Municipal autonomous preschool institution
Kindergarten No. 13 “Dolphin”
Individual self-education plan
for the 2018-2019 academic year
on this topic:
Prepared by the teacher
Panova Olga Leonidovna
G.o.g. Bor
People who have learned... observations and experiments,
acquire the ability to ask questions themselves
and get factual answers to them,
finding yourself on a higher mental level
and moral level in comparison with those
who did not go through such school.
K.E.Timiryazev
Explanatory note
The topic “Experimental activities of preschool children” for self-education was not chosen by me by chance. In accordance with the order of the Ministry of Education and Science Russian Federation dated November 23, 2009 No. 655 “On approval and implementation of Federal state requirements to the structure of the basic general education program preschool education" Order - 3.3.6. Content educational field“Cognition” is aimed at achieving the goals of developing children’s cognitive interests, intellectual development of children through problem solving: development of cognitive, research and productive activities; formation of a holistic picture of the world, broadening the horizons of children. Currently, the country is actively undergoing a process of qualitative renewal of education, its cultural, developmental, and personal potential is strengthening. Various shapes research activities are actively being introduced into the educational process.
Also, in the 2017–2018 academic year, we conducted a project on the topic of insects “Motley Country” and noted that the children were very interested in the topic of studying wildlife.
They watched with pleasure and took an active part in the experiments and
experiments, told their parents and looked forward to the next
experiments.
From all of the above, I can say that during school year And
Unfortunately, the general educational process does not always have enough time for
more in-depth study of any additional material.
Therefore, this year I want to deepen my knowledge and study experimentation techniques in more depth, because... Currently, in connection with the revision of priority forms and methods of teaching in preschool education, it is precisely the methods that develop children’s abilities for initial forms of generalization, inference, and abstraction that predominate. And this method is experimentation.
Relevance of the topic
A child is very inquisitive by nature. He is interested in everything new, unknown. A sense of curiosity in children is regarded as a desire for new knowledge, which can enrich life experience, give new impressions. IN kindergarten the development of cognitive interest is carried out in games, in communication, in educational activities.
Every child has the makings of cognitive abilities, but they need to be awakened. A preschool child is already a researcher in himself, showing a keen interest in various types of research activities, in particular experimentation. A preschool child by nature is characterized by an orientation towards understanding the world around him and experimenting with objects and phenomena of reality. And this is confirmed by their curiosity and constant desire to experiment. In the process of experimentation, the child needs to answer not only the question of how I do this, but also the questions of why I do it this way and not otherwise, why I do it, what I want to know, what to get as a result.
By Order of the Ministry of Education and Science of the Russian Federation No. 1155, the Federal State Educational Standards were approved and put into effect in kindergartens. On modern stage High demands are placed on preschool graduates. The child must be inquisitive, active, physically developed, emotionally responsive, and it is in childhood experimentation that the child’s integrative qualities develop.
Novelty This topic lies in the formulation of the problem itself as a subject of special study. The use of the regional component in experimental activities allows children to be introduced to a diverse the world, reveals regional characteristics and traditions.
Pedagogical feasibility is that children's experimentation influences qualitative changes in personality in connection with the assimilation of methods of activity, brings the preschooler closer to real life, awakens logical thinking, the ability to analyze and draw conclusions.
problemdevelopmentcognitive activitypreschoolerswidely studied by educators andpsychologists : S. L. Rubinshtein, N. N. Poddyakov, L. I. Bozhovich, B. G. Ananyev, M. F. Belyaev, O. V. Afanasyeva, L. A. Wenger. The authors definepreschoolage as sensitive fordevelopmentcognitive activity, highlighting its main stages of formation - curiosity, inquisitiveness, cognitive interest. Currently in the systempreschoolEducation uses a variety of pedagogical technologies.
Also serve as sources fordevelopmentsearch and research activities of preschoolersprogram by O. V. Dybina, N. N. Poddyakova “Child in the world”search: organization programsearch activity of preschool children», guidelines Tugusheva G. P. "Experimental activitiesmiddle and older childrenpreschool age", I. E. Kulikovskoy, N. N. Sovgir"Children'sexperimentation» . These technologies propose to organize work in such a way that children can repeat the experience shown to adults, observe and answer questions using the results of the experiments.
Research activities and experimentation help build relationships between the teacher and children on the basis of partnership. Therefore, I chose the topic of self-education “Development of search and research activities of preschoolers in the process of experimentation”
In the course of research activities, children develop initial key competencies:
Socialization (through experiments, observations, children interact with each other);
Communication (speaking out the results of experience, observations)
Informational (children gain knowledge through experiments and observations)
Health-saving (through conversations about the benefits of fruits and vegetables)
Activity-based (selection of materials for experiments and the sequence of their implementation is underway)
Target:
Create conditions for children’s research activity;
Encourage and guide children's research initiative, developing their independence, ingenuity, and creative activity.
Tasks:
Help to reveal to children amazing world experimentation, develop cognitive abilities;
Study methodological literature on this topic;
Help the child master the appropriate vocabulary, the ability to accurately and clearly express his judgments and assumptions;
Develop mental operations, the ability to put forward hypotheses, and draw conclusions.
Encourage children to be active in order to resolve a problem situation.
Promote the development of independence and development.
Main forms implementation of program tasks is observation, experimentation, conversations, solving problem situations, experiments, research activities. According to psychologists, it is in the senior preschool age that a leap occurs in the formation of personality, its basic mental foundations, and it is this period that is most favorable for
Methods and techniques,
Teaching methods:
Questions for children.
Basic principles
- scientific character
- dynamism (from simple to complex);
- integrativeness (synthesis of arts);
- cooperation
- systematic
- continuity
- age
- visibility
- health-saving
The main conditions for children's experimentation are:
Relationship with other aspects of education (mental, labor, moral, etc.);
Usage different types activities;
Clear definition of content environmental education;
Usage effective means diagnostics, control of environmental education.
The relationship between family and preschool institution;
Creation of a developmental environment (books, programs, didactic games, visual aids, etc.);
Environmental literacy the adults themselves.
Methods and techniques,
Techniques for organizing children in the learning process:
Work in small groups;
Creating situations that encourage children to help each other;
Techniques for activating children's mental activity:
Inclusion of game exercises;
Active participation of the teacher in joint activities with children;
Performing unconventional tasks;
Solving problem situations;
Modeling and analysis of given situations
Teaching methods:
Demonstration or demonstration of a method of action in combination with an explanation is performed using a variety of didactic means;
Instructions for performing independent exercises;
Explanation, clarification, indication in order to prevent errors;
Questions for children.
Basic principles , which form the basis of the work:
- scientific character (children are given knowledge about the properties of substances, etc.);
- dynamism (from simple to complex);
- integrativeness (synthesis of arts);
- cooperation (joint activity of teacher and children)
- systematic (pedagogical influence is built into a system of tasks)
- continuity (each next stage is based on already formed skills and, in turn, forms the “zone of proximal development”).
- age compliance (proposed tasks and games take into account the capabilities of children of this age);
- visibility (use clearly - didactic material, information and communication technologies);
- health-saving (a combination of static and dynamic position of children, change of activities is ensured)
To conduct experiments, it is recommended to adhere to certainconditions :
Experiments should be carried out when the child is full of strength and energy;
you need to interest the child so that he has a desire to do experiments himself;
explain the rules of safe behavior when using unfamiliar substances;
do not leave the issue unattended;
rejoice with the children, encourage his successes.
Thanks to experiments and observations, children develop cognitive interest, the ability to compare, establish cause-and-effect relationships, they learn to draw conclusions, make judgments, the foundations of a scientific worldview are formed, and this has a positive effect on the emotional sphere of the child, on his development. creativity.
PPRS
Taking into account the fact that the subject-developingenvironment is a condition fordevelopmentchildren's cognitive activity, both their own, completely determined by the child himself and caused by his internal state, and activity stimulated by adults (N.N. Poddyakov, I created the optimaldevelopingsubject-spatial in the older mixed-age group.
When equipping a cornerexperimentationthe following should be taken into accountrequirements :
1. safety for the life and health of children;
2. sufficiency;
3. accessibility of location.
The work is organized according to two interconnecteddirections :
1. Live nature
2. Inanimate nature
To design a children's centerexperimentation V senior group kindergarten uses such materials anddevices :
- natural materials : sand, pebbles, kinetic(alive) sand, shells, leaves, twigs, chestnuts, cones, etc.;
- food materials : cereals, flour, salt, sugar, plant seeds, peas, corn kernels, legumes, food coloring;
-equipment and tools : storage containers, test tubes, magnifying glasses, magnets, plastic and wooden sticks, spoons, watering cans, trays, cups, mirror, hourglass, rubber bulbs, scales;
Literature and cards-schemes;
Colored paper, paints, scissors, scraps of fabric, etc.
This material allows the childconduct experiments independently , discuss their results with other children and the teacher, record them on cards or in an album.
Expected results:
During the implementation of experimentation tasks, it is assumed that children will acquire:
Ideas about the properties of substances
Ability to establish cause-and-effect relationships between the properties of materials and methods of their use
Research skills to independently draw conclusions, put forward hypotheses, and analyze
Expand knowledge about objects and their properties
Such forms of examination are used as a blitz survey, a conversation with children, and a survey of parents.
Theme implementation plan:
Development of cognitive interest in preschool children in the process of experimental and research activities.
In currentof the year
Organize the collection of natural and waste materials in a corner.
Consultation on the topic: “Developing the attention and thinking of preschoolers - teaching the child to be inquisitive”
September October.
Study teaching experience other teachers.
During the year
Create a card index of experiences and experiments
In current of the year
Consultations:
"Organization of children's experimentation at home"
Thematic photo exhibitions:
- “My family is in the forest”
- “My family at the dacha”
- “My pets”
In current
of the year
Viewing a lesson on RMO
november
“Helper devices” Acquiring skills in working with research instruments (magnifying glasses, microscope...)
In current of the year
Watch a lesson with elements of experimentation (video)
Discussion.
January
Consultation for teachers of preschool educational institutions “The importance of search and research activities in the development of the child.”
December
Development of a series of notes with elements of experimentation.
In current of the year
Consultation on the topic: “Children’s experimentation and its role in child development”
March
Contents of the experimental activity corners.”
February
Compiling a series of experiments for younger preschoolers.
In current of the year
Collecting materials for the photo album “Country of Pochemuchek”
In current
of the year
Consultation on the topic: “Development of children’s creative abilities through experimental activities”
April
Promisingly - a thematic plan for experimenting with preschool children (5-6 years old.)
Work with children
September
Study of the properties of sand and clay during play activities on a walk.
Experiments with sand and clay.
November.
Study of the properties of water during play activities on a walk and in a group.
Experiments with water.
January
Studying the properties of air in everyday situations, in play activities, in research activities.
Experiments with air.
March
Studying the properties of a magnet in independent activity, during collective classes, experimental activities.
Experiments with a magnet
April
Observing indoor plants, studying the conditions for optimal development and growth of plants.
Experiments “With and without water”, “In light and in darkness”.
Working with parents.
September
Involving parents in creating an “Experimentation Center” to equip a corner with shelves and collect natural materials.
Creation
"Center for Experimentation"
October
Consultation for parents on the topic “Organizing children’s experimentation at home.”
Newspaper for curious parents
May
Preparation of photographs of children during experimentation, cognitive and research activities.
Photo exhibition “Young Researchers”.
Expected result :
Reassessment of pedagogical values, one’s professional purpose;
Desire to improve educationalprocess;
Development of presentations.
Development and implementation of didactic materials.
Development and conduct of classes and publications in online educational spaces, in methodological journals.
Development of long-term planning forexperimental activities
Reports and speeches to disseminate work experience.
Conclusion :
INexperimentation processChildren form not only intellectual impressions, but alsoare developingability to work in a team andon one's owndefend your own point of view, prove you are right, determine the reasons for failure experimentally -experimental activitiesdraw basic conclusions. Integration research work with other types of children'sactivities: observations on a walk, reading, playing allows you to create conditions for consolidating ideas about natural phenomena, the properties of materials, substances.
Bibliography:
1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005
4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 20045.
6. Nishcheva N.V., Organization of experimental work in preschool educational institutions. Thematic and long-term planning in different age groups. Issue 1.2.-SPb.: Publishing House “CHILDHOOD-PRESS” LLC, 2017.
7. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
8. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.
What I heard I forgot
What I saw I remember
What I did I know
(Chinese saying)
In modern society, one of the urgent tasks of raising preschool children is the development of the intellectual and creative potential of the personality of a preschool child by improving the skills of research behavior and developing research abilities.
Download:
Preview:
Municipal preschool educational institution
Krasnoborsky kindergarten "Spikelet"
Approved:
Head of the preschool educational institution
Krasnoborsky d/s "Kolosok"
Moleva S.V.
Adopted by the pedagogical council
Protocol No. dated ____ 20
Self-education program
Implementation period - 3 years
Start date of work on the topic is September 1, 2015.
Estimated completion date is 05/30/2018.
Erykalina E.G.
With. Krasny Bor
2015
Page number |
|
Introduction | |
Relevance of the topic | |
Goal and tasks | |
Conclusion | |
Literature |
Introduction.
What I heard I forgot
What I saw I remember
What I did I know
(Chinese saying)
In modern In society, one of the urgent tasks of raising preschool children is the development of the intellectual and creative potential of the personality of a preschool child by improving the skills of research behavior and developing research abilities.
The main directionswhich stand out in the process of solving this problem in a preschool institution are:
- formation of children and educators' ideas about research learning as the leading method of cognitive activity;
Assistance development and dissemination educational programs And pedagogical technologies conducting educational research with preschoolers;
Assistance development creative research activity of children;
Stimulating preschoolers' interest in fundamental and applied sciences;
Promoting the formation of a scientific picture of the world in children;
Popularization of the best methodological developments on educational and research work of preschool children.
To gain knowledge of historically accumulated experience, many techniques and means are used, but they all fit into five general didactic teaching methods: explanatory-illustrative, reproductive, method of problem presentation, heuristic and research
What is meant by the research method of teaching preschoolers?
The child perceives and assimilates material as a result of satisfying his need for knowledge.
Cognitive activity of children consistsin searching and solving complex issues that require updating knowledge, skillsanalyze, see a pattern behind individual facts.
The main components of the research process: identifying the problem, formulating hypotheses, observations, experiences, experiments and conclusions made on their basis.
The principle of phasing in the organization of children's research, which is based on a gradual reduction in the information provided by the teacher and an increase in the independent activity of preschoolers.
The originality of research activity is determined by its purpose: research involves obtaining an answer to the question of why this or that phenomenon exists and how it is explained from the point of view of modern knowledge.
In order for research activities to arouse interest in children, it is necessary to selectthe content available understood them. The surrounding world and nature are the closest and most understandable to a child. In the process of research, knowledge about the world around us is gradually enriched and systematized, childrenfantasies are replaced by a real explanation of the unknown and incomprehensible.
Relevance of the topic:
The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activities will be,” wrote the classic of Russian literature. psychological science Lev Semyonovich Vygodsky.
Throughout preschool childhood, along with play activities, it is of great importance in the development of the child’s personality and in the processes of socialization. cognitive activity, which is understood not only as a process of assimilation of knowledge, skills, abilities, but, mainly, as a search for knowledge, acquisition of knowledge independently or under the tactful guidance of adults, carried out in the process of interaction, cooperation, co-creation.
The reasons for the intellectual passivity of children often lie in the limited intellectual impressions and interests of the child. At the same time, being unable to cope with the simplest educational task, they quickly complete it if it is carried out in a practical manner or in a game. Research activities are of great interest to children. Everything that the child hears, sees and does himself is assimilated firmly and for a long time.
The modernization of education taking place in the country, the features of state policy in the field of preschool education at the present stage, have led to the need for important changes in determining the content and methods of organization pedagogical process in kindergarten. In the children's activities of a modern child one can see the desire for integration, that is, the unification of different types of activities, such as experimentation, the creation of micro- and macro-projects, improvisation; modern children are attracted by the process itself, the possibility of exercising independence and freedom, realizing ideas, the ability to choose and change what - then yourself.
Research activities and experimentation help build relationships between the teacher and children on the basis of partnership. That's why I chose the topic of self-education“Development of search and research activities of preschoolers in the process of experimentation”
In the course of research activities, children develop initial key competencies:
Socialization (through experiments, observations, children interact with each other);
Communication (speaking out the results of experience, observations)
Informational (children gain knowledge through experiments and observations)
Health-saving (through conversations about the benefits of fruits and vegetables)
Activity-based (selection of materials for experiments and the sequence of their implementation is underway)
Target:
Create conditions for children’s research activity;
Encourage and guide children's research initiative, developing their independence, ingenuity, and creative activity.
Tasks:
Help to reveal to children the wonderful world of experimentation and develop cognitive abilities;
Study methodological literature on this topic;
Help the child master the appropriate vocabulary, the ability to accurately and clearly express his judgments and assumptions;
Develop mental operations, the ability to put forward hypotheses, and draw conclusions.
Encourage children to be active in order to resolve a problem situation.
Promote the development of independence and development.
Stages of implementation of the self-education program.
Chapter | Deadlines | Practical solution |
|
Studying methodological literature. | September – May 2015-2016 | 1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007 2. Preschool education No. 2, 2000 3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005 4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005. 5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004 6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2 7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998. 8. Experimental activities of children 4-6 years old: from work experience/ed.-comp. L.N. Menshchikova. – Volgograd: Teacher, 2009. | Selection, study and analysis of methodological literature on this topic. |
2015-2016 academic year |
|||
Work with children | September | Study of the properties of sand and clay during play activities on a walk. | Experiments with sand and clay. |
November. | Study of the properties of water during play activities on a walk and in a group. | Experiments with water. |
|
January | Studying the properties of air in everyday situations, in play activities, in research activities. | Experiments with air. |
|
March | Studying the properties of a magnet in independent activities, during collective classes, and experimental activities. | Experiments with a magnet |
|
April | Observing indoor plants, studying the conditions for optimal development and growth of plants. | Experiments “With and without water”, “In light and in darkness”. |
|
Working with parents. | September | Involving parents in creating an “Experimentation Center” to equip a corner with shelves and collect natural materials. | Creation "Center for Experimentation" |
October | Newspaper for curious parents |
||
May | Preparation of photographs of children during experimentation, cognitive and research activities. | Photo exhibition “Young Researchers”. |
|
2016 – 2017 academic year |
|||
Work with children | September | “Device - assistants” Acquiring skills in working with research instruments - a magnifying glass. | Thematic lesson “Magic glass” |
November | “Device - assistants” Acquisition of skills in working with research instruments - scales. | Thematic lesson “Magic scales” |
|
January | “What, why and why?”Studying the method of game-based problem-based learning | Creation of various problem situations and ways to solve them |
|
March | “Step by step” Creating a “treasury of experiences and experiments” | Conducting experiments in class and in free time |
|
May | “I want to know everything” Search interesting information about natural phenomena | Sliding folder |
|
Working with parents | October | ||
December | A study of the pedagogical competence of parents and educators in the field of development of children's experimentation. | Parent survey. |
|
March | Using the “Choice of Activity” methodology by L.N. Prokhorova, aimed at studying the motivation of children's experimentation. | Memos for parents “I’m exploring the world” |
|
2017 – 2018 academic year. |
|||
Work with children. | October – May | "Experiment as a teaching method" | Creation of projects.Studying the structure of project creation.Independent experimentation of children. |
Working with parents. | September | Involving parents in enriching the “Experimentation Center”, collecting natural material. | Supplement and update existing material. |
December | Consultation for parents on the topic “Organizing children’s experimentation at home.” | Joint creation of a memo for parents. |
|
May | “What great fellows!” | Design of an exhibition of children's works, projects and photo reports of the results of experiments |
|
Self-realization | Throughout the entire period | Collecting information to create a card index of experiences and experiments. | Card index of experiences and experiments for children 5-6 years old. |
Consultation for teachers of preschool educational institutions “The importance of search and research activities in child development.” | |||
Business game “Auction of Ideas” | Expanding teachers’ ideas about possible forms and methods of working with preschoolers on cognitive activity |
||
Speech at the pedagogical council. |
|||
Exchange of experience on the sites “Self-education in search and research activities” | |||
Conclusion:
Preschool children are by nature inquisitive explorers of the world around them. Search activity, expressed in the need to explore the world around us, is genetically determined and is one of the main and natural manifestations of the child’s psyche. The basis of the experimental activities of preschoolers is the thirst for knowledge, the desire for discovery, curiosity, the need for mental impressions, and our task is to satisfy the needs of children, which in turn will lead to intellectual and emotional development. Children's experimental activities are aimed at developing independent research skills, promoting the development of creative abilities and logical thinking, combines the knowledge gained during the educational process and introduces it to specific vital problems.If motivation is built correctly, then there will definitely be positive results.
Literature.
*ON THE. Korotkova – Educational process in groups of children of senior preschool age.
*A.I. Savenkov – Methodology research learning preschoolers
*Child in the world of search is a program for organizing the search activities of preschool children.
*A.I. Savenkov - Methods of research training for younger preschoolers.
*N.Ya. Mikhailenko, N.A. Korotkova – Organization story game in kindergarten.
*O.V. Dybina - The unknown is nearby. *Experiments and experiences for preschoolers.
*Studying the methodology of L.A. Wenger
L.N. Prokhorova “Choice of Activity” aimed at studying the motivation of children’s experimentation.
* Poddyakov A.I. Combinatorial experimentation of preschoolers with a multiconnected “black box” object // Questions of psychology, 1990.
* Tugusheva G.P., Chistyakova A.V. Game-experimentation for children of senior preschool age // Preschool pedagogy, 2001. - No. 1.
* Ivanova A.I. Natural science observations and experiments in kindergarten.
* Internet resources
Articles in magazines:
*Preschool teacher,
*Preschool education,
*Child in kindergarten,
Relevance of the topic
A preschool child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote Lev Semenovich Vygotsky .
The development of cognitive interests of preschool children is one of current problems pedagogy designed to educate a person capable of self-development and self-improvement.
Experimentation becomes one of the leading activities for a child: “The fundamental fact is that the activity of experimentation permeates all areas of a child’s life, all types of children’s activities, including play.”
Play in exploration often develops into real creativity. And then, it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has known for a long time. At the scientist's problem solver at the forefront of science, and the baby, discovering a world still little known to him, uses the same mechanisms of creative thinking.
Cognitive and research activities in a preschool institution allow not only to maintain existing interest, but also to excite, for some reason, extinguished, which is the key to successful learning in the future.
The development of cognitive activity in preschool children is especially important in modern world, since thanks to the development of cognitive-research activities, children's curiosity and inquisitiveness of the mind develop and, on their basis, stable cognitive interests are formed.
Today society is becoming new system preschool education. The role of a modern educator is not limited to conveying information to the child in a ready-made form. The teacher is called upon to lead the child to acquire knowledge, to help develop creative activity child, his imagination. It is in cognitive and research activities that a preschooler gets the opportunity to directly satisfy his inherent curiosity and organize his ideas about the world.
The purpose of the work on the topic of self-education: create optimal conditions for the development of cognitive and research activities of older preschoolers as the basis for intellectual, personal, creative development; to combine the efforts of teachers and parents to develop the cognitive and research activities of older preschoolers.
Tasks:
Study methods, technologies for cognitive and research activities;
Create conditions to support children's research activity;
Support children's initiative, intelligence, inquisitiveness, independence, evaluative and critical attitude towards the world;
Develop cognitive activity children in the process of experimentation;
Develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish a cause-and-effect relationship, and the ability to draw conclusions;
Develop attention, visual and auditory sensitivity.
WORK PLAN FOR THE YEAR.
September.October.
Study of the properties of sand and clay during play activities on a walk.
Experiments with sand and clay.
November.
December.
Observation, study of the properties of water during regime moments, in play activities, in everyday situations, in research activities.
Experiments with water.
"Soap magician."
January.
February.
Studying the properties of air in everyday situations, in play activities, in research activities.
Experiments with air.
Experiments with soil.
(vegetable garden on the windowsill).
March.
Studying the properties of a magnet in independent activities, during collective classes, and experimental activities.
Experiments with a magnet.
"Vanishing Coin"
April.
May.
Observing indoor plants, studying the conditions for
optimal development and growth of plants.
Experiments “With and without water”, “In light and in darkness”.
Working with family
September
Involving parents in creating a corner “Young Explorers”: equip the corner with shelves, collect natural materials.
Creation and equipment of the “Young Researchers” corner.
October
Consultation for parents on the topic “Organizing children’s experimentation at home.”
A newspaper for inquisitive parents.
January
Open demonstration of educational activities “The Kingdom of the Three Winds”
Open Day.
May
Preparation of photographs of children during experimentation, cognitive and research activities.
Photo exhibition “Young Researchers”.
Self-education plan on the topic:
"Cognitive and research activities"
Preparatory group"DROPS"
2016-2017
Chinese saying
What I heard I forgot
What I saw I remember
I know what I did.
Educator: Turchenko O.V.
BIBLIOGRAPHY.
1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005
4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004
6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.
SAMPLE TOPICS.
Theme: Water
1. “What properties”
2. “Water Helper”, “Smart Jackdaw”
3. "Water cycle"
4. "Water filter"
Topic: Water pressure
1. "Spray"
2. "Water pressure"
3. "Water Mill"
4. "Submarine"
Theme: Air
1. “Stubborn Air”
2. “Straw gimlet”; "Strong Matchbox"
3. “Candle in a jar”
4. “Dry from the water”; "Why doesn't it pour out"
Topic: Weight. Attraction. Sound. Heat.
1. “Why everything falls to the ground”
2. “How to see attraction”
3. “How Sound Travels”
4 "Magic transformations"
5. “Solid and liquid”
Topic: Transformations
Properties of materials
1. “Color mixing”
2. "Vanishing Coin"
3. “Colored sand”
4. “Straw-flute”
5. "World of Paper"
6. “The World of Fabric”
Topic: Wildlife
1. “Do plants have respiratory organs?”
2. “What is under our feet”
3. “Why do they say “Water off a duck’s back”
4. “Report “I liked the experiment...”