Experimental activities in kindergarten. Experimentation is the leading activity in kindergarten Experimental work in preschool

Experiment - in the strict sense - research work with a completely uncertain and unknown result in advance. In the education system, the concept of experiment includes “search”, “search work”, “experience”, “experimental work”, “research work”, etc., there are no clear differences between them, they all imply experimental activity itself.

Experiment - reproduction of a method developed by someone (technology, system of measures, etc.) in new conditions by another teacher or manager. Experiment - research work in an educational institution on a particular problem. Experiment - strictly directed and controlled pedagogical activities to create and test new technologies for teaching, upbringing, child development, school management (new content of education or training). Let us adhere to the definition of the concept experiment by M.M. Potashnik.

Experimental site - implies a special form of organizing search activity without a strictly developed project (there is only its idea, general contours), when a fundamentally new practice of education matures in the course of the activity itself. The result of the activity of the “experimental site” may be the creation of a new educational practice that is not in demand at the present time, but it shows how an educational institution can develop in the future. The experimental work of an educational institution is a complex multifunctional method designed to solve a variety of problems.

Analysis of the literature allows us to formulate the following definition. Experimental work is the activity of a team of an educational institution to conduct (test) pedagogical research, in which there is an active influence on pedagogical phenomena by creating new (or already known), controlled and manageable conditions that correspond to the social order of parents.

The work of preschool educational institutions in an experimental mode determines the systematic improvement of the content and methods of education and training of preschoolers, advanced training of teachers, as well as the organization of psychological and pedagogical education of parents.

It cannot be said that during the functioning of the experimental site on the basis of preschool educational institutions of any level (federal, regional, city), the team has a certain freedom of action in the field of creative endeavors. After all, teachers, as a rule, want to create not only within the framework of a specific study. Prigozhiy A.I., Nain A.Ya. exploring innovations and pedagogical innovations, they note that innovative processes in educational institutions are often fragmented, poorly managed, poorly thought out and unprepared. Preschool educational institutions. undertake the development of various innovations, limited, and in no way related to the life of a particular institution. The result is an action plan, or a complex “work” created by the leader and incomprehensible, alien to the team, and, as a result, rejected by them. Changes in the field of education in the content of education entail a long string of pedagogical innovations:

• in the field of understanding the new purpose of the education system (human development, his creativity, professional and personal self-determination)
• in a system of external relations, characterized by a developed dialogue between a preschool institution and a variety of educational institutions, scientific and cultural institutions, and foreign partners.

Such innovative attitudes require innovative approaches in the field of pedagogy and psychology, aimed at designing new models of pedagogical systems and teacher self-development. The ability to change, according to E.V. Bondarevskaya, N.V. Pryanikova, A.S. Sidenko, V.V. Davydova, I.D. Chechel is currently a decisive fact of development, ensuring the competitiveness of the preschool educational institution and the team. . What could a model be made of that would take preschool educational institutions to a qualitatively new level, capable of competition?

It is worth noting that recently experimental activities have been carried out too actively. Working in an experimental mode is prestigious for a preschool institution, but are innovations always so necessary for children and employees? It is very important that the experiment becomes a means of development and helps attract intellectual and material resources to solve the problems of preschool education.

Following the logic of scientific research, following the stages of its procedure, documenting all steps and recording the results are certainly necessary, but you need to start with a competent program. Many teachers have difficulties; they believe that this should be done by scientists from universities and academic institutes. Indeed, due to lack of experience, it can be difficult to divide one’s activities into pedagogical and scientific ones. At the same time, it is the teacher’s research work that is an indicator of the experimental nature of the activities of the entire preschool institution.

The project leader must take into account the abilities and needs, the subjective experience of each participant: any educator has the opportunity, within the general idea of ​​the experiment and a single concept, to independently (and not at the direction of the administration!) determine the topic of his personal research. According to a number of scientists (B.I. Kanaev, V.S. Savelyeva, etc.), research work, in fact, is not the leading type of activity. Consequently, for the experiment to take place, and to take place according to all the rules of pedagogical science, the subjects of this process (teachers, students, parents) must have a serious motive for interested participation; indifference entails formalism and distortion of the research results. Lack of interest, or even a negative attitude on their part, can radically change the course of the experiment.

The experimental site can be organized at the federal, regional, city and district levels.

The regulation on the organization of experimental activities in the education system was approved by Order of the Ministry of Education of the Russian Federation dated 03/09/2004 No. 1123 and involves work at the all-Russian level under the patronage of the Ministry of Education and Science of the Russian Federation and the Institute for Problems of Educational Policy "Eureka". The said Regulations define the activities of various subjects of the education system in the development, testing and implementation of methods and technologies of training, education, new management mechanisms in the education system, quality control of education, as well as in other areas provided for by the federal program for the development of education. Subjects of experimental activities may be assigned the status of a Federal Economic Program of the Ministry of Education of the Russian Federation or the status of a participant in a federal experiment in the field of education.

The main activities of the FEP are also listed there, issues of its management, as well as the assignment and termination of the status of the FEP are considered. In addition, the rights and obligations of a participant in experimental activities who have the status of a private entrepreneur have been established.

The regulations on the regional (territorial, regional) experimental site are developed at the regional level and approved by the relevant authority. The main objectives of the experimental site of the preschool educational institution are: solving current educational problems and developing the pedagogical system, both of a specific educational institution and the education system of Russia, the region, the city, and the district as a whole. The scheme of the experimental work may look like this.

An important condition for success is the readiness of the team to improve their qualifications - as a result of self-education, in institutes for advanced training of teaching staff, at departments of additional professional education (FEED) of universities, seminars conducted by a scientific supervisor or consultant of the experimental site.

The manager needs to thoroughly study the internal reserves of each participant, because it is no secret that all people are individual: one with great desire is included in the experiment, another creates barriers to the implementation of the plan, and the third is simply indifferent.

In the process of EER, the professional competence of the teacher increases, which consists in his ability to shape the personality of a preschooler, taking into account the restrictions and regulations that are imposed on the educational process (EP) of a preschool educational institution by the requirements of a specific pedagogical norm

When working with personnel, it is necessary to form a creative team of like-minded people. It is advisable to include a section “Staffing” or “Training of teaching staff for inclusion in experimental activities” in the experimental work plan. It would be rational and, undoubtedly, useful to reflect in the plan the schedules of open events (Olympiads, holidays for micro- and macro-society, events with parents, etc.) indicating their purpose and assigning those responsible. During the experiment, the institution becomes open in its essence, which is due to a qualitative change in traditional educational practice. These qualitative changes, preparing the strategy for the further development of the education system, determine the image of the open educational space of the preschool educational institution.

E.S. Pryanichnikova, G.T. Tomashev and G.I. Chizhakova believe that development is a process of transition from the implementation of unified educational plans and programs to the emergence of creative initiative of subjects of the educational space through expanding the scope of communication and the content of their professional activities, as well as expanding the scope of activities of preschool educational institutions. On the one hand, this is a joint organization, jointness, joint participation of all subjects of the educational space, and on the other hand, the provision of individual educational programs for preschool children and the individualization of advanced training programs for preschool teachers, which is achieved:

• the participation of teachers in research activities and the involvement of other subjects of the open educational space;
• joint activities of teachers within temporary creative teams aimed at solving educational problems;
• implementation of personal initiatives, attraction of personal experience in solving professional problems.

In the microstructure of the innovation process, its dynamics are presented as the concept of a “life cycle”, which includes a number of successive stages: the birth of a new idea; creation of innovation; testing of the innovation, its practical implementation and refinement; dissemination of an innovation; its wide broadcast; fading significance and novelty of innovation results; reducing the scale of application of innovation (V.A. Slastenin, M.M. Potashnik). Therefore, the work of OER is carried out in stages according to the logic of solving scientific research and experimental problems.

Approximate program and stages of the experiment

Stages of experimental work according to M.M. Potashnik

• diagnostic- analysis, identification of the problem and justification of the relevance of the experiment;
• prognostic- setting the goal of the experimental work, developing a detailed program of experimental work, analysis criteria (monitoring program), predicting the results; conducting internal and external examination of the project;
• organizational- preparation, selection of material and technical base, distribution of functions between participants in experimental activities, training of personnel and methodological support, adjustment of timing of experimental work;
• practical- experimental activity itself and its monitoring (initial, current, final measurements);
• generalizing- processing of received data, description and presentation of data, publication;
• implementation- transition to the implementation of created technologies, their distribution, transfer of experience.

In order to prepare for the introduction of any innovation, it is necessary to give the teacher a clear idea of ​​the essence of this type of activity, its features and scope. In the process of work, it is important to rely on the criteria and indicators of the levels of development of professional competence of educators on the issue that will be covered in the EER. It is the lack of knowledge, and sometimes misunderstanding of what a teacher needs to do and how, that causes certain difficulties in EER.

The competent position of the manager plays a significant role in the successful creation of a self-developing team, since only the leader - a legislator, a generator of ideas, a consultant, a psychotherapist who supports any initiatives and experience (if only they are for the benefit of children and adults) - contributes to the movement forward. Changing his position from authoritarian to democratic is the positive impact that the developmental experiment regime will have on him. This means that:

1. the first place is given to support pedagogy or the humanistic paradigm, concretized in a person-oriented approach to teachers: their characteristics, capabilities, creativity, work potential, etc. are taken into account)
2. all management decisions that ensure the development regime must be collective, because only this condition ensures the rapid, successful and reliable inclusion of the majority of members of the teaching staff in the innovation process)

I think everyone will agree that the outcome of the entire experiment depends on the competent organization of the work of the methodological service. Working in experimental mode, the teacher gradually learns to correlate existing knowledge with the conditions set at this stage, and most importantly, with specific children. It cannot be emphasized enough that experimental and methodological work is most effective when organized as an integral system. Often one of the teachers does not consider it necessary to participate in the experiment. The methodological service should pay the closest attention to them: it is necessary to develop a program to involve teachers in the process.

Information and methodological support is considered as a condition for intensifying pedagogical work, improving the quality and effectiveness of experimental work. The use of new information technologies contributes to the effective acquisition of knowledge, skills and abilities, and most importantly, it teaches the teacher to independently choose acceptable forms and methods of education and training. That is why information and methodological activities are one of the priority areas in the work of the methodological service of a preschool institution. The organization of scientific and methodological work should be a system of tasks of different levels and nature based on a common strategic goal and a unified methodology of pedagogical search.

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Kolesnik Natalya Georgievna

Educator2 qualification category

Preschool educational institution No. 4 "Crane"

What I hear, I forget.

What I see, I remember.

What am I doing - I understand

Confucius

A preschool child actively strives to learn as much as possible about the world around him. Along with play activity, cognitive activity is of great importance in the development of a child’s personality, during which the ability to form initial forms of generalization and inference is formed. Children become interested when they themselves can discover new properties of objects, their similarities and differences, giving them the opportunity to acquire knowledge on their own.

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. .

The child’s need for new impressions underlies the emergence and development of research (search) activities aimed at understanding the world around him. The more varied and intense the search activity, the more new information the child receives, the faster and more fully his speech develops.

In this regard, it is of particular interestchildren's experimentation.

In the process of children's experimentation, children learn

v See and highlight the problem

v Accept and set a goal

v Analyze an object or phenomenon

v Highlight essential features, connections

v Put forward hypotheses, construct complex sentences

v Select material for independent activities

v Draw conclusions

A preschool child by nature is characterized by an orientation towards understanding the world around him and experimenting with objects and phenomena of reality.

Getting to know the world around him, he strives not only to look at an object, but also to touch it with his hands, tongue, smell it, knock it, etc. He thinks about such physical phenomena as the freezing of water in winter, precipitation, the propagation of sound in the air, in water, etc.

In our kindergarten we create conditions for the development of a child’s cognitive and speech activity through experimental activities.

We conduct experiments with objects of living and inanimate nature (plants, insects, air, water, sand, earth);

We get acquainted with the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility);

We introduce the main types of movement (speed, direction);

• We develop geographical concepts - we introduce the globe, give knowledge about the Solar system, about various cosmic phenomena;

  When conducting experiments, we introduce children to safety rules.

Experiments and experiences are carried out in different ways: demonstration (the teacher himself conducts the experiment and demonstrates it; and the children monitor the progress and results) and frontal (the objects of the experiment are in the hands of the children) - both teach children to observe, analyze, and draw conclusions.

In the experiment corner, in their free time, children independently repeat experiments, applying the knowledge, skills and abilities acquired during organized educational activities.

Children experience great joy, surprise and even delight from their small and large “discoveries”, which give them a feeling of satisfaction from the work done.

In the process of experimentation (independent or under the guidance of an adult), children have the opportunity to satisfy their inherent curiosity (why? why? how? what will happen if...?), to feel like a scientist, researcher, discoverer.

By encouraging children's curiosity, quenching the thirst for knowledge of little "whys", guiding their active activity, we contribute to the development of cognitive activity, logical thinking, and coherent speech in the child.

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teachers, since every minute of communication with a child enriches him and shapes his personality.

In order for the child to maintain cognitive interest, the desire to learn new things, to find out the incomprehensible, the desire to delve into the essence of objects, phenomena, actions, we recommend that parents also conduct simple experiments at home.

“Be able 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 wants to return again and again to what he has learned.”

Sukhomlinsky V.A.

A number of experiments and experiments that were carried out with children of the older group:

Experiments with wildlife

"Moisture evaporation from plant leaves"

Target: Make sure that water moves from the soil to the leaves. Determine where the water disappears.

The children had different assumptions.

For example:

“I think the leaves absorb water.”

“Water flows through the stems into the leaves, and it is inside the leaves.”

To the question: “Who thinks otherwise?” Masha expressed a different opinion: “I think that water evaporates in the air and turns into steam.”

The children and I decided to test all the assumptions.

We put a plastic bag on the houseplant and secured it. The plant was placed in a warm, bright place. After some time, the children discovered droplets of water on the cellophane.

Maxim concluded: “The droplets appeared on the leaves because the water evaporated, the steam rose up and became water again.”

To the question: “Why is water not visible on the leaves of other indoor plants,” Yulia concluded: “Water from the leaves evaporates in the air, but in nature, steam goes into the sky and forms clouds, and precipitation falls on the ground.”

"Where is better to grow"

Target: Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants.

The children planted grains in the ground, sand and clay. At the first stage, children expressed opinions about which soil is more favorable for plants and explained them:

For example:

“I think plants will grow better in sand because it’s crumbly, not hard.”

And another child expressed the opposite assumption: “In the desert, where there is only sand, plants grow very poorly.”

To the question: “Do you think a grain planted in clay will sprout?” Marusya expressed her assumption: “Plants will not be able to grow in clay, because the clay is hard, dries out, and air will not get to the roots.”

The guys, having a certain amount of knowledge, intuitively understand that the earth is more favorable soil for plants, but they cannot explain why. And only towards the end of the experiment the children came to the following conclusion: that the earth is fertile, it has a lot of minerals, it is loose.

This experiment aroused keen interest among the children: they eagerly watched the plants sprout and made sketches.

Experiences and experiments with inanimate nature

"Dry out of the water"

Target: Determine what air is taking up space.

At the first stage, I invited the children to explain what it means to “get away with it” and whether it is possible. The children made up interesting proposals, and everyone had their own opinion:

“We can wear rubber boots and waterproof overalls and then, I think, we won’t get wet.”

“You can sail a boat on the water and stay dry.”

“There are special suits and scuba gear, the divers put them on and then you can get out of the water unscathed.”

To the question: “Is it possible to put a glass in water and not wet the napkin lying at the bottom?” The children had different opinions:

“The napkin will be wet because water will get into the glass, and the napkin will absorb the water and get wet.”

“If the glass is plastic, it will not sink and the napkin will remain dry, but a glass glass will sink and the napkin will get wet.”

Having immersed the glass in water to the bottom of the container and lifted it, the children determine that the napkin is not wet (the children were so surprised that someone suggested that the napkin was magic).

– What do you think prevented the water from getting her wet?

The children did not immediately guess why. Then I lowered the glass into the water at an angle. Seeing the bubbles, Misha guessed that there was air in the glass.

"Let's help the water become clean"

Target: Develop the ability to set goals and plan your work. Create conditions for identifying and testing various methods of water purification.

The children were presented with a problematic situation. A letter arrived from the residents of the Flower City, where they say that their water supply has broken down, and the water in the river is dirty, and they don’t know what to do?

To the question: “Guys, how can we help the residents of Flower City?” The children had different opinions:

You can fix the water supply, change the pipes;

You can clean the river, take a motor boat, and use a net to collect all the garbage on the river;

You can bring clean water to city residents on a water carrier;

You need to install a mesh in the pipe; dirty water will flow through this mesh and come out clean.

– What can you use to do this?

Children suggest taking different materials for the filter: cotton wool, paper, gauze, napkins, cloth. Take everything you need to purify the water yourself.

The children independently came to the conclusion that:

the dirt remains on the filter, the water becomes clear;

such water should not be consumed as food;

it can be used in everyday life (washing hands, floors, washing clothes...)

"Properties of materials"

Target: To update children's knowledge about the properties of various materials (paper, iron, plastic, wood).

The children received a letter from Dunno asking them to help him select material to build a ship to go on a journey.

To the question: “What properties should a ship have?”, the children’s answers were different:

“To prevent a ship from sinking, it must be small in size.”

“The ship must have a high side, an anchor and a life preserver.”

“A ship needs a sail and a steering wheel.”

To the question: “What material do you think is needed to build a ship?” the following assumptions followed:

“I think the ship can be built from plastic because plastic is lightweight.”

“Let’s build a ship out of paper, it can float.”

“I don’t agree, the bottom of the ship will get wet and it will sink.”

“You can build with iron because iron is strong.”

“To build a ship you need to use wood because wood does not sink.”

During independent experimentation, the children concluded what they could use to build a ship.

"Magnet and its properties"

Target: Introduce children to the concept of “magnet”. Form an idea of ​​the properties of a magnet.

Children are asked to look at objects and determine what materials they are made of.

To the question: “What will happen to these objects if you bring a magnet?” Dasha: “I think the objects will remain on the table.”

Albert suggested, “I think a magnet will attract iron objects to itself because it itself is made of iron.”

I invite children to solve the following problem: “How to get a paperclip out of a glass of water without getting your hands wet?” The following proposals followed:

“You need to hold the magnet over the glass.”

“Let’s get the paperclip out with a spoon.”

And finally, Misha expressed the following opinion: “Let’s apply a magnet to the wall of the glass, the magnet will attract the paper clip and we will slowly lift it to the surface.”

During the experiment, the children concluded that magnetic force acts through water and glass.

"Eruption"

Target: Introduce the volcano as a natural phenomenon; develop cognitive activity in the process of independently performing experiments according to the scheme; learn independently, formulate conclusions based on the results of the experiment based on previously received ideas and your own suggestions; accuracy, mutual assistance.

Grandfather Know comes to the children. Legend story “What is a volcano?”

We looked at illustrations of volcanoes with the children.

– What shape is the volcano?

– What does the top of a volcano look like? (To the crater. )

The crater of the volcano is a huge bowl with steep slopes, and at the bottom there is a reddish-orange mouth - this is a vent, a hole that goes deep into the ground. The fiery liquid coming out of a volcano is called lava.

– Guys, do you want to see a volcano erupt? Let's try to do this.

Show demo experience.

–What are you observing?

– How did I make lava?

Grandfather's story Knowing what kind of volcanoes we have in our country (In the Far East, Kamchatka, Kuril Islands ).

– Children, let's sketch a volcano (Visual activities ).

Appendix No. 1

Questionnaire

CHILDREN'S EXPERIMENTATION IN THE FAMILY

Child's full name ________________________________________________

2. How does your child’s research activity manifest itself? (Underline whatever applicable)

a) likes to learn new things from different sources (watching television, reading children's encyclopedias, stories from adults)

b) tries to create something new from ordinary objects and substances.

3. What objects and materials does your child like to experiment with? (with water, detergents, glasses, paper, cloth)

4. Does it happen that a child continues experimentation started in kindergarten at home?

If yes, how often? (often, rarely, always, never), and what

5. How do you support your child’s interest in experimenting (underline as appropriate):

I show interest and ask questions;

I provide emotional support, approve;

I cooperate, i.e. I get involved in activities;

Other methods (which ones exactly?).

6. What are some of the most striking self-discoveries you think your child has made?

7. What pleases and surprises you with your child (curiosity, cognitive activity, something else)

8. What do you prefer: when a child independently learns about the world around him or in close interaction with his parents?

Appendix No. 2

OPTIONS FOR JOINT RESEARCH ACTIVITIES OF CHILDREN AND PARENTS DURING THE USE OF NATURAL SITUATIONS AT HOME.

vIn bathroom allow playing with empty jars, bottles, soap dishes(Where does more water fit? Where is it easier to collect water? Where is it easier to pour water out of? What is the fastest way to get water into the bath with a bucket or sponge?)

This will help the child explore and determine the characteristics of objects and develop observation skills.

vExperiment with objects (drown or swim in water).Do you think the bottle will sink or not? What happens if you put water in it? How much water do you think it takes to drown? If you press and then let go, what happens?

This will help you understand what volume is, make discoveries and experiment more boldly.

vRoom cleaning ( Where do you think we should start? What is needed for this? What will you do yourself? What do you need help with?)

Such a situation develops observation, the ability to plan and calculate one’s strength.

vWatering flowers ( Should all plants be watered equally? Why? Is it possible to spray all the plants with water and loosen the soil of all the plants?)

this will help to foster a caring attitude towards nature and develop knowledge about plants and how to care for them.

vRoom renovation (what color wallpaper would you like to see in your room? What would you like to look at? Where do you think is the best place to hang your pictures?)

this will help the child learn to express judgments, fantasize, and argue his point of view.

Appendix No. 3

REMINDER FOR PARENTS

WHAT NOT TO DO and WHAT TO DO

to maintain children's interest in cognitive experimentation

N You should not brush aside your child’s wishes, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.

N You cannot refuse to do things together with your child, play games, etc. – a child cannot develop in an environment where adults are indifferent to him.

WITH momentary prohibitions without explanation hinder the child’s activity and independence.

N You should not endlessly point out the mistakes and shortcomings of the child’s activities. Awareness of one's failure leads to the loss of all interest in this type of activity.

AND The impulsive behavior of a preschooler in combination with cognitive activity, as well as the inability to foresee the consequences of their actions, often lead to actions that we, adults, consider to be a violation of rules and requirements. Is it so?

E If the act is accompanied by the child’s positive emotions, initiative and ingenuity, and the goal is not to harm anyone, then this is not an offense, but a prank.

P encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration.

P provide the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with the internal desires to learn new things, because it is interesting and pleasant, to help him in this with his participation.

E If you need to prohibit something, be sure to explain why you are prohibiting it and help determine what is possible or how it is possible.

WITH in early childhood, encourage him to complete the work he has begun, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.

P Showing interest in the child’s activities, talk with him about his intentions, goals (this will teach him goal setting), how to achieve the desired result (this will help him understand the process of activity). Ask about the results of the activity, how the child achieved them (he will acquire the ability to formulate conclusions, reasoning and arguing)

“The best discovery is the one that a child makes himself”

Ralph W. Emerson

Bibliography.

N.M. Zubkova “The Cart and the Little Cart of Wonders” (Experiments and experiments for children 3 – 7 years old).

L.N. Prokhorova “Organization of experimental activities of preschool children: methodological recommendations”

Folkovich “Speech Development”

V.V. Bristle “The unknown is nearby”

Materials from Internet sites.

Introduction

In accordance with the Federal Law “On Education in the Russian Federation,” preschool education in Russia has acquired the status of the first level of general education. Relations in the field of preschool education in the implementation of educational programs are now regulated on the basis of the Federal State Educational Standard for Preschool Education.

The federal state educational standard is aimed at solving many problems. One of them is “the creation of favorable conditions for the cognitive development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world...” (hereinafter referred to as the Federal State Educational Standard for Education). (Federal State Educational Standard 1.6).

Currently, the latest developments, technologies, and methods are being formed and successfully applied in the preschool education system, which make it possible to raise the level of preschool education to a higher and higher quality level. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimental activity.

It is known that familiarization with any subject or phenomenon gives the most optimal result if it is effective. One such activity is experimentation. The works of many domestic teachers (N.N. Poddyakova, A.P. Usova, E.L. Panko) say that children's experimentation claims to be the leading activity in the period of preschool development, and highlight the main feature of this cognitive activity: the child learns an object in the course of practical activities with it, the practical actions carried out by the child perform a cognitive, orientation and research function, creating conditions in which the content of this object is revealed.

It is experimental activity that helps a preschool educational institution graduate meet the requirements of the Federal State Educational Standard, according to which a graduate today must have such qualities as curiosity, activity, which encourage interest in the new, unknown in the world around him. In the course of experimental activities, the preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship, and follow safety rules.

Specially organized experimental activities allow students to obtain information about the phenomena or objects being studied, and the teacher to make the learning process as effective as possible and more fully satisfy the natural curiosity of preschoolers.

The purpose of the study is to study the features of the organization of experimental activities of preschool children.

The object of the study is the educational activities of preschool children.

The subject of the research is the features of experimental activities in preschool educational institutions.

Research objectives:

Consider the concepts of experiment and experience;

To study the features of organizing experimental activities in accordance with the age of preschool children;

Identify the conditions for organizing experimental work in preschool educational institutions.

The practical significance of the work lies in the fact that methodological materials can be used in the work of teachers of preschool educational institutions.

Definition of the concept of “experiment”, “experience”

Currently, we are witnessing how another effective method of understanding the patterns and phenomena of the surrounding world is being formed in the preschool education system - the method of experimentation.

The word “experiment” comes from Greek and is translated as “test, experience.”

The “Modern Dictionary of Foreign Words” contains the following definition: An experiment is:

- “scientifically staged experiment, observation of the phenomenon being studied under scientifically-accounted conditions, allowing one to monitor the progress of the phenomenon and reproduce it many times when these conditions are repeated”;

- “generally an experience, an attempt to accomplish something.”

“An experiment... is a systematic observation. Thus, a person creates the possibility of observations, on the basis of which his knowledge about the patterns in the observed phenomenon is formed.

“Experiment... sensory-objective activity in science; in a narrower sense of the word – experience, reproduction of the object of knowledge, testing of hypotheses, etc.” .

From the above definitions it is clear that in the narrow sense of the word the terms “experience” and “experiment” are synonymous: the concept of experience essentially coincides with the category of practice, in particular, experiment and observation.

So, like most words in the Russian language, “experimentation” is a polysemantic word. It acts as a teaching method if it is used to transfer new knowledge to children. It can be considered as a form of organizing the pedagogical process if it is based on the method of experimentation. And finally, experimentation is one of the types of cognitive activity of children and adults, as can be seen from the definitions given above.

Experimental activities of preschoolers in accordance with age characteristics

Summarizing his own rich factual material, N.N. Poddyakov formulated the hypothesis that in childhood the leading activity is not play, as is commonly believed, but experimentation.

To substantiate this conclusion, he provides evidence.

1. Play activities require stimulation and a certain organization on the part of adults; the game must be taught. In the activity of experimentation, the child independently influences the objects and phenomena around him in various ways (including other people) in order to more fully understand them. This activity is not assigned to an adult child, but is constructed by the children themselves.

2. In experimentation, the moment of self-development is quite clearly presented: the transformations of an object carried out by a child reveal new aspects and properties of the object to him, and new knowledge about the object, in turn, allows him to make new, more complex and perfect transformations.

3. Some children don't like to play; they prefer to do something; but their mental development proceeds normally. When deprived of the opportunity to get acquainted with the world around him through experimentation, the child’s mental development is inhibited.

4. Finally, fundamental evidence is the fact that the activity of experimentation permeates all areas of children's life, including play. The latter arises much later than the activity of experimentation.

Thus, it is impossible to deny the validity of the statement that experiments form the basis of all knowledge, that without them any concepts turn into dry abstractions. In preschool education, experimentation is a teaching method that allows a child to model in his creation a picture of the world based on his own observations, experiences, establishing interdependencies, patterns, etc.

Since interest in experimentation arises from an early age, classes on children’s experimentation in kindergarten begin with the 2nd junior group.

With the help of game characters, children are presented with the simplest problem situations: Will a paper boat sink? How to hide a ring in water from a fox? Why can't you eat snow? How to walk on ice without falling, etc.

In the second younger group, children master the actions of transfusion, pouring various materials and substances. Get acquainted with the properties of some materials and inanimate objects: water, ice, snow. They learn about light sources, that if you shine light on an object, a shadow will appear, that different objects and animals make different sounds, etc.

In the 5th - 6th year of life, children continue to enrich their experience in understanding the world around them. At this stage, children begin to practically master the properties and qualities of various materials, children actively participate in the study and transformation of various problem situations, and become familiar with ways to record the results obtained. Experiments are conducted with children to identify the causes of individual phenomena, for example, “Why did this handkerchief dry faster?” (because it was on battery); “Whose house is stronger: what materials did the wind blow away the house from and why.” Children learn to compare the properties of sand and clay, learn and expand their understanding of the properties of water and air, their meaning, the types and properties of fabrics, and learn about the properties of a magnet and a magnifying glass.

During joint experimentation, it is necessary to set a goal, put forward hypotheses, jointly determine the stages of work, and draw conclusions.

In the process of experimentation, children often receive completely unexpected information, which leads to significant restructuring and change in their activities. This demonstrates the flexibility of children's experimentation - the ability to rearrange their activities depending on the results obtained. The organization of experimentation work is carried out in three interrelated areas:

Wildlife (characteristic features of seasons in different climatic zones, diversity of animal organisms, their adaptation to the environment, etc.);

Inanimate nature (air, water, soil, electricity, sound, weight, light, color, etc.);

Man (functioning of the body, man-made world, transformation of objects, etc.).

In the process of experimentation, children acquire interpersonal communication and cooperation skills: the ability to negotiate, defend their opinions, and reason in dialogue with other children. To do this, when discussing problematic situations, you need to draw children’s attention to the opinions of others, teach them to listen to each other, and invite more active children to help shy ones.

Also teach children to ask questions during activities, highlight the sequence of actions, reflect them in speech when answering questions like: what did we do? what did we get? Why?

After each experiment, children should be taught to be independent when cleaning the workplace.

In the 6th and 7th years of life, children’s ideas about the world around them become increasingly deeper, and experiments become more complex in content and methodology.

Now the initiative to conduct experiments more often belongs to children. The tasks of predicting results are gradually increasing. For example, “Today we planted oat grains, think about what it will be like in 10 days.”

It is necessary to encourage children to independently analyze the results of experiments, the desire to draw conclusions, and compose a detailed story about what they saw. Experimentation can be organized in the following forms: joint (partnership) activity of the teacher and students, independent activity of children.

Conditions for organizing experimental activities in preschool educational institutions

The organization of experimentation in a preschool educational institution presupposes the fulfillment of certain psychological and pedagogical conditions that contribute to the achievement of positive results. These conditions include three main components: content, subject-development environment and psychological comfort. Let's take a closer look.

The role of the card index can hardly be overestimated, since this material is the main assistant to the teacher in preparing and organizing children's activities, because each of the cards reflects information about the purpose and objectives of the experiment, its content, equipment that is necessary for the experiment and a fixed expected result. In addition, the card index principle allows you to systematize the available materials depending on the age of the children, topics and program content. Moreover, the system of developed forms of experimental activity does not contradict, but, on the contrary, is an integral part of complex thematic planning of the entire educational process.

The second condition for solving problems in experimental activities in kindergarten is the organization of a developmental environment. The main requirements for the environment as a developmental tool are to ensure the development of active independent children's activities. Therefore, when equipping and organizing a space for experimental activities of preschoolers, it is necessary to zone it thoughtfully and productively.

In the experimental activity corner (mini-laboratory) the following should be highlighted:

1. A place for a permanent exhibition, where a mini museum is located, which can house various collections. Exhibits, rare items (shells, stones, crystals, feathers, etc.)

2. Place for devices. The main equipment in the corner are assistant devices, such as: microscopes, magnifying glasses, compass, scales, hourglasses, magnets. Technical materials: nuts, paper clips, bolts, nails . Food and non-food dyes (gouache, watercolor paints. Medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs and other materials.

3. A place to store natural and “waste” materials (pebbles, shells, pine cones, feathers, moss, leaves, etc.; wire, pieces of leather, fur, fabric, plastic, cork).

4. The testing area must be sufficient and unobstructed to accommodate a minimum of 2 people. It is better that this place can be mobile to provide visibility from all sides when demonstrating the experiment.

5. Place for unstructured materials (sand, water, sawdust, shavings, foam plastic, etc.) Materials in this zone are distributed in the following directions : “Sand and water”, “Sound”, “Magnets”, “Paper”, “Light”, “Glass and plastic”, “Rubber”.

The material for conducting experiments in the experimentation corner changes in accordance with the work plan.

To support interest in experimentation, some problem situations are formulated on behalf of the fairy-tale hero.

So, for example, a Wise Dwarf can live in the laboratory, on whose behalf tasks - notes - are offered. For example, one day the children found an envelope with bean and pea seeds and a note: “Explain what appears at the beginning: the root or the stem?”

In the process of experimentation, children form not only intellectual impressions, but also develop the ability to work in a team and independently, defend their own point of view, prove its correctness, determine the reasons for the failure of experimental activities, and draw basic conclusions. A competent combination of materials and equipment in the corner experimentation contributes to children’s mastery of the means of cognitive activity, methods of action, examination of objects, and expansion of cognitive experience.

And lastly, it is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teacher. In individual conversations, consultations, and at parent meetings through various types of visual agitation, we convince parents of the need for daily attention to children’s joys and sorrows, encouraging the child’s desire to learn new things, independently find out what is incomprehensible, and understand the essence of objects and phenomena.

Conclusion

Children's experimentation is a special form of search activity in which the processes of goal formation, the processes of the emergence and development of new personal motives that underlie the self-movement and self-development of preschool children are most clearly expressed.

The use of experimental activities in pedagogical practice is effective and necessary for the development of preschoolers' research activities, cognitive interest, increasing the amount of knowledge and the ability to master this knowledge.

Since experimental activities provide a preschooler with the opportunity to directly satisfy his inherent curiosity and streamline his ideas about the world.

Thanks to cognitive interest, both knowledge itself and the process of acquiring it can become a driving force in the development of intelligence and an important factor in the education of the individual.

Thus, the experimentation method allows children to implement the self-development program inherent in them and satisfy the need for cognition in an effective and accessible way for them - through independent exploration of the world. Cognitive interests have a great motivating influence on the process and result of learning.

This allows preschoolers to fully form the prerequisites for educational activities at the stage of completing their preschool education.

Literature.

1. Derevova S.N. Experimental activities of older preschoolers in accordance with the requirements of the Federal State Educational Standard of Preschool Educational Institution / Website "Academy of Preschool Education" (https://www.adou.ru/categories/2/articles/160)

2. Dorokhova T.M. Organization and conduct of experimental activities with preschoolers / All-Russian electronic journal “Preschool Education Teacher” (https://www.pdou.ru/categories/2/articles/2028)

3. Brief philosophical encyclopedia. - M.: Progress, 1994. - 576 p.

4. Poddyakov, A.N. Development of research initiative in childhood: Author's abstract. dis. ... doc. Psych.Sc. –M., 2001.

5. Soviet encyclopedic dictionary. ed. A. M. Prokhorov. M. Soviet Encyclopedia. 1987.

6. Modern dictionary of foreign words. - M.: AST-PRESS KNIGA, 2012.

7. Chemodanova M.V. Experimental activities as a means of cognitive development of older preschoolers // Collection of materials of the Annual International Scientific and Practical Conference “Education and Education of Young Children”. - 2016. - No. 5. - P.970-972.

8. Federal State Educational Standard for Preschool Education [Electronic resource]: Access mode - http://www.firo.ru/wp-content/uploads/2013/11/PR_1155.pdf (access date 09/25/2016).

Oksana Shelkoplyas

Experimental activities in kindergarten

A preschool child actively strives to learn as much as possible about the world around him. Along with play activity, cognitive development is of great importance in the development of a child’s personality. activity, during which the ability for initial forms of generalization and inference is formed. Children become interested when they can discover new properties themselves items, their similarities and differences, providing them with the opportunity to acquire knowledge on their own.

The Federal State Educational Standard for preschool education challenges modern teachers task creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and in age-appropriate ways activities. We believe that experience, along with play, contributes in the best way to solving this problem. tasks, since these two types children's activities have a significant impact on the full, comprehensive development of the child’s personality. The correct organization of these two is truly children's activities is a favorable condition for the development of preschool children.

Experimentation - method knowledge of patterns and phenomena of the surrounding world refers to cognitive and speech development. The child’s need to learn every day lies in the new impressions that he can receive, and the process of learning and upbringing in kindergarten, is precisely aimed at revealing in the child’s personality those qualities that he will need to achieve any goals in the future. Develop an inquisitive mind, introduce properties items by directly observing phenomena and processes, developing the ability to plan and analyze practical work is tasks modern education system. A child is capable of independently searching for knowledge if the teacher has prepared the appropriate conditions for this.

Modern education system in kindergarten departs from the way of transferring knowledge to children with information method(direct transmission from teacher to student).

The goal of experimental research in preschool educational institutions is to form and expand children’s ideas about objects of living and inanimate nature through practical independent knowledge.

The teacher works in this direction during educational activities, on walks, thematic leisure activities, and motivates experimentation in independent activities. For experimental research, a subject-spatial study is organized Wednesday: a research corner, center is being created experimentation or mini-laboratory. Children's experimentation in many ways similar to scientific research, children experience positive emotions from the feeling of the importance of the work done, obtaining visible results, and new information.

Objectives of experimental activities in preschool educational institutions

Educational tasks

Forming an idea of subjects: their properties and qualities.

Forming the ability to determine relationships between objects and phenomena.

Formation of the ability to draw conclusions and discoveries.

Developmental tasks

Development of thinking abilities: comparison, juxtaposition, systematization, generalization, analysis.

Development of fine motor skills and coordination of movements.

Development of visual, auditory, sensory perception.

Development of attention and memory.

Development of speech abilities.

Educational tasks

Creating positive motivation for independent experimentation.

Creating a friendly atmosphere in the group during research.

Developing the ability to work in a team and a sense of mutual assistance.

Cultivating perseverance and accuracy.

Methods and techniques of experimental activities in preschool educational institutions

Among the techniques and methods of organizing experimental activities we will highlight those that are relevant for use in preschool educational institution:

Problem-search method. The teacher creates a problem situation in which children have to identify issues that need to be solved, put forward hypotheses on how to solve the problem, and conduct experimental activities and sum up. Problem-search method is leading for the modern education system, in which, through a lively discussion with the teacher, children are motivated to be active experimentation and the desire to get results.

Observations of the object. Organized indoors or on site kindergarten perception of objects and processes develops children's visual and auditory abilities. Explorations carried out during walks immerse children in the natural world with all its diversity of sights, colors, sounds and smells. Observation is one of the active practices of experimental research. activities for preschoolers.

Experiments and experiments. Along with the game experimentation is considered a leading activity. By performing elementary experiments on objects (dropping them on the floor, trying to break them, making a sound, etc.), kids acquire information about their properties. Preschoolers enjoy participating in experiments over familiar substances, deepening their knowledge: they conduct experiments with water in liquid and solid states, with sand, stones, clay, and plants. You need to start conducting experiments with children of the younger group, encouraging the desire for independent experimentation. This research method develops observation, activity, independence in children, contributes to the formation of a friendly atmosphere and team cohesion.

In experimental experimental activities The development of children's mental and practical abilities is carried out. If during the research task was to obtain new information by improving practical skills, then experimental experimental activities in this case it is educational in nature. Formation of new skills experimentation and training to work with various tools is carried out within the framework of research experimental experimental activities.

Types of classes by experimentation

Games- experiments. Since the leading activities preschool children are playing, first experiences and experiments are carried out in line with the gaming orientation. During the lesson there is a fairy-tale character who gives the children tasks or asks for help in a problematic situation. It is possible to create a game situation where children will act in imaginary conditions (the kingdom of snow and ice, visiting the Fairy of Air, etc.).

Modeling. Knowledge about properties items children can obtain through studying or building models of real-life objects (volcano, iceberg, aurora). Towards modeling in experimental experimental activities Children 3–4 years old are capable (for example, they simulate a vortex using the power of pieces of paper and the creation of an air flow; it is important for the teacher to take into account the age characteristics of children; the model must be understandable and accessible.

Experiments. Conducting experiments allows us to visually explain physical phenomena in classes about the world around us. It is necessary to provide instructions on how to work in a mini-laboratory or experimentation in the workplace, discuss safety rules with the students. Carrying out an experiment on your own is more vividly imprinted in the child’s memory. Preschoolers conduct experiments with water, air, various types of soil, and magnets. Complex types of experiments in kindergarten usually aimed at expanding ideas about the properties of soil, water, and air. Comprehensive experience allows you to deepen your knowledge of water (ability to dissolve) and get information about other substances (butter, flour, salt)

Ways to record results children's experimentation: Recording the results of practical research or observation is mandatory at the stages of experimental experimental activities. Children need to be taught to fixate gradually, since this type of work is considered difficult for preschoolers. And this stage is necessary in order for the results experimentation imprinted in the memory of the pupils (visual, sensory, auditory, motor, olfactory).

1. Graphic. The simplest way to record results visually using ready-made forms: cards, pictures, graphic diagrams, photographs, three-dimensional images, audio recordings. This method can be used in experimenting with children 3–4 years old, asking them to choose from several ready-made forms the one that represents the results of practical work in the current lesson. With pupils of the middle group, simple graphic diagrams or mnemonic cards are used.

2. Mental. To record the results experimentally experimental activities speech skills are used children: the child talks about the results of a practical study. The mental method is used in working with children of secondary groups: students develop the ability to independently pronounce results experiment, compare them with the results of similar experiments conducted earlier. During mental fixation, older preschoolers improve their ability to generalize and systematize knowledge about objects.

3. Practical. Consists of recording results experimentation on paper - by sketching or writing. When working with preschoolers, schematic sketching and sketching with conventional symbols are more often used. For this purpose, children keep observation diaries, experiment logs, and fill out cards. experiments. Recording a story about the results of a practical study in kindergarten carried out by the teacher according to the children, for example, to secure a report on the work done in the group journal, on a stand in the cognition corner.

Preschool children have a strong desire for observations, direct contact with the objects being studied, conducting experiments and experiments. They are especially attracted to classes in mini-laboratories, where they can use special tools and unusual materials for research.

It is important for the teacher to organize a lesson on experimental experimental activities like this so that in the first place the pupils have the desire to acquire new information. It often happens that the practical side evokes such vivid positive emotions in children that they lose the joy of discovery itself, which is what each experiment strives for and experiment. Therefore, it is recommended to devote the beginning of classes to activating attention and strengthening motivation to solve any problem situation and search for an answer to the question posed. For these purposes, visual material is used (posters, cards and postcards, book illustrations, encyclopedias, outdoor and didactic games, themed gymnastics and exercises are arranged, discussions are held in which children are given the opportunity to give examples from personal experience, and fairy-tale characters are invited to participate.

An important role for successful work within the assigned tasks has the correct organization of the developing subject-spatial environment. From clause 3. 3. 1. of the Educational Standard it follows that the developing subject-spatial environment ensures the maximum realization of the Educational potential of the space of the Organization, group, and territory. A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe. (clause 3. 3. 4. Federal State Educational Standard).

Subject-spatial environment for experimental experimental activities must be zone oriented "proximal development" child, contain objects and materials that children can work with an adult, as well as independently. In order to develop children’s cognitive activity and maintain interest in experimental activities, it is recommended to allocate zones in each group experimentation – mini-laboratories.

Experimentation in preschool institutions can be carried out in different forms. The older a child gets, the greater the variety of forms he can master. Mastering Every Form experimentation obeys the law of transition of quantitative changes into qualitative ones. Having emerged at a certain age, each successive form develops, becomes more complex and improves.

The original form from which all others developed is the manipulation of objects (L. S. Vygotsky).

This form occurs at an early age, most often at about 3-3.5 months, when it is the only form available to the child experimentation. The child spins objects, puts them in his mouth, and throws them. Items (for him) they appear, then disappear, then break with a ringing sound. Adults laugh, say something, or scold. Thus, it goes double experiment: both natural history and social. The information received is entered and stored in memory for life. The child accurately remembers that any object released from his hands falls to the floor and does not fly to the ceiling, that some things break, others do not, that ropes can be twisted out of grandmother, and that mother is not to be trifled with.

Over the next two to three years, the manipulation of objects and people becomes more complex, but in principle remains manipulation. This period could be called "What's happened?". Every child is ready to inspect the contents of his mother’s bag and all furniture drawers every day, he tries to break every toy and any object that falls into his hands, he sniffs it, licks it, feels it, i.e., performs the so-called inspection actions that are well known to every adult. This is a very important stage in personality development, since at this time information about objective properties is acquired objects and people that the child faces. This period lasts the first, second and third years of life. At this time, the formation of individual fragments occurs, not yet connected to each other into any system.

After three years, their integration gradually begins. The child moves into the next period - the period of curiosity ( "And what's in there?"). Some adults perceive it as restlessness, restlessness, even bad manners, because children of this age begin to cause unnecessary trouble. But with biological "points of view" The more active a child is, the more developed his curiosity is, the more valuable he is as a person. He continues to master more complex information - information about processes and phenomena, as well as about his capabilities to perform certain operations.

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

Junior preschool age (fourth year of life).

Children in the younger group should try, if possible, not to impart knowledge in a ready-made form, but to help the child obtain it independently by performing a simple experiment. In this case children's the question becomes a statement of purpose. Children at this age are already able to establish the simplest cause-and-effect relationships. The participation of the teacher in any action is mandatory.

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.

The teacher decides the following tasks:

Compare similar in appearance items: fur coat - coat, tea - coffee, shoes - sandals (didactic game like "Make no mistake")

Combine the display of an object with the child’s active action on it examination: palpation, hearing, taste, smell (a didactic game like "Wonderful bag");

Teach children to compare facts and conclusions from reasoning (Why does the bus stop)

Actively use practical experience activities, gaming experience (Why doesn't the sand crumble)

Middle preschool age (fifth year of life).

Children in the middle group are making 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 activity of a four-year-old child quickly fades away.

In this age group it is possible to carry out experiments To find out the causes of individual phenomena, children study the properties of water, snow, and sand.

Work with children of this age group is aimed at expanding children’s understanding of phenomena and objects in the world around them. Main tasks, decided by teachers in the process experimentation, are:

Active use of gaming and practical experience children's activities(Why do puddles freeze at night and thaw during the day? Why does the ball roll)

Grouping objects according to functional characteristics (Why are shoes and dishes needed? For what purpose are they used);

Classification of objects and items by species characteristics (teaware, tableware).

Senior preschool age

For children in the older group, more complex chains of cause-and-effect relationships become available. We should try more often for them at this age. ask a question"Why?" Very often they ask it yourself, which indicates certain shifts in the development of logical thinking.

In this group you can enter long-term experiments, as well as simple monitoring (for example, to determine the level of air pollution on the site and in the preschool premises). Children continue to study the properties of water, snow, sand, soil, clay, learn about the properties of air, and draw conclusions. That there is no such thing as bad weather, that plants and animals need snow in winter, they study the water cycle using the example of indoor plants, and become familiar with the influence of environmental factors on living organisms.

In the preparatory group, children are already trying to put forward some hypotheses; they are able to draw conclusions about hidden properties objects and phenomena, often they already draw conclusions on their own without leading questions.

They will find out in experimental activities about the natural features of some climatic zones (permafrost in the tundra, tropical rainfall, etc., continue to study the influence of environmental factors on living organisms, get acquainted with the adaptations of organisms to the environment, study the influence of human activities to natural communities (oil spills at sea, trampling of soil, etc.)

Work with children is aimed at clarifying the entire range of properties and characteristics of objects items, relationships and interdependence of objects and phenomena. Main tasks, decided by the teacher in the process experimentation, are:

Active use of research results in practice (household, gaming) activities(How to quickly build a durable house for dolls);

Classification based on comparisons: by length (stockings-socks, shape (scarf-shawl-kerchief, color of ornament ( cups: single and multi-colored, material (silk - wool dress, density, texture (game “Who can name more qualities and properties?”).

Various forms are used to prevent fatigue activities: gaming (didactic games, physical (physical education, outdoor games), entertaining (singing, educational (studying visual material, conducting a conversation). Practical work is preceded by a repetition of safety rules and recitation of the sequence of actions during experiment. At the end of the experiment, each student tidies up his/her workplace and helps the teacher put away the tools.

A reflection stage is required at the end classes: the guys report the results experiment, share their emotions from the discovery process.

In conclusion, I would like to note that at the stage of completing the preschool level of education, the result of successful work on organizing experimental experimental activities, the following indicators can be considered. Firstly, stable motivation to conduct practical research, including independent activities(on walks, in independent centers experimentation, Houses). Children show initiative in choosing materials and tools for conducting experiments, ask and solve problematic issues, check their own assumptions experimentally, strive to complete what they started in order to find out and record the result experiment.

Secondly, high level children's independence, the range of their interests is expanding, children are proactive in putting forward and testing hypotheses, and are looking for unusual approaches to solving problem situations.

Explanatory note

The world we live in is complex, multifaceted and changeable. People, who are part of this world, are discovering more and more new objects, phenomena and patterns of the surrounding reality. At the same time, each person revolves within the framework of the image of the world that he has formed.

The image of the world is a complex holistic system of knowledge about a person, about the world in general, about other people, about oneself, about one’s activities.

During the period of preschool childhood, the emergence of a primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage. The development of cognitive interest in various areas of knowledge and activities is one of the components of both the general development of a preschooler and the further success of his education at school. The preschooler's interest in the world around him and the desire to learn everything new is the basis for the formation of this quality. Throughout preschool childhood, along with play activities, cognitive activity, as a process of acquiring knowledge, skills, and abilities, is of great importance in the development of a child’s personality.

Working in a preschool institution, I always strived to look for new approaches for the intellectual development of preschoolers. Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate to the teacher the need to choose more effective means of teaching and education.

One of the promising methods to help solve this problem is children's experimentation.

In the 1990s, professor, academician of the Academy of Creative Pedagogy of the Russian Academy of Education N.N. Poddyakov, having analyzed and summarized his rich experience of research work in the preschool education system, came to the conclusion that experimentation is the leading activity in childhood.

The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with 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 and classification, generalization and extrapolation. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech.

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

Preschoolers are characterized by visual-effective and visual-figurative thinking, so experimentation, like no other method, corresponds to these age-related characteristics. In preschool age, he is the leader, and for the first three years he is practically the only way to understand the world.

Children's experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of his cultural knowledge of the world around him.

In-depth work with children on the formation of their cognitive sphere contributed to the development of our own pedagogical technology. The result of the work was the development and testing of methodological and didactic material, the creation of conditions for organizing search and experimental activities.

The purpose and objectives of pedagogical technology

• Creating conditions for the formation of the foundations of a holistic worldview in children through physical experimentation.
• Develop an emotional and value-based attitude towards the world around you.
• To form the foundations of a holistic worldview in children through children's experimentation.
• To ensure enriched cognitive and speech development of children, to form the basic foundations of the child’s personality.
• Expand prospects for the development of search and cognitive activity in preschool children.
• To form dialectical thinking, the ability to see the diversity of the surrounding world.
• Formation of communication and cooperation skills in preschoolers.

The formation of the foundations of a holistic worldview of children, as well as the development of cognitive activity in the process of children's experimentation, will be successfully implemented if :

A consistent systematic approach will be implemented in the process of forming the foundations of a holistic worldview in children.

Collaboration between teacher and child will be more effective.

In relationships with children, the teacher will show more optimism, faith in his strength and supports the student.

An age- and subject-specific developmental environment has been created.

Expected result:

1. Formation of an emotional-value attitude towards the surrounding world.

2. Showing cognitive interest in classes, improving speech development.

3. Formation of the foundations of dialectical thinking.

4. Deepening the knowledge, skills and abilities provided for by the education and training program in kindergarten “From birth to school”.

5. Mastering the basics of a holistic vision of the world around us.

6. Formation of communication skills.

Basic principles of organizing children's experimentation:

• Relationship between theory and practice
• Developmental nature of education and training.
• Individualization and humanization of education.
• Conformity with nature - emphasis on the psychological and age characteristics of preschool children.
• Integrity and consistency of the learning process.
• The interaction of three factors: kindergarten, family, society.

Success of the experiment:

• Anyone can work with this technology, as it is interesting for both children and adults.
• A child is an explorer from birth, but consciously does something from the age of 5, and a child can be prepared for this activity from an early age. The ability for intellectual effort, research skills, logic and ingenuity will not become stronger on their own. Both parents and teachers can help here.
• It is important that there is a laboratory atmosphere.
• Form of work: classes with all children, with a subgroup, individually.

Difficulties at work:

• Creation of a laboratory.
• The stage of laboratory notes is very difficult. Children don't like to write down.
• Fostering scientific knowledge is a step from the everyday level of reasoning to the scientific level.
• Work planning.
• Planning lessons.

When experimenting with preschoolers, we should not forget that the main thing is not the child’s acquisition of memorized knowledge, but the formation in him of a caring, emotional attitude towards the world around him and skills of environmentally literate behavior. There is no need for children to remember as many different names as possible. You can always do without using terms that are complex and incomprehensible to a child. It is much more important to instill in children a cognitive interest in natural objects, the desire and ability to observe, experiment, and understand that everything in the world around them is interconnected.

Summarizing the limited material on experimentation with preschoolers, we can conclude that experimentation is an effective way of teaching children research activities in all its forms and types and is a method of increasing a child’s independence. Provides the prerequisites for the active development of cognitive interest in the purposeful perception of the surrounding world and is the leading activity in learning.

Experimental work arouses children's interest in exploring nature, develops mental operations (analysis, synthesis, classification, generalization), and stimulates the child's cognitive activity and curiosity.

The connection between children's experimentation and other activities

Children's experimentation is not an activity isolated from others. It is closely connected with all types of activities and primarily with such as observation and work. Experimentation and speech development are very closely related. This can be clearly seen at all stages of the experiment: when formulating a goal, during a discussion of the methodology and progress of the experiment, when summing up and verbally speaking about what was seen, and the ability to clearly express one’s thoughts. Thus, children, when they try to more accurately set the goal of an experiment, begin to reason during discussions of actions. They try to formulate hypotheses. Children develop dialogical speech. They learn to work together, give in to each other, defend their rightness or admit that their neighbor is right.

The connection between experimentation and fine art is also two-way and important. The more developed visual abilities are, the more accurately the result of the experiment will be displayed.

There is also a connection between experimentation and the formation of elementary mathematical concepts. During experiments, the need to count, measure, compare, determine shape and size, etc. constantly arises. All this gives mathematical concepts real significance and contributes to their understanding.

Experimentation is also connected with other types of activities - reading fiction, music and physical education, but these connections are not so pronounced.

Organization and conditions of experimental activities for preschool children

A mini-laboratory for conducting experiments has been created in our kindergarten. We start working with children with an excursion, during which the children get acquainted with its owner - grandfather We know, with the equipment and rules of behavior. Working in the laboratory involves turning children into “scientists” who conduct experiments, experiments, observations on various topics. “Tell me and I will forget, show me and I will remember, let me try and I will understand.” We adhere to this statement when working with children preschool age. Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. Research provides the child with the opportunity to find answers to the questions “how?” and why?". Mastery of different ways of cognition by preschoolers contributes to the development of an active, independent, creative personality.

The laboratory is created to develop children's cognitive interest, increase interest in research activities and contribute to the formation of the foundations of a scientific worldview. The laboratory is the basis for the child’s specific play activities.

What does experimental activity provide?

A child who feels like a researcher, who has mastered the art of experimentation, overcomes indecision and self-doubt.

He develops initiative, the ability to overcome difficulties, experience failures and achieve success, the ability to evaluate and admire the achievement of a comrade, and the willingness to come to his aid. The experience of one's own discoveries is one of the best schools of character.

The main thing is to create complete living images of different parts of the Earth and the surrounding world in the child’s imagination.

While working in a specially prepared environment, children:

• Show an active interest in objects and phenomena that lie outside the specific situation;
• They ask questions: why? For what? How?;
• They strive to explain facts and connections, using phrases “because...” in speech;
• Show interest in educational literature;
• They are able to express their thoughts, formulate ideas about the world around them and events;
• They try to draw up diagrams and sketch experiments on their own;
• Apply their knowledge in life.

Children's laboratory equipment:

• Assistant instruments: microscope, magnifying glasses, cup scales, hourglasses, compasses and magnets;
• Transparent and opaque vessels of different configurations and different volumes: plastic bottles, glasses, buckets, funnels;
• Natural materials: pebbles of different colors and shapes, minerals, clay, earth, coarse and fine sand (different colors), bird feathers, shells, cones, nut shells, pieces of tree bark, dry leaves, twigs, fluff, moss, fruit seeds and vegetables, wool;
• Waste material: pieces of leather, fur, scraps of fabric, corks, wire, wood, plastic, metal objects and wooden spools;
• Different types of papers: plain, landscape, notebook, tracing paper, sandpaper;
• Dyes: berry syrup, watercolors;
• Medical materials: pipettes, flasks, test tubes, beakers, cotton wool, funnels, measuring spoons;
• Other materials: mirrors, balloons, wooden toothpicks, flour, salt, colored and transparent glasses, molds, steaks, threads.

To positively motivate the activities of preschoolers, various incentives are used:

• External (novelty, unusualness of the object);
• Mystery, surprise;
• Motive for help;
• Cognitive motive (why this is so);
• Situation of choice.

Having recruited children from the first junior group, I began working with them on children's experimentation. Taking into account the young age of the children, I developed a long-term game plan - experiments with sand and water for the 1st junior group.

SPECIALLY ORGANIZED TRAINING ACTIVITIES

SEPTEMBER

"Raspberries"

Kind of activity. Examination, tasting, squeezing juice, shape, taste, smell of berries and leaves. We make jam, compote. Drying leaves and making tea and the panel “Autumn Bouquet”. Learning the song “Let’s go to the garden through the raspberries.”

Purpose of the lesson. Introduce children to the plant and its beneficial properties. Consolidation of color, shape, tactile sensations.

Materials and equipment. Berry, sugar, water, leaves, vessels, napkins.

"Colorful Water"

Kind of activity. In vessels using paints, potassium permanganate - conducting a solubility experiment.

Purpose of the lesson. Introduce children to the properties of water, fixing colors.

Materials and equipment. Paints, water, vessels.

OCTOBER

“Drowning or not drowning.”

Kind of activity. Experiment. Do objects sink or float on water? Why? Objects heavier or lighter than water.

Purpose of the lesson. Introduce the properties of objects, develop observation and ingenuity. Learn to draw conclusions.

Materials and equipment. Various pebbles, paper, polystyrene foam, a small ball, wooden and iron objects, a magnet.

“Porridge is our health.”

Kind of activity. Examination by color, shape, flowability. Dry - hard, swells in water, soft, edible, healthy and tasty. When ready, hot and cold. Watching the cartoon "Hercules". Reading "Porridge from an Axe."

Purpose of the lesson. Introduce children to the properties of cereals, teach them how to taste porridge, cultivate a positive attitude towards porridge and explain to children the usefulness of porridge.

Materials and equipment. Cereals: buckwheat, rice, millet, Hercules, barley. Water, milk, vessels, plates and spoons.

NOVEMBER

"Bird Feathers"

Kind of activity. Experiment. Heavy - light (feather - pebble). Volatility (floating in the air). Dry - wet. Application "Golden comb".

Purpose of the lesson. Introduce the properties of feathers, consolidate children’s knowledge about the use of feathers in everyday life - pillows, feather beds, warm jackets.

"Sand streams"

Kind of activity. Can you draw with sand? Preparing sand for work - sift, dry, and can be tinted. Children work with sand on a prepared surface.

Purpose of the lesson. Introduce children to the property of sand - flowability. Drawing amazing pictures with the development of fantasy and imagination.

Materials and equipment. Panel “Summer Day”, sand, glue, paper, paints.

DECEMBER

Drawing with soap bubbles “Colorful world”.

Kind of activity. Experiment. Dissolving soap in water, making colored soap water. Experimental drawing - blowing colorful bubbles onto a sheet of paper.

Purpose of the lesson. Teach how to blow bubbles on a sheet of paper, introduce the properties of soapy water - you can blow bubbles, fix colors, develop imagination.

Materials and equipment. Plates, glass funnel, cocktail sticks, multi-colored soap solution.

"Air. What's in the package?

Kind of activity. Experiment. The package is empty and filled with air. The presence of air around. How to detect and catch him?

Purpose of the lesson. Detection of ambient air. Draw children's attention to the properties of air - transparent, invisible, light, cold and warm. The vital importance of air for all living things.

Materials and equipment. Plastic bags, strips of paper.

JANUARY

"Crystal Ice"

Kind of activity. Experiment. Melting of ice in warm and cold water. Freezing colorful ice floes and decorating a Christmas tree in the kindergarten area. Observing the melting of ice floes - a vessel with water takes on the color of melted ice.

Purpose of the lesson. Introduce the properties of water (freezing). Learn to draw conclusions - ice melts faster in warm water than in cold water. Developing attentiveness and curiosity.

Materials and equipment. Painted pieces of ice, vessels with water, paints.

"Glass".

Kind of activity. Experiment. Determine the transparency of glass, its fragility - it breaks easily. Does it sink in water or not, is it slippery or not, does it allow liquid to pass through or not. Multi-colored glass - its application. Watching the documentary "New Year's toys - favorite toys."

Purpose of the lesson. Introduce the properties of glass and glass objects. Develop observation skills, familiarization with safety rules when handling glass and glass objects.

Materials and equipment. Glass objects, vessels, water, paints, Christmas tree decorations.

FEBRUARY

"Air flour."

Kind of activity. Experiment. Making glue. Examination of flour: dry, free-flowing, fine, white, tasteless. Flour diluted with water acquires the properties of stickiness, viscosity, plasticity, and pulling. You can make bakery products under special conditions. Craft made from salt dough.

Purpose of the lesson. Introduce children to the properties of flour and what is prepared from it. Development of hard work and patience.

Material and equipment. Flour, flour products, water, vessels, salt, paints, oil, cardboard.

"Black box".

Kind of activity. Experiment. Learn to determine tactile temperature of water and objects.

Purpose of the lesson. Introduce children to determining the temperature of liquid and solid objects tactilely (metal - cold, wood - warm).

Materials and equipment. Items made of wood, metal, glass, plastic, black box.

MARCH

"Magnet".

Kind of activity. Experiment. Attraction of metal objects. Repulsion and attraction of two objects. Magnet hardness.

Purpose of the lesson. Introduce the properties of a magnet and its application in life.

Materials and equipment. Magnets of different shapes and colors, various metal and wooden objects, fabric, paper, etc. Magnet.

“Onion bed on the window.”

Kind of activity. Experiment. Planting onions in the ground. Onion salad scalded with hot water.

Purpose of the lesson. Introduce children to the properties of onions (color, smell, taste, shape). Methods for planting onions. Develop curiosity and observation.

Materials and equipment. Onion, soil, various jars, knife, cutting board, bowl.

APRIL

"Cardboard".

Kind of activity. Experiment. Hard, dense, difficult to bend. When wet, it swells and delaminates. Application "Spring Bouquet".

Purpose of the lesson. Introduce the properties of cardboard, develop observation skills, the ability to draw conclusions and inferences.

Material and equipment. Cardboard of various densities, scissors, water, glue.

"Textile".

Kind of activity. Experiment. Cutting fabric, tearing with difficulty, creasing and smoothing. Sewing two pieces of fabric. Album for viewing “Types of fabric”. Wetting the fabric - feel how it has become (heavy, cold).

Purpose of the lesson. Introduce children to the properties of fabric and their types. Strengthen children's knowledge about clothing.

Materials and equipment. Various scraps of fabric. Threads, needle, scissors, water, iron.

MAY

"Wonderful clay."

Kind of activity. Experiment. Looking at clay. (dry - wet, hard - soft, dense, heavy). Various household items and toys are made from wet clay. Clay objects can break, Documentary film "Clay Pot".

Purpose of the lesson. Introduce children to the properties of clay. Examination of clay toys and dishes.

Materials and equipment. Clay objects. Clay, vessels with water, scraps of fabric, napkins.

"Magic Ball"

Kind of activity. Consideration of different types of threads (floss, sewing, wool). Tearing and cutting threads of different textures. Demonstration of types of work with thread and finished items.

Purpose of the lesson. Introduce children to the properties of threads of different textures, types of fabric, and finished products made from threads.

Material and equipment. Different types of threads, finished products, hook, knitting needles, needle, scissors.