to make various diagrams, sketches or notes.
- Stand. In order to record the experiment, you can resort to the use of a common stand on which the general lesson plan is placed, including various photographs and diagrams with conclusions.
- Lapbook . In this case, the child independently develops a fold-out book, in which any information related to the experiment already conducted, based on its topic, is entered. It is best if the registration is drawn up together with the parents, which not only provides additional help, but also brings the child closer to the adult.
The result of any set of studies is the assessment of the preschooler’s results and monitoring of his activity throughout the entire observation process.
In this case, the teacher fills out a special table, which includes the following assessment criteria:
- correct formulation of the question;
- the number of hypotheses put forward by a preschooler;
- determination of the research method;
- recording the various nuances of observation using any available method;
- the child’s level of independence;
- the ability to draw conclusions, draw conclusions, and correctly draw general conclusions.
In the process of cognitive and research activities, the main need of preschoolers of the younger group for curiosity is satisfied. This pedagogical method allows not only to gain new knowledge, but also to arouse in the child additional delight and joy from the observed object or phenomenon.
Junior group. Early childhood, nursery. Children 1-4 years old
Summary of educational activities on FEMP with children 3–4 years old in the general developmental group “Research and experimentation “Properties”” Purpose: To show children that, in addition to sensory perceived signs, objects have properties that manifest themselves when they interact with each other. Objectives: To consolidate the ability to identify the properties of objects. Develop logical thinking. Activate the dictionary. Cultivate interest...
Summary of educational cognitive and research activities with children 3–4 years old “Magic Snow” MBDOU “Kindergarten”
Sun" Vuktyl 2022
Summary of educational cognitive and research activities with children 3-4 years old "Magic Snow"
Compiled by: Educator of the 1st category: Tumina O.P.
Type of activity : integrated (
cognitive-research , gaming) ...
