Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
Diana Shishova
Report on the organization of experimental activities in kindergarten
Federal state educational standards define new approaches to joint activities of the educator, child and parent. Experimental research activity opens up a wide range of opportunities for collaborative activities of adults and children.
Today, more and more attention is paid to the quality of education, because education should be not only useful, but also interesting, it should form a person’s worldview, develop curiosity and erudition in him. We do this very well with the help of organizations experienced- experimental work with preschoolers.
A preschool child is an inquisitive, thinking, observing person. Knowing the world, he makes many discoveries. Experimentation is an effective means of intellectual development of preschoolers. Any child is involved in it constantly: he tears paper, takes apart toys, plays with sand, water and snow. Our task is to help the preschooler in conducting research, to make it useful and safe for the child and his environment. In modern educational practice, the importance of independent research activities child is underestimated. We are in a hurry to teach the child what we ourselves consider important. And he himself would like to explore almost everything.
Therefore, exploratory behavior for a preschooler is the main source of obtaining ideas about the world.
In my work, I use experienced– experimental preschool activities. Experimentation is the leading activities in young children: "The fundamental fact is that activity experimentation pervades all spheres children's life, all children's activities, including gaming.
The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops children's curiosity, inquisitiveness of the mind and forms on their basis sustainable cognitive interests through research activity. Is it possible to organization of research activities with preschool children? Yes! For a younger preschooler, an increased interest in everything that happens around is characteristic. Every day, children learn more and more new objects, strive to find out not only their names, but also similarities, think about the simplest causes of the observed phenomena. Supporting children's interest, you need to lead them from acquaintance with nature to its understanding.
The problem of developing the intellectual and creative potential of the child's personality is one of the main educational tasks. Each child has individual cognitive abilities. Abilities are found not in knowledge, skills, as such, but in the dynamics of their acquisition.
So, at the age of 2-3 years, objects for research in real action with a small inclusion of figurative and symbolic material should prevail. At the age of 3-4 years, the objects for research become more complex and diverse, and the figurative and symbolic material begins to take up more space. At the age of 4-5, in addition to the increasingly complex real objects and figurative-symbolic material, the simplest elements of normative-sign material can be introduced. At 5-7 years old, all types of materials with more complex content should be presented.
Placement of material for cognitive research activities should be mosaic, in several quiet places in the group room, so that the children do not interfere with each other.
Some of the objects for research in action can be permanently located on a special didactic table (or a pair of regular tables adapted for this purpose). I place the rest of the objects for research and figurative-symbolic material in the field of view of the children immediately before the start of their free activities. It is advisable to divide all the material into several functionally equivalent sets and periodically change them throughout the year in order to arouse waves of children's interest in new or slightly "forgotten" materials.
Equipped in a corner of nature "mini-laboratory", this is a place equipped with special equipment, a variety of materials, where children conduct independent and joint research with an adult activity. One of the main tasks of the laboratory as a developing environment is to teach children to ask questions, to independently seek and find answers to them. Acting independently, making tests of a search and imitative nature, the child acquires a valuable personal an experience, which is based on its active subjective activity.
Preschoolers are asked questions: "Which sand is lighter - dry or wet?", "What sinks in water - stone, sand or wood? ”, “What happens to salt, sugar, sand when they are immersed in water?”, “What will happen to a lit candle if it is covered with a jar? ” etc. After the children answer the questions, we experiences. Experiences are accompanied in children by pronunciation and putting forward many hypotheses-guesses, attempts anticipate expected results. This has a positive effect on the development of speech, the ability to build complex sentences, draw conclusions. Multiple repetition of the same experiments, characteristic of many children, develops in them a certain algorithm of actions, the clarity of the performance of individual operations, accuracy in work (otherwise the experiment may fail). And the questions "Why?", "How?" And "Why?" already require from educators competence in various areas of the world around us.
Everything experiences which we hold, take pictures, make presentations, watch with the children.
In the process of experimentation, all mental processes develop. The child constantly needs to perform operations of analysis and synthesis, comparison and classification, generalization and polarization. He reproduces in speech everything he sees, formulates the discovered patterns, draws conclusions.
Therefore, I try to include experimentation in various forms. activities: play, work, walk, observation, independent activity. This helps to keep children interested in learning.
Experienced– experimental activity children according to the age and abilities of children. I introduce them to the properties of the sun's rays, which heat the surrounding objects, evaporate moisture. Studying the properties of sand, the kids conclude that dry sand is light in color, free-flowing, and it is impossible to make a cake out of it. Wet sand is dark and easy to sculpt. Watching the wind, the children come to the conclusion that in the presence of wind, the blades of paper pinwheels and sultans rotate slowly or with acceleration. Getting acquainted with the properties of paper and fabric, the guys notice that the paper is torn. Depending on the thickness, it can be wrinkled, it gets wet in water. The fabric consists of threads, wrinkled, it is easy to wash and iron.
Our work with children is aimed at creating conditions for sensory development, during which children get acquainted with the phenomena and objects of nature. In the process of forming research actions, several tasks: showing a child is combined with an active action (perception of taste, smell, feeling, etc., objects are compared in appearance. We teach children to reason, draw conclusions, compare facts. Use experience in various activities whether playful or practical.
Often noticed how children tasted the snow on the street. We always say that snow cannot be eaten, but why exactly, the children could not understand. Here we have decided to snow experience. They brought snow in containers to the group and, when the snow melted, poured water into cups and looked through a magnifying glass. After such experience the children did not try the snow.
Very interesting and captivating experiments with air because it is not visible. Children are happy to fly a kite to see the gusts of wind, the movement of air masses. They take air into plastic bags and notice that they become dense, elastic. Young children blow through a tube onto the surface of the water, which creates waves and bubbles. And if you blow on a small object through a tube, it will begin to move. There are many interesting objects for experimentation, it is impossible to list everything now. Thus, purposeful systematic experimental work with preschoolers makes it possible to identify and form in children the need for constant cognitive activities, maintains interest and promotes all-round development.
Compliance with the above pedagogical conditions contributes to the effectiveness of the experienced- experimental work.
In the fourth year of life, the child begins to clearly feel his own "I" and strives for independence. He is ready for discoveries and actively explores the surrounding space, expanding his ideas about the properties of familiar objects. However, younger preschoolers are not always sure of the correctness of their actions and the choice of a research method, which is why adults so often hear the questions of three-year-old “why”.
Theoretical foundations for conducting experimental activities in the second junior group of preschool educational institutions
At the age of three, the child experiences one of the crises of personal development. The child longs to be independent, but is faced with overprotection by adults or lacks the accumulated skills and abilities to be independent in all activities. In the classroom in kindergarten, the teacher helps in creating new relationships between the child and adults, which are based on an element of cooperation. Experience is not passed on to children in a ready-made form, but the possibility of obtaining it is shown.
The development of children's cognitive activity is one of the main areas of work of a teacher in accordance with the Federal State Educational Standard. Broadening one's horizons, assimilation of knowledge about the objects of the surrounding world, their qualities and properties should be carried out through the formation of experimental skills.
In the classroom with the teacher, children form practical skills and experimentation skills.
Know how to open one thing in front of the child in the surrounding world, but open it in such a way that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again.
V. A. Sukhomlinsky
Age features of children 3–4 years old
Curiosity boils in younger preschoolers, in joint research activities with the teacher, the pupils develop the skills and abilities of experimental activities, and in independent studies, the guys will improve them. The discovery of information is comprehended by trial and error, it is important not to leave the successes of little experimenters without praise and teach them not to stop if something did not work out on the first try.
To organize experimentation, the teacher takes into account the age characteristics of pupils of the second junior group (3–4 years):
- Curiosity. Children actively study new subjects and expand their ideas about familiar phenomena and objects with interest.
- Manifestation of independence. The teacher should encourage the desire of children to acquire new knowledge.
- Imagery and involuntary memory. Children remember best what aroused the greatest interest and positive emotions. However, it is still difficult to keep attention for a long time, so the teacher takes into account the need for preschoolers to frequently change the studied subjects or types of study.
- Formation of figurative thinking. The ability to reproduce images without direct contact with the objects of study makes it possible to involve new types of learning for children during the lesson: listening to thematic poems and fairy tales, guessing riddles, conducting conversations.
- High emotionality. It is important for a child to receive approval and praise. The teacher predicts a situation of success in preparing a future lesson.
- Active development of speech activity. During the study of objects and observations, work is carried out to develop speech and replenish vocabulary.
Conducting experiments, pupils expand their ideas about the properties of a particular object of reality.
The purpose and objectives of experimental activities
The purpose of experimental activities in the second junior group is the formation and expansion of children's ideas about the objects of the world through practical actions. Experimentation contributes to the active development of mental abilities: observing the objects of experience, the child analyzes, summarizes the information received, compares them, and draws elementary conclusions. Research qualities are manifested in various regime moments (in the classroom, during walks, in independent activities), children of 3-4 years old are rapidly learning the world.
You can conduct observations and experiments while walking
Experimental activities in the second junior group are aimed at solving a number of problems:
- Educational:
- expansion of ideas about the properties and qualities of objects of living and inanimate nature;
- formation of the ability to independently study subjects;
- training in the ability to use instruments in research (magnifier, lamp, scales, magnets).
- Developing:
- improvement of fine motor skills and coordination of movements;
- development of visual, auditory, sensory perception;
- development of attention and memory;
- development of speech abilities.
- Educational:
- creation of positive motivation for independent experimentation;
- creating a friendly atmosphere in the group during research, fostering mutual assistance within the team;
- development of self-control and self-regulation, education of perseverance and accuracy;
- development of the ability to follow the instructions of an adult.
During the experiments, a favorable atmosphere is created in the group, friendly relations are strengthened.
Types of experimental activities
Types of children's experimentation in the second younger group can be distinguished by the nature of the cognitive activity of pupils:
Julia Prostsova
Circle activities for experimentation in the second junior group "Why"
In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it, to think independently and creatively. Experimentation permeates all spheres of children's activities: play, sleep, walk, eat, etc.
From birth, the child is already an explorer in itself. Experiments help develop thinking, logic, creativity of the child, allow you to visually show the connections between living and non-living things in nature.
The role of experienced - experimental activities in the development of preschool children is very large. baby experimentation is of great importance in the development of the intellectual abilities of children. along with the game is the leading preschool child activities
Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. For successful development, it is necessary to pay more attention to creating conditions, the activity of the children themselves. Research activity is of great interest to children. Research provides the child with the opportunity to find answers to the questions "how?" And " why", to satisfy his inherent curiosity. The child feels like a scientist, researcher, discoverer. At the same time, the relationship between the teacher and the children is built on the basis of partnership, which allows the child to show his own research activity.
In children of the fourth year of life, curiosity is clearly manifested (the word "curiosity" not yet applicable). They begin to ask adults numerous natural history questions, which indicates at least three important achievements:
Children have accumulated a certain amount of knowledge (as you know, there are no questions on a completely unfamiliar problem);
The ability to compare facts, to establish at least the simplest relations between them and to see gaps in one's own knowledge has been formed;
There was an understanding that knowledge can be obtained verbally from an adult.
Children are already able to capture the simplest cause-and-effect relationships, so for the first time they begin to ask questions. « why?» and even try to answer some of them themselves. Gaining personal experience, children of four years old can already sometimes foresee the negative results of their actions, therefore they react to adult warnings more meaningfully; however, they themselves are completely unable to monitor the implementation of safety rules.
Preschoolers learn in the classroom to set a goal, solve problems, put forward hypotheses and test them empirically, and draw conclusions. Children experience great joy, surprise from their small discoveries, which make them feel satisfaction from the work done.
Push to start experimentation surprise, curiosity, a problem raised by someone or a request can serve. To maintain interest in experimentation tasks are practiced for children, in which problem situations are modeled on behalf of a fairy-tale hero - a doll.
Target: creating conditions for the development of cognitive activity of children in the process experimentation.
Tasks:
To form in children knowledge about animate and inanimate nature;
Develop initiative, activity, independence;
Cultivate love and respect for animate and inanimate nature.
The organization of work is carried out according to the following interrelated directions:
About materials (sand, clay, paper, cloth, wood).
About natural phenomena (wind, snowfall, sun, water; playing with the wind).
About the world of plants (methods of growing from seed, bulb, leaf).
About a human.
About the subject world.
During the research - experimentation children's vocabulary develops through words denoting sensory features, properties, phenomena or objects of nature (color, shape, size); crumpled, broken; high - low - far; soft - hard - warm, etc.)
The program uses the following methods:
Excursions, targeted walks;
observations;
Showing fairy tales (teacher, children);
Examination of book illustrations, reproductions;
Conducting didactic games;
verbal methods:
Reading literary works;
Conversations with elements of dialogue, summarizing the stories of the educator.
game methods:
Carrying out various games (sedentary, plot-role-playing, didactic, games - dramatizations, etc.);
Riddles;
Practical methods;
Organization of productive children's activities;
Registration of a herbarium of plants, fruits;
Staging fairy tales, excerpts from literary works;
Making visual aids with children.
When building the system of work of our Cup We paid particular attention to the following directions:
Cognitive - entertaining direction aims to introduce children to the components of animate and inanimate nature, influence activities person to these components in a playful and entertaining way.
Practical direction - the study of flora and fauna associated with practical matters (feeding birds, planting flower beds, etc.).
The research direction is carried out within the framework of a productive activities(excursions, observations, experiments).
As a summing up, open classes, game competitions, quizzes, exhibitions are held.
Classes Cup are held once a week: Tuesday, Wednesday at afternoon.
Working hours: 16.30 – 16.45
Number of children in subgroup: 8 - 10 people.
forward planning club activities« Why»
Month Lesson Topic Targets Literature
September « Why is there mud in autumn?» Target: Acquaintance with the properties of the soil.
Dybina O. V. What are objects made of?, page 17
"Playing with sand, clay" Target: Refinement of ideas about the properties of dry and wet sand. Dybina O. V. What are objects made of?, page 19
"Sunshine"
Target: Formation of knowledge about the natural source of light - the sun. Dybina O. V. "Unknown near", page 35
"What's in the box"
Target: Introduction to the meaning of light and its sources: sun, flashlight, candle. Dybina O. V. "Unknown near", page 9
October "Stone Road"
Target: Introducing children to properties stones: hard, heavy, large, small, sink in water, can be pressed into wet sand. Tugusheva G. P., Chistyakova A. E. " Experimental activities preschool children” page 16
"Who lives in the water" Target: Development of cognitive interest and imagination. Dybina O. V. "Unknown near", page 26
"Tasty water"
Target: Replenishment of knowledge about properties water: water has no taste, but can take and change it. Tugusheva G. P., Chistyakova A. E. " experimental figure preschool children” p. 11
"Magic Water"
Target: Revealing the properties of water and paint, the ability of paints to dissolve in water and change the color of water. Dybina O. V. "Unknown near", page 9
November "Sail, sail boat" Target: Introduction to the properties of water and paper.
Dybina O. V. "Unknown near", page 8
"Wonder Paper" Target: Expanding children's knowledge about different types of paper Dybina O.V. "Unknown near", page 16
"Hot - cold" Target: Determining the temperature of substances and objects. Dybina O. V. "Unknown near", page 12
"Teremok" Target: Acquaintance of children with a tree. Dybina O. V. What are objects made of?, page 9
December "Ice flakes are multi-colored, bright, conspicuous" Target: Pinning one of the properties water: freezes at low temperatures.
Dybina O. V. "Unknown near", pp. 5, 28
Frost and sun wonderful day Target: Consolidation of knowledge about the properties of snow depending on air temperature. Dybina O. V. "Unknown near", page 21
"Ice Fantasy"
Target: Formation of ideas about the properties of ice (ice is solid water, ice melts in heat). Dybina O. V. "Unknown near", pp. 20 – 21
"Wind, wind, breeze"
Target: Acquaintance with such a natural phenomenon as the wind, the ability to determine the strength of the wind. Dybina O. V. "Unknown near", page 8
January "Long live scented soap" Target: Expansion of knowledge about the properties of soap and its purpose, by experimentation. Dybina O. V. "Unknown near", pp. 7 – 8
"Snow - snowball"
Target: Introduction to Elementary Properties snow: cold, melts in heat, turns into water. Dybina O. V. "Unknown near", page 22
"Footprints in the snow" Target: Replenishment of children's knowledge about the density of snow. Dybina O. V. "Unknown near", page 23
February "My eyes"
Target: Formation of ideas about the eyes of a person, about the meaning in our life. Dybina O. V. "Unknown near", page 13
"Noses - snub noses sniff" Target: Formation of children's ideas about a person's nose, about its functions and significance in a person's life. Tugusheva G. P., Chistyakova A. E. " experimental figure preschool children” p. 9
"What do I need a tongue for?" Target: Formation of children's ideas about the language of a person, its meaning. Dybina O. V. "Unknown near", page 15
"Keep your ears up" Target: Formation of ideas about the organ of hearing - the ear. Dybina O. V. "Unknown near", page 11
March "Which is better paper or fabric" Target: Acquaintance with paper and fabric, with their properties and qualities. Dybina O. V. What are objects made of?, page 15
"Plate of Clay" Target: Acquaintance with clay, its qualities and properties. Dybina O. V. What are objects made of?, page 17
"Bow of paper and fabric" Target: Fixing the concept of paper properties (crumples, tears, soaks in water) and fabrics (wrinkled, it can be washed and ironed) Dybina O. V. What are objects made of?, page 18
"Visiting Little Red Riding Hood" Target: Consolidation of knowledge about materials (fabric, paper, clay, wood, from which objects are made. Dybina O. V. What are objects made of?, page 21
April "Sinking - not sinking"
Target: Consolidation of knowledge about light and heavy objects (some remain on the surface of the water, others sink. Dybina O. V. What are objects made of?, page 28
"Vitamins on the Window"
Target: Formation of children's ideas that plants need water and light to grow. Dybina O. V. "Unknown near", page 19
"Spring branch" Target: Observation of the appearance of leaves on a twig. Dybina O. V. "Unknown near", page 20
"What's in the package?" Target: Acquaintance with the properties of air.
Dybina O. V. "Unknown near", page 30
May "Bubble" Target: Consolidation of ideas about the properties of air. Dybina O. V. "Unknown near", page 31
"Alive - not alive" Target: Formation of ideas about the concept "live" And "inanimate", comparison of living and non-living according to characteristic features. Dybina O. V. What are objects made of?, page 19
Final session Purpose: Determining the effectiveness of classes Cup in achieving the goals Dybina O.V. What are objects made of?, pp. 16 – 18
Methodical literature
1. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. “The unknown is nearby. Experiences and experiments for preschoolers". – M.: TC Sphere, 2015
2. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. What are things made of. Games - activities for preschoolers». – M.: TC Sphere, 2015
3. Dybina O. V., Rakhmanova N. P., Shchetinina V. V. "Man-made world. Games - activities for preschoolers». – M.: TC Sphere, 2015
4. Tugusheva G. P., Chistyakova A. E. " Experimental activities children of middle and senior preschool age. GEF". – M.: "Childhood - press", 2015
Related report: " The introduction of modern educational technology "Research activities" in the younger group No. 10 educators Shatalova E.A., Kolesnichenko E.Yu.
During the 2015-2016 academic year. in our group, research activities were carried out together with children, teachers and parents on the topic “Water is a magician”.
In September, material and equipment were selected for experiments, conversations, and games with children. A conversation was held with parents about the necessary participation in the project, about a serious attitude to the educational process in the preschool educational institution.
In October, together with the children, we learned about the properties of water:“What kind of water is”, “Colorful water”, “Muddy water”. In November, research activities with children were aimed at giving children knowledge about how objects behave in water:« Drowning - not sinking", "How to push out the water?" . In the winter months, we continued to acquaint children with the properties of water and snow, the transformation of water into ice: “Where does the icicle come from”, “What different water”,"Snow melting". When spring came, the children took part in the research with great interest:Who will pour and pour out faster?“Water has no form”, “Why water has a taste”.
Consultation for parents was given at the parent meeting in May« Learning to think, think, experiment»: parents were told how to help children and develop the desire to think,to develop the manifestation of cognitive interest in experiments, exemplary equipment for conducting experiments and experiments was demonstrated. We have prepared a memo for parents: "Experiments - what is it."
Conversations were held with the children about how interesting it is to engage in research activities, about experimenting in order to support and develop the child's interest in research and discoveries. Children were familiarized with the necessary equipment and materials for research activities.
Together with the parents, a home-made book “About the boy Vova who did not want to wash himself” was designed. A presentation was organized for the children, which we made at the end of the year« The sorceress is water.
Teachers of the preschool educational institution were offered a consultation "How to properly organize experimental activities in a group».
We will continue to work with children on the topic of research activities. we see the result of our work:children have increased cognitive interest in experiments, speech has improved, children have learned a lot of interesting and new things.Based on the work carried out, we were able to verify thatthe skills and abilities of a researcher, acquired in children's games and in specially organized activities, are easily inculcated and transferred in the future to all types of activities. It is important to remember that the most valuable and durable knowledge is not that which is acquired by learning, but that which is obtained independently, in the course of one's own creative research. The most important thing is that it is much easier for a child to study science, acting like a scientist (conducting research, experimenting, etc.) than to receive ready-made knowledge acquired by someone.
We would like to involve the parents of our group in research activities more in the future.
On the topic: methodological developments, presentations and notes
Abstract of a lesson on cognitive research activities in the junior group "Colorful Water"
In this summary, you can learn how to conduct a lesson on cognitive activity with children of primary preschool age ....
Abstract of a lesson on cognitive research activities in the younger group: "Why did the Snow Maiden melt?"
Synopsis of an open lesson on cognitive research activities in the younger group: “Why did the Snow Maiden melt?” Integration of educational areas: “Cognition”, “Speech”, “Physical ...
Plotnikova Antonina Sergeevna
Position: educator
Educational institution: MBDOU "Kindergarten No. 3"
Locality: city of Cheboksary
Material name: project
Topic:"Experimental - experimental activity for the study of inanimate nature" in the second junior group
Publication date: 10.03.2017
Chapter: preschool education
Municipal budgetary preschool educational institution
"Kindergarten No. 3", Cheboksary
"Experimental - experimental
activities for the study of inanimate nature "
in the second junior group
Completed by: Plotnikova Antonina Sergeevna,
Project structure:
1. Introduction
2. Relevance of the project.
3. Analysis of the external situation about ecology and experimentation.
4. Analysis of the internal situation of increasing the cognitive activity of children
through practical methods: experimentation and elementary experiments.
5. Goals and objectives of the project.
6. Implementation program: method of experimentation - method of knowledge
the surrounding world.
7. Evaluation of the effectiveness of the project
8. Conclusion
9. Literature
Project passport
Project theme:
"Experimental - experimental activities for
the study of inanimate nature in the second junior
Objective of the project:
Through experimental activities
help to understand the environment.
Project objectives:
1.Create conditions for a child in a group room
experimentation.
2.Pick up
experimentation
accessible to children
3.Develop
cognitive
development
using
selected
experiments.
4. Develop a plan for cooperation with parents on
the use of experimentation.
R e a l i z a t i o
December-May
Project participants:
teachers, children, parents
Project relevance:
In our time, the problems of environmental education have come to the fore,
attention.
Problems
relevant? Causes in human activity, his invasion of nature,
limitless,
invalid
ecological
wasteful,
violation
ecological
equilibrium
planet, environmental degradation.
An objective prerequisite for such behavior is the fact that each
a person does not "feel" nature, does not contact with it. Each of those who
has brought and is harming nature, was once a child, and, probably, during his
learning
education
problems
ecology
paid
sufficient
meaning. That is why at the end of the twentieth century the problem of environmental literacy
population
advanced
the documents,
President
Russian
Federations
environment and ensuring sustainable development”, Law of the Russian Federation “On
environmental protection, the law "On education". Author's
a team led by Verzhbitsky L.A. and Lvova S.P. developed
concept
"Organization
development
continuous
ecological
education".
In this regard, a system of continuous environmental protection is being created in the country.
education
population.
Primary
are
preschool institutions. That is why in recent years in kindergartens
traditional
activities
ecological
education
ecological
upbringing
preschoolers.
justification: summarizing the various definitions, goals, objectives of the environmental
education, it should be noted that most often they are called ecological
culture, environmental consciousness, the formation of a caring attitude
and love for nature, and the origins of any consciousness are laid in childhood.
N.A.Ryzhova
ecological
education
preschoolers
understand the continuous process of education, upbringing and development of the child,
directed
formation
ecological
culture,
appears
emotionally positive
respect
surrounding
responsible
respect
health
condition
environmental
observance
certain
moral
norms, in the system of value orientations. A set of interrelated tasks in
areas of education, upbringing and development of the child, in our opinion, include:
formation
elementary
environmental
accessible to the understanding of a preschool child (primarily as a means of
the formation of a consciously correct attitude towards nature);
Development of cognitive interest in the natural world;
Formation of initial skills and abilities of environmentally literate
and behavior that is safe for nature and for the child himself;
upbringing
humane
emotionally positive
careful,
caring attitude to the natural world and the world in general;
developing a sense of empathy for objects of nature;
Formation of skills and abilities of observation of natural objects and
phenomena;
formation
initial
valuable
orientations
(perception
interconnections
human
intrinsic value
manifold
values
value
nature);
development
elementary
behavior
relation
the formation of skills for rational environmental management in everyday
Formation of the ability and desire to conserve nature and, if necessary,
render
objects),
elementary conservation activities in the immediate environment;
The formation of elementary skills to foresee the consequences of certain
their actions towards the environment.
Possibility
assimilation
natural history
preschool
age was substantiated in their studies by S.N. Nikolaeva, L.S. Ignatina,
N.N. Kondratiev, P.G. Samorukova, E.F. Terentiev. A.M. Fedorova. A.I.
Ivanova, N.A. Ryzhova and child psychologists A.V. Zaporozhets. N.N. Poddyakov.
Of particular importance for the development of the personality of a preschooler is the assimilation of
ideas about the relationship between nature and man. Mastering the Ways
practical
interactions
environmental
provides
the formation of the worldview of the child, his personal growth. In solving this
formation
elementary
ecological
essential
p o and s co in o -
research activity. It is known that acquaintance with any
object or phenomenon gives the most optimal result if it
efficient
character.
provide
possibility
"act"
studied
objects
surrounding
Specially
organized
research
activity
allows
pupils themselves to obtain information about the studied phenomena or
objects, and the teacher - to make the learning process as effective as possible
satisfying
natural
curiosity
preschoolers.
Entertaining experiments and experiments encourage children to self-study.
ways
actions,
manifestation
creativity,
are presented taking into account the current development of preschool children. Besides,
didactic
material
provides
development
activity: the child's own activity. completely determined by him
themselves, and activities stimulated by an adult. These two types of activity
are closely related to each other and rarely appear in their pure form.
Analysis of the external situation about ecology and experimentation.
ecological
education
directions
preschool pedagogy and is implemented in many preschool institutions
country. Almost all modern complex, basic programs
allocate
ecological
education
preschoolers,
exists
additional
programs.
Held
all-Russian,
regional, city conferences on environmental issues, in
A number of preschool institutions have environmental educators. It would seem that everything
wonderful.
Problems
There are discrepancies in the understanding of the terms "ecology", "environmental
upbringing
(education)",
definition
methods of environmental education. For example, sometimes kindergartens go
simple
renaming
traditional
acquaintance
preschoolers
surrounding
nature,
education of the moral qualities of the child in the "environmental".
Environmental information is increasingly entering our lives, but we are not
right
information on the amount of various releases into the environment, or
warning of increased air pollution on calm days
causes
lots of
related
real situation.
At the same time, we live close to sources of ecological
dangers, not knowing about their impact on our health, we grow vegetables
near highways, where environmental pollution is high with transport emissions,
swimming and fishing in rivers, next to sewage pipes, processing
own garden with a large number of pesticides, we ourselves create landfills nearby
with their houses and do many other things that you should never do
At the same time, we believe that influencing the state of the environment
environment, only the government can, but not ourselves, and that nothing from us
does not depend. This view is largely due to the fact that
time in most educational institutions there was no place for
ecology. Moreover, it was precisely the consumer attitude towards
nature, the desire to conquer and improve it at your own discretion.
recent
develop
directions
ecology
social
ecology,
considering
relationship
societies
nature, applied ecology, human ecology and others. From the problem
"organism - environment" ecology approached the problem of "man - nature".
development
realized
need
environmental education from an early age.
The existence of various areas of ecology is also taken into account when
ecological
education
preschoolers.
forget about the ideological significance of ecology, and therefore about its connection with
all aspects of life - history, culture, geography, etc.. So,
doing
problems
"ecology
problems
morality,
teachers
affect
educational aspect - the formation of personality, including relationships
child to nature, the world around.
Research activities of preschoolers, independent
information
experimentation
possibility
modern
efficient,
quality.
The child gets the opportunity to apply the acquired knowledge from different
regions
practice,
confidence,
feel
research activities, develop independence.
We are currently witnessing how the system
preschool
education
formed
effective
creative knowledge of the patterns and phenomena of the surrounding world - a method
experimentation, which occupies a strong place in working with children in
The main advantage of the experimental method is that
that it gives children real ideas about the various aspects of the studied
object about its relationship with other objects and with the environment.
process
experimentation
enrichment
his thought processes are activated, as constantly arises
need
commit
operations
comparisons,
classifications, generalizations,
Children love to experiment. This is due to the fact that they
visual-effective
visual-figurative
thinking,
experimentation,
corresponds
age features. At preschool age, he is the leader, and in
the first three years is almost the only way to know the world.
The value of a real experiment lies in the fact that visually
are found
direct
observations
object or phenomenon of reality, the child's ability to
definition
Problems
independent
Experimentation
specially
organizational
activity
contributes to the formation of a holistic picture of the world of a preschool child
age and foundations of cultural knowledge of the surrounding world.
Analysis of the internal situation.
preschoolers
an inquisitive explorer by nature, almost since the early days
life, he is engaged only in what he learns and explores a new for him
peace. For the first 3 years of life, each child is ready to examine daily
content
trying
he sniffs, licks, touches an object that comes across to him, i.e.
performs investigative activities. But, unfortunately, by the age of 4 it
spontaneous
experimentation
fades out
knowledge
environment is markedly reduced. I was faced with the fact that a child at 4
puts the meaning of “teach me”, then the other, as it were, says “I don’t want to, leave me alone
from me". Experiments can arouse in children a great interest in
knowledge of the surrounding world.
But after all, the amazing, nearby, and the study of familiar objects and
phenomena can cause great cognitive interest in children, so I
I decided to draw the attention of the children to what is under their feet, to
inanimate nature. Considering the specifics of research activities, I
I believe that in order to increase the cognitive activity of children, it is necessary
use
practical
mostly
experimentation
elementary experiences.
Survey of parents conducted in the form of a questionnaire « Revealing
attitudes of parents to the search and research activity of children”,
parents
"Secrets
acquaintances
surrounding
interested
experimentation as knowledge of the surrounding world. But by confession
parents, they tend to limit research activities
children or even forbid it, children are offered ready-made knowledge.
After analyzing the external and internal situation, realizing
need
introductions
experimentation
practical
work with children, I came to the conclusion that I need to start working on
experimental
activity
studying
nature."
Fundamental question: How to introduce children to the inanimate
nature?
Problem: It is difficult for a child to draw conclusions, to gain knowledge
on your own, you need the help of an adult.
Conditions for the successful implementation of the project
Creation of conditions for children's activities within the framework of the project
Readiness of the teacher to implement environmental education
Creating an Experimental Corner in a Group
Personally-oriented interaction between an adult and a child in
project implementation
Working closely with all employees
kindergarten
Active participation of parents in project activities
Hypothesis:
The systematic use of cognitive-research methods
learning in educational practice contributes to the development
cognitive processes and increase the mental abilities of children, and
means a high level of preparation of children for school.
Expected Result:
Stimulation in the child of interest in independent
research, discovery.
The development of observation, curiosity.
Development of cognitive processes: logical thinking,
perception, voluntary attention, memory, fine motor skills,
active speech and vocabulary enrichment.
Enrich the subject-developing environment in the group;
All experiments take place with the participation of a game character Why.
Work form:
1. Small subgroups, taking into account the level of development and
cognitive interests of children;
2. joint activities of a teacher with children;
3. free independent activity of children.
Stages of work within the project.
Preparatory stage:
Selection of methodical literature.
Drawing up a plan of project activities.
Making a file of experiments with water, air, sand, light
attraction
parents
replenishment
equipment
experimentation."
Main stage:
Practical part: conducting experiments with children
Working with parents:
development consultation - children's experimentation in the nursery
p a r a b o t
recommen d a tio n
o rg a n i z a t and i
d e t s c o g o
experimentation at home
preparation of a file of experiments on the topic "Inanimate nature - air,
water, sand"
joint production of a photo collage "We do not get bored at home - experiments
we put together!"
The final stage:
Project presentation.
Project implementation:
Based on the analysis of the system of work in kindergarten, conditions and
approaches
experimentation
means
development
cognitive
activity
designed
subsequent
R e a l i z a t i o
s
i
framework unregulated educational activities.
joint
activity
junior
preschool
age
organized once a week for 10-15 minutes.
be carried out
organized
group "center
experimentation" with small groups, taking into account the level of development and
cognitive interests of children.
Equipment
center
experimentation: game
material
equipment for experimental activities with water, sand,
air.
Centre
"Sand-water": containers
cups, spoons, watering cans, molds, pebbles, sand, water, tubes, soap,
cocktail tubes, funnels, objects made of different materials (rubber
balls, toys, plastic buttons, etc.), plastic cups
different shapes, sizes, degrees of transparency.
Centre
"Air": ropes,
polyethylene
air
balls, ribbons, flags.
"experimental
activities
studying
inanimate nature in the second junior group" also provides for work with
parents that
memo
parents
"experimentation
water"
c o n s u l t a t i o n
for
r o d i t e l e
« Organization
d e t s c o g o
experimentation at home
Estimated result
Enjoy joint activities with adults
There is an interest in meaningful activities
Possess elementary skills of productive activity
Ability to manipulate objects in a variety of ways
use of items
They know and are well oriented in relation to the size of objects,
distinguish colors
Able to express thought clearly, enter into dialogue communication,
use general terms
Planning lessons on experimentation with children of the second
junior group.
Topic
A joint
elementary
experimentation
conclusions
(tasks and goals)
December
water" (application
Material: Three
the same containers
covered with lids:
one empty; second with
clean water filled
under the lid, i.e.
complete; third - with
liquid colored
dye (herbal tea)
water and with the addition
flavoring agent
(vanilla sugar);
cups for kids.
Purpose: to reveal
water properties
(transparent, without
smell, pours, in it
dissolve
some substances
has a weight. fluid).
"What's in the package?"
(Appendix No. 2)
Material:
Plastic bags.
Purpose: To discover
air in the environment
space.
"Sinking-not
floats"
(Appendix No. 3)
Material : basin, jug
water, doll, towel,
ball, stone.
Goals: to develop
gaming activity
children; develop
informative -
research
children's activities.
Form skill
name properties
items (solid,
soft, sinking, not
sinking in water).
"Enchantress -
water" (application
Material:
Illustrations
landscapes
animal cards and
record player,
Purpose: To introduce
properties
turn into.
who needs it and for
mushroom picture,
colors (red, green)
cups
boiled
water for children, doll -
enchantress.
Bring up
respect for
Develop
activity.
Teaching children to distinguish
call
animals and birds
January
properties!"
(Appendix No. 5)
Properties
(cold,
brilliant,
sparkling,
r a c s y p h a y y,
l e p and t with i)
M a t e r i a l:
disposable
plates
deep
flat plate), snow,
half
cut
napkin,
disposable,
water containers, mugs
different colors, visual
mod e l
s e g i n o k
designation
napkins
towel
Purpose: to form
the idea of snow
and its properties. Teach
analyze children,
draw conclusions in
process
experimentation.
develop thinking,
interest in winter
phenomena of nature.
"Crystal
ice floes"
(Appendix No. 6)
Learn to draw conclusions
faster than cold.
M a t e r i a l:
cold water, basin
warm water, 2 pieces
Objectives: To introduce
with v o y s t v a m and
(freezing).
Development
attention
curiosity.
"Like water
turn to ice
(Appendix No. 7)
Water turns to ice
at low
temperatures.
Take out a jar of water
outside in the morning and
bring in in the evening.
Material: water can
Purpose: to introduce
properties of water
February
"Floats-sinks"
(Appendix No. 9)
Items (one
stay on the surface
water, others drown)
Material: 2 basins with
water, machine
toy, toy
Purpose: to teach children
identify lungs and
heavy objects
"Paper, her
quality and
properties"
(Appendix No. 10)
Paper quality (color,
smoothness, thickness,
absorbent
ability) Properties
paper (wrinkled, torn,
cut, burn).
Material: leaf
landscape paper, sheet
newspapers, a sheet of cardboard,
basin with water.
Purpose: to teach
recognize objects,
made of paper
determine its qualities
and properties.
"Planting an onion"
(Appendix No. 11)
Material: Plastic
earth box,
plastic glass with
water, 7 onions.
Purpose: to clarify
ideas about
bulb, show
need
availability of light and water
for growth and development
plants.
"Ships"
(Appendix No. 12)
Material: bowl, paper.
Purpose: to show children
swimming reception
paper boat
March
"Pebbles - what
(Appendix No. 13)
Material:
Images
IMAGE
pebbles,
collection
pebbles,
towels,
classical
music with noise sounds
Development
perception,
imagination;
Development
(enrichment
vocabulary);
Development
small
motor skills of fingers;
Development
logical
thinking
Light heavy.
(Appendix No. 14)
Material: Cheburashka and
Crocodile Gena,
various items
and toys; opaque
sand containers and
leaves, stones and
Purpose: to introduce
that objects are
light and heavy.
Teach to identify
the weight of the items and
group
down, water and grass;
symbol selection
("light heavy").
items by weight
(light - heavy).
"Hi,
solar
(Appendix No. 15)
Material: mirror.
Purpose: to give
the idea of
that "sunny
bunny "is a beam
sunshine,
reflected from
mirror
surfaces.
straw"
(Tubule)
(Appendix
Material: tubes
glasses with water.
Purpose: to give
the idea of
what people breathe
air, inhaling it
lungs; air
you can feel
and see.
April
Why sand
does it flow well?
(Appendix
Material: Containers
sand and clay; containers
for spilling; magnifier,
screen, sieve.
Purpose: Highlight
sand properties and
clay: flowability,
looseness.
"What's in the box"
(Appendix No. 18)
Show that the light is not
goes through
opaque items.
Material: box,
flashlight, candle, lamp
Purpose: to introduce
the meaning of light, with
light sources
(sun, flashlight,
candle, lamp).
"Inflation
bubbles"
(Appendix No. 19)
Material: soapy
solution in a container
plate, glass
funnel, straw,
sticks with rings
Objectives: to teach children
on one's own
let soapy
bubbles, acquaintance with
properties of soap
"Flying
(Appendix No. 20)
Material: air
balloons (inflate and
let go)
Goals: to help
find out property
air in balloons
(WHAT?) - air, he
comes out of the ball and
the ball flies.
(Appendix No.
Material: Transparent
sand containers and
clay, containers closed
lid with inserted
polyethylene
bottle.
Purpose: To reveal
sand change and
clay at
cooperation with
wind and water.
"Plastic,
quality and
properties"
(Appendix No. 22)
Material:Plastic
cups, water, matches.
Goal: Learn things
plastic,
determine its qualities
(structure
surface,
thickness, color) and
properties (density,
flexibility, melting,
thermal conductivity).
"Wonderful
figurines»
(Appendix No. 24)
Material: sand,
sand molds,
bucket of water, towel.
Continue to introduce
with sand properties:
wet sand can
form figurines.
"Comparison of sand
(Appendix
Material: cups
sand and clay, trays,
Purpose: to introduce
children with traits
sand and clay
develop skill
focus;
develop
observation
children, skill
compare,
analyze,
generalize.
Planning for parenting:
1. Questionnaire for parents: "Children's experimentation in the family"
Purpose: To identify the level of knowledge of parents on this topic
2. Joint equipment of the corner of experimental - experimental
activities
Purpose: To increase the level of knowledge of parents on the topic “Experientially -
experimental activities of young children"
3.Consultation for parents: "Experimental activities in the nursery
4.Memo for parents: "Experimenting with water"
5.Consultation for parents: "Organization of children's experimentation
at home"
Purpose: To convey to parents the importance of experimentation in the lives of children and
the role of parents in this work
6. Round table "Demonstration of entertaining experiments" by educators and
parents
Goal: Enrich parents' knowledge of experimental activities
experiences from a personal "piggy bank". Get involved in a joint
activities with the teacher.
7. Arrange a family viewing to watch a cartoon about Kapitoshka.
8. Joint production of a photo collage "We don't get bored even at home - we
put together!"
Conclusion
master
elementary
ways
practical interaction with the environment, I started this work with
junior group. By the end of the year, the results of the children were as follows:
Can establish the simplest connections when observing specific
facts, natural phenomena;
Know some properties of water, air, snow, ice, paper;
mastered
practical
skills
holding
various experiences;
Show curiosity, independence;
understand
observation,
enjoy
sensory
research activities;
understand
problematic
character
exercise
independence in finding answers to them;
Cognitive and speech skills began to develop;
We have become more respectful of nature.
process
experimentation
formed
intellectual
impression,
develop
work
collectively and independently, to draw elementary conclusions.
Parents
enrichment
update
subject-developing environment group (donations). Noted that
children became more inquisitive, more observant. The group created a center
experimentation
equipment
experimentation
elementary
Replenished
educational
didactic
games, illustrations, books.
Future prospects:
Proceed
formation
elementary
natural
ideas about water.
Formation of a sustainable interest in acquiring new knowledge
experimentally.
Creation
development
initiatives
inquisitiveness,
independence
emerging
cognitive
problematic situations.
Expand
perspectives
development
experimental
activities
children by incorporating their thinking, modeling and transformative
actions.
Improve the subject-developing environment of the group.
Encourage parents to experiment with
one of the effective methods of cognition, mental activity.
Purchase literature, new instruments and equipment for the Center
experimentation.
Thus, this system of work gave a positive trend.
in the implementation of the tasks.
In conclusion, I would like to say that unexplored mysteries, unrevealed
There are many more secrets. The secrets of nature await the curious,
persistent, stubborn.
Literature
Poddyakov A.I. Combinatorial experimentation of preschoolers with
multiply connected object - "black box" // Questions of Psychology, 1990. No.
Poddyakov N.N. Creativity and self-development of preschool children.
Conceptual aspect. - Volgograd: Change, 1995.
Prokhorova L.N., Balakshina TA. Children's experimentation is the way
knowledge of the surrounding world // Formation of the principles of ecological culture
preschoolers
children's
"Sunflower"
Vladimir) / Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.
Ryzhova P. Games with water and sand // Hoop, 1997. - No. 2.
Ryzhova N. Experiments with sand and clay // Hoop, 1998. - No. 2.
Tugusheva
Chistyakova
Experimental game
senior preschool age / / Preschool pedagogy, 2001. - No. 1.
D y b i n a
Into the Unknown
entertaining
experiments for preschoolers /Text/ O.V. Dybina, N.P. Rakhmanova, V.V.
Shchetinin. -M.: TC "Sphere", 2005.
natural science
observations
experiments
kindergarten. Plants. /Text/: children's encyclopedia/ A.I. Ivanova -M.:
Shopping center "Sphere", 2004.
Plan-program of the educational program in the children's
garden / Text / comp. N. V. Goncharova /and others/; ed. Z. A. Mikhailova. - St. Petersburg:
Incident, 1997
Ryzhova N. A. Sorceress - water / Text / N. A. Ryzhova. – M.: Linka-
Press, 1997.
Tsyplyakova O. Where is the fifth ocean? /Text/ O. Tsyplyakova// Preschool
upbringing. - 2006. - No. 8.
APPS
Appendix No. 1. “Let's find out what kind of water?”
Purpose: To reveal the properties of water: transparent, odorless, pouring, in it
some substances dissolve, has weight.
Game material: Three identical containers closed with lids: one
empty; the second with clean water filled under the lid, i.e. full; third - with
colored with liquid dye (herbal tea) water and with the addition
flavoring agent (vanilla sugar); cups for kids.
Game progress: An adult shows three closed containers and offers to guess
what's in them. Children examine them and determine that one of them is easy, and two are
heavy, in one of the heavy containers colored liquid. Then the vessels
open and the children are convinced that there is nothing in the first container, in the second -
water, and in the third - tea. The adult asks the children to explain how they
Guessed what is in the containers. Together they reveal the properties of water:
pour into cups, add sugar, watch how the sugar dissolves,
sniff, pour, compare the weight of an empty and full glass.
Application number 2.
What's in the package?
Purpose: To detect air in the surrounding space.
Game material: Plastic bags.
Game progress: Children examine an empty plastic bag. Adult
asks what is in the package. Turning away from the children, he dials in
air bag and twist the open end so that the bag becomes elastic.
Then he shows a closed bag filled with air and again
asks what is in the package. Opens the package and shows that there is nothing in it
no. An adult draws attention to the fact that when he opens the package, he
no longer flexible. Explains that there was air in it. asks
why, it seems that the bag is empty (the air is transparent, invisible, light).
Application No. 3
"Sinking - NOT Sinking, FLOATING".
MATERIAL: basin, water jug, doll, towel, ball, stone
Guys, look who came to us? Doll Katya came to visit us.
Let's say hello to Katya.
Alina, tell Katya "Hello Katya", and you Vanya say "Hello Katya."
Katya, why are you so grimy? Look guys at Katya. What do we
What should be done to make Katya clean? (listen to children's responses).
That's right, Sasha, she needs to be washed with water. Help me Anya. (child takes
doll, the teacher pours water from a jug into a basin).
Vodicka, vodka
Wash my face
To make your eyes sparkle
To make cheeks blush
To laugh mouth,
To bite your teeth!
Guys, look how clean and beautiful Katya has become with us. Now we
take a towel and wipe your face.
Katya, it was the guys who helped you, now tell them “Thank you guys!”.
I take a doll and throw the ball into a basin of water.
Oh, Katya, what are you doing? Guys, Katya had fun, began to play with
ball. The ball bounced and fell into a basin of water.
Do not cry Katya, the ball will not sink. Look, you guys, the ball does not sink, it
Vanya, what makes the ball? (floats, does not sink).
Seryozha, you also look at the ball? (floats, does not sink). Etc.
Right. The ball does not sink, it floats in water. rubber ball, rubber
light. Therefore, he does not sink, but floats.
But Anya will now take a pebble and also throw it into the water. (child
performs an action).
What happened to the stone? Vanya come and have a look.
Right. The stone lies at the bottom of the pelvis. He is heavy, so he drowned.
Go Seryozha, throw a pebble. What happened to the stone? (drowned, lies on
bottom of the pelvis). I call all the children in turn.
What happened to the stone? What about the ball? (children's answers).
Right. The ball is rubber and light, it does not sink, but floats. Stone -
heavy. He drowned, lies at the bottom of the pelvis.
Did Katya understand? (doll says thank you)
Please, Katya. Guys, Katya needs to hurry to other children and tell
about everything that happened to her today. Goodbye, Katya!
And we also need to go and tell everything and show the guys.
Application No. 4
"Sorceress - water"
Target. To draw the attention of children to the importance of water in our lives.
Learn about the properties of water, what it can turn into. For whom
it is needed and what it is for. Cultivate respect for water.
Encourage them to understand the speech of an adult and actively respond to it. Develop
speech activity. Teach children to identify and name aquatic animals and
Material. Illustrations with landscapes at different times of the year, a set of cards with
animals and birds, a tape recorder, three bottles (or jugs), Christmas trees, a mushroom,
paints (red, green), cups of boiled water for children, a doll -
enchantress.
Lesson progress:
Guys, today we will travel a little and learn a lot.
interesting. But first solve the riddle.
To avoid trouble
We cannot live without (water).
Guys, now a guest will come to us. This is magical water. (Suggest
children think and answer why we need water).
We drink, we wash our hands, we bathe, we wash, we wash the floor, we cook food, we water
plants, etc.
That's right guys. Well done.
We cannot live without water. Water is very different. She's like
the sorceress can turn into rain, dew, ice, snow. Water is rivers
lakes, seas (the teacher offers to close your eyes, and then open them).
What's in the bottle?
What kind of water?
Now the water sorceress will help us figure out the color of the water
(the teacher first takes a bottle of clear water, the other with red).
Which bottle of water is red? Why? What have we added to it?
Well done. The sorceress-water says thank you. She wouldn't have guessed. BUT
The water in this bottle is clean, clear, colorless. What kind of water can you drink
and which is not?
Boiled, transparent.
Well done.
(There are cups of boiled water on the table. Children drink water.)
What kind of water do you like?
Delicious.
What about color?
Transparent.
Now close your eyes again (a bottle of green water is taken).
What color is the water now? Why?
And who needs water?
Humans, birds, animals, fish, plants, insects.
Guys, let's take a walk through the forest and listen to who sings in the forest.
Oh, what are we growing?
What do you think she is?
Green, prickly, beautiful.
What is that growing under the tree?
Fly agaric.
Do you think it can be eaten?
That's right guys, you can't eat it, because it's poisonous. Guys, be quiet.
you hear water gurgling somewhere. Let's play the game "Sit down"
animal". The water inhabitants are lost and will not find their river in any way, and you
guys can help. Let's select the water dwellers and place them in
water. Let's think about who lives on the pond?
Frogs, fish, swans, ducks, geese. (choose from a set of cards and
glue on whatman paper, which depicts a reservoir).
Well done guys all done well. And now we'll have a little rest
Let's play the game "Droplet and Cloud".
Mobile game "Droplet and cloud". The children put on caps.
Droplets flew to the ground, jumped, played. They got together and
flowed in merry streams, holding hands form streams).
Brooks met and became a big river (connected to one
chain). Droplets float in a big river, travel. Tekla-tekla
river and got into a big big ocean (children are rebuilt in
round dance and move in a circle). We swam - swam in the ocean, and then
remembered that my mother cloud ordered me to return home. And just here
the sun came out. The droplets became light (crouched droplets
rise, then stretch their arms up). They evaporated under the rays
sun, returned to the mother cloud.
How good it was to visit you, but it’s time for me, I’ll come to you again and
I'll show tricks, we'll play. Goodbye.
Application No. 5
"Snow and its properties"
form
representation
properties. Learn
analyze, draw conclusions in the process of experimentation. Develop
thinking, interest in winter natural phenomena.
Material:
disposable snow plates (each table has a deep and flat
plate),
half
cut
napkin,
disposable, three containers of water, circles of different colors, visual models
snowflakes with the designation of the properties of snow, napkins and towels
Lesson progress:
caregiver
draws
Attention
artificial
snowflakes.
Are they real? When and where can you see real snowflakes? How
does it snow? Today we will learn even more about snow.
2. Yesterday we collected snow and put it on plates, but it’s interesting
what happened to him? I suggest going to the snow lab, but
the entrance to it is not easy (passing through the arc, the children answer the question "Where
does the snowflake live?
3. Guys, what happened to the snow? (melted) Why? (attached to the board
snowflake with the image of 1 property, a droplet is drawn on the snowflake
water: the snow melts in the heat). How are we going to explore the snow now? Where are we
(let's ask
bring
assistant
using
magical
"please") Let's take a closer look at the melted snow. What do you
see? (dirty water). Guys, I saw that some children eat snow.
Are they doing the right thing? What does snow feel like? (cold). Is it possible
to eat snow? (no, snow is cold and can be muddy)
Let's spend
experiment.
flat
plates
geometric shapes, name them (circles). What color are they? Put
one circle on an empty plate, we will put snow on top, and lower the other in
water. Where is the circle visible and where not? Why? (2 snowflakes are attached to the board: snow
opaque - a closed eye is drawn)
5. Compare: what color is the water and snow (snow is white, water is colorless) And what else
is it white? (3 snowflakes are attached: white snow - cotton wool in the center of the snowflake).
6. Guys, how do you know if the snow smells? (need to sniff). Smell first
apple, what apple? (fragrant, fragrant). And now the snow (there is no snow
smell) (4 snowflakes are attached: the snow has no smell - a snowflake is drawn
7. Physical education to the music:
fluffy
(raise
slowly
lowered)
And the blizzard keeps howling.
How much snow has accumulated, (snowdrifts show)
All paths are covered!
We will rake the paths (imitate actions)
And let's play snowballs. (walking)
The snow is white today, white, (raise your hands up and down)
It is light all around.
We put on mittens (put on mittens)
and we will put on gloves, (wear each finger)
We will wear each finger,
Will you fur coats keep us warm.
8. Well done! You showed me so many experiences, and now I want to show you
sit comfortably. Look, I have three jars. Pour water into one
(the child is invited to check the temperature of the water), (cold). Second
pour warm water, but how do we get warm water, what kind of water should be poured
cold
(cold,
hot).
I will pour the third jar hot. In three jars I will lower the snow
simultaneously. Where did the snow melt faster and where slower? (the warmer the water,
the faster the snow melted, the speed of snow melting depends on the temperature
9. Guys, now let's remember what properties snow has? (on
the end
fastened
snowflakes
properties
snow). The attention of children is drawn to the fact that snow is frozen water.
Application No. 6
Making colored ice cubes
Purpose: To introduce the fact that water freezes in the cold
Materials: bowl of cold water, bowl of warm water, 2 pieces of ice.
Game progress: An adult shows ice cubes and asks the children to think about how they
made. Then, together with the children, he throws a piece of ice into the cold, and a piece
ice into warm water, and monitor the process of ice melting, in which water the ice
melted faster.
Application No. 7
How to turn water into ice
If you put a jar of water in the refrigerator and then in the freezer
camera. In the refrigerator, the water will only become cooler. But in the freezer
the temperature of the chamber is just below zero, so the water will freeze there. So and
on the street. When winter comes and after warm weather it becomes sharply
it is cold, a crust of ice forms on the puddles and the ground. If at the same time it will
snow falls, the crust will gradually grow.
Application No. 8
"Snow-snow"
class is held outside)
Target:
Formation of ideas about the properties and features of snow;
Development of perception;
Development of fine motor skills;
Formation of active speech;
Enrichment of vocabulary;
Material: snow, buckets.
Snow riddle:
Purpose: development of logical thinking.
It flies in a white flock and sparkles in flight.
It melts like a cool star in the palm of your hand and in your mouth.
He is ruddy in the sun, he is blue under the moon.
He is behind the collar and flies into the pockets of you and me -
He is white, and shaggy, and fluffy, like a bear.
Scatter it with a shovel, name it, answer! (snow)
2. Chat about snow:
Purpose: the formation of ideas about snow, the development of tactile
perception of snow.
What time of year does it snow?
Let's touch the snow with our hands together. What is he? (cold,
loose, white ..)
Finger exercise (children make a snowball with their hands):
Purpose: development of fine motor skills of the fingers and the formation of active
"Snowball"
One two three four
We bend our fingers to
left hand
We made snow with you.
Making snow in
palms
Show what it is
We squeeze our palms
tightly together
Very smooth
Stroke right and
left hand on
But not at all sweet
We threaten with index
right hand finger
Let's throw it up
We imitate
throwing a snowball
up, lifting
eyes at the same time
Two-let's catch
Catching a snowball
Three-drop
Throwing snow on
floor, squatting
And we'll break it.
trampling the snowball
Experiment "Melting":
Goal: develop logical thinking (inference) and form
children's idea of the composition of the snow.
Guys, do you know what snow is made of? (out of the water) Let's check?
Children put snow in buckets and take it to the group. They put their
buckets near the battery.
(After undressing, washed hands are returned to the buckets)
What happened to the snow? (he melted)
Why did he melt? (because the group is warm)
What's left of the snow in the bucket? (water)
So snow is made up of..? (water)
Experiment "Transformation":
Goal: develop logical thinking and form an idea
children about the interaction of melted snow and cold.
What do you think will happen if we take this water to the
(the teacher takes a bucket of melted snow outside)
After a quiet hour, the teacher brings the bucket back.
What happened to the melted snow on the street? (froze)
What has he become? (into ice)
touch,
ice? (solid,
cold,
transparent)
Application No. 9
Thread: what floats? What is sinking?
Tasks: to teach to draw conclusions independently; consolidate the concept of properties
items; develop logical thinking.
Areas of integration: communication, socialization, reading fiction
literature, music.
Materials: various objects made of metal, wood, paper, plastic and
others; container with water, attributes of the game-travel.
Lesson progress:
The Captain (educator) appears in the group.
Captain: Children, do you want to go on a trip? Then let's build
ship. What can we do it from? (children offer answers and
building a ship out of chairs).
sit down
more comfortable
get ready!
(the phonogram of the song “Ah, come on, sing a cheerful wind to us a song!”)
Captain: what a strong wind has risen! The waves began to flood our ship!
Who will help us?
The children are screaming and asking for help. The sea king Neptune appears.
Captain: Everyone calm down! Don't panic! Neptune help us
our ship is sinking.
Neptune: I will save your ship if you can answer correctly which
Objects sink and which float.
Neptune takes out an object from a beautiful box.
Neptune: what is it?
Children: cork.
Neptune: do you think the cork sinks or not?
Children: She swims.
Neptune: Let's see if you're wrong. Throw the cork into the water.
Children conduct an experiment, make sure that the cork does not sink.
Neptune: why do you think the cork didn't sink?
Children: because it is light.
Neptune: and now I have a spoon in my hands. Does she sink or swim?
Children: drowning.
The children are experimenting.
Neptune: you are right, the spoon sank, why?
Children: it is heavy, made of metal.
Neptune: Does the cube float or sink?
Children answer, conduct an experiment, are convinced of the correctness or fallacy
their decision, they try to explain the results of the experiment.
Similarly, experiments are carried out with a cube, a comb, a nail, scissors,
paper boat, balloon
Neptune: So we've done a few experiments. What distinguishes those things
that swim, from those that sink?
Children: heavy objects lie at the bottom, and light ones float.
look,
little,
items
different size. And they both don't sink, why?
Children: because they have air inside.
If children find it difficult to draw this conclusion, you can help them with suggestive
questions.
Neptune: I liked your answers. I'm sure you can on your own
cope with the storm that overtook you along the way, and be saved.
Captain: let's think about how people from a sinking ship can be saved?
What do they need to do?
Children offer their versions and discuss them with the captain.
We need to build a raft.
No, the logs can fall apart if the rope is untied.
The raft does not have sides, the waves can wash you into the water.
Gotta sail in a boat
The boat is small, but there are many of us, everyone will not fit
Let's take life jackets, circles.
Let the girls sit in the boat, and the boys will make a canvas with sides.
Those who can't swim will wear life jackets.
Neptune: Well done! They figured out a good way to escape. Now you
get to the shore. Bon voyage, and it's time for me to return to the bottom
Children "come back" into groups and discuss their journey
Application No. 10
Paper, its qualities and properties
Purpose of experience: learn to recognize things made of paper, to identify
its qualities (color, whiteness, smoothness, degree of strength, thickness,
absorbency) properties (crumples, tears, cuts, burns).
What you need for the experiment: various types of paper, scissors, spirit lamp,
matches, a container of water.
An adult and a child examine the paper, determine whether it is smooth
or rough, thick or thin, stroke sheets of paper with the palm of your hand,
feel her. Then the adult offers to crumple a sheet of paper (crumples);
break it into several pieces (torn); pull on the edges
in different - to determine how quickly the integrity of the sheet is destroyed;
therefore, the material is fragile); cut the sheet with scissors
(cut well) put the paper in a container of water (it gets wet).
An adult demonstrates paper burning using a spirit lamp
and matches (or a lighter). You can explore different types of paper.
Appendix No. 11
"Onion garden" Necessary equipment: transparent cups, water,
bulbs. Children independently pour water into transparent cups,
“plant” bulbs in them.
The cups are placed on the windowsill.
For several days, the bulbs are monitored.
The appearance of roots and leaves is fixed.
Application No. 12
"Ships"
Required equipment: bowl, paper.
Pour some water into the bowl. Show the kids how
throw small pieces of paper into the basin, blow on them. Guys
repeat my steps.
The game promotes the development of fine motor skills and
articulatory apparatus.
Annex 13
"Pebbles"
Tasks:
Development of perception, imagination;
Development of speech (enrichment of vocabulary);
Development of fine motor skills of fingers;
Development of logical thinking.
Material: Pictures with the image of pebbles, a collection of pebbles,
feather or matches, bowl of water, towels, classical music with sounds
the noise of the sea.
Conversation
pebbles
embarrassment
accompanied
showing pictures):
Purpose: enrichment of vocabulary and logical thinking.
Where can you find pebbles? (on the road, in the river, in the sea, in the sand, in
(large,
small
heavy, light, tart, etc.).
"Sorting"
Purpose: to consolidate the perception of magnitude.
It is necessary to spread the pebbles on trays: on the right - large ones, on
the left one is small.
"Sinking - not sinking"
Purpose: strengthening the perception of weight, logical thinking (development
the ability to make inferences based on acquired knowledge).
And what happens if we put a feather (match) into the water? (will
to swim);
Why do you think it floats? (because it's easy);
What happens if we drop a rock into the water? (drown);
Why will he drown? (because it's heavy).
caregiver
hold
palms
feel what is harder and what is lighter.
"Dry-wet"
Purpose: to form a tactile perception of sand: dry - wet.
What was the pebble like when we took it out of the water? (wet, wet,
wet);
educator
towel,
wipe
What is the stone like now? (dry).
"Soft - hard"
extension
vocabulary
solid),
motor skills of the fingers.
Guys, what can we make a ball out of? (snow, clay, plasticine);
The teacher gives each child a piece of plasticine and offers
crush it and roll it into a ball.
Now guys, try to roll the same even balls from our
pebbles.
Children roll a pebble between their palms, on the table.
It turns out? Tell me why you can roll balls out of plasticine, and
no pebbles? (because plasticine is soft, and pebbles are hard).
"These
funny
images"(experiment
accompanied
classical music with sounds of the sea)
Purpose: development of imagination and fine motor skills of the fingers.
pebbles
lay out their pictures from pebbles (faces, houses, trees, mountains and
Application No. 14
Light heavy.
Purpose: to introduce that objects are light and heavy. Teach
determine the weight of objects and group objects by weight (light -
heavy).
Game material: Cheburashka and Crocodile Gena, various items and
toys; opaque containers with sand and leaves, pebbles and fluff,
water and grass; character selection (“light”, “heavy”).
Game progress: Crocodile Gena and Cheburashka choose toys that each
of them wants to take with him to his friends. Several options are offered
choice of toys:
toys made of the same material, but different in size. The adult asks
why Gena will take larger toys and check the answers of the children,
weighing toys on hands; toys made of the same material, but some are hollow
inside, while others are filled with sand. An adult asks what toys
Cheburashka will take and why; toys of the same size from different materials.
The adult finds out who will carry which toy and why. Then the adult
invites children to choose a "treat" in buckets that can convey
Cheburashka and Gena, and finds out: how to find out which bucket will be able to convey
Cheburashka, what is Gena? An adult checks the children's assumptions,
considering with them the contents of the buckets
Appendix No. 15
sun bunny
Target: introduce the natural source of light - the sun.
You'll need little mirrors, sunlight
when the sun peeks through the window, catch a ray with a mirror
and try to draw the baby's attention to how sunny
"Bunny" jumps on the wall, on the ceiling, from the wall to the sofa, etc.
offer to catch the fleeing "bunny". If the child liked
game, switch roles: give him a mirror, show him how to catch
beam, and then stand against the wall. Try to "catch" a speck of light
as emotionally as possible, while not forgetting to comment
their actions: “I’ll catch, I’ll catch! What a smart bunny - fast
running! Oh, and now it's on the ceiling, you can't get it. ... Come on, hare,
come down to us! ", etc. The laughter of a child will be the best for you
reward.
Appendix No. 16
Straw games.
Target: To acquaint with the fact that there is air inside a person, and to discover it.
game material: Tubes for a cocktail (or from a Chupa Chups), a container with
Game progress: Children examine the tubes, the holes in them and find out for
what holes are needed (something is blown or blown through them).
An adult invites children to blow into a tube, substituting their palm under the jet
air. And then asks what they felt when they blew, from where
a breeze appeared (we exhaled the air that we inhaled before).
An adult tells that a person needs air for breathing, that he
gets inside a person when inhaled through the mouth or nose, that it can not be
only to feel, but also to see. To do this, you need to blow into the tube,
the end of which is lowered into the water. He asks what the children saw, from where
bubbles appeared and where they disappeared (this is air coming out of the tube; it
light, rises through the water up; when everything comes out, the bubbles too
stop coming out).
Application No. 17
Why does sand flow well?
Target: Highlight the properties of sand and clay: flowability, friability.
game material: Tanks with sand and clay; containers for pouring;
magnifier, screen, sieve.
Game progress: An adult invites children to fill cups with sand,
clay, consider and guess them by the sound of poured substances.
Find out what poured best (sand), and check by pouring
substances from the bed into the glass. Then pour the sand into a large container
slide and see what happens (sand remains in the form of a slide with even
edges). Clay is poured in the same way and it is determined whether the
it turned out to be slides (a hill of clay is uneven). Find out why slides are different
(particles of sand are all the same, clays are all of different shapes and sizes). Children
using a magnifying glass, consider what the sand consists of, how they look
grains of sand; What do clay particles look like? compare them (grains of sand
small, translucent, round, do not stick to each other; particles
clays are small, very closely pressed to each other). The children sift the sand
clay through a sieve and find out whether they pass through it equally well
particles of sand and clay and why. Examine the hourglass and clarify
is it possible to make a clay clock (no, clay particles do not pour well,
stick to each other).
Appendix No. 18
Something in the box
Target: introduce the meaning of light and its sources (sun,
flashlight, candle, show that light does not pass through transparent
items.
You will need a box with a slotted lid;
flashlight, lamp.
Dad gave the bunny a small flashlight, the bunny liked to play with
flashlight. He turned on the flashlight and looked under the sofa, shone
inside the cabinet and in all corners.
Bunny, where is your ball? Mom asked.
I'll go look! - said Bunny and went into a dark room.
And I'm not afraid! - Bunny said cheerfully and lit a flashlight.
Bunny shined a flashlight and found the ball.
An adult invites children to find out what is in the box
(unknown) and how to find out what is in it (look into the slot). Children
look through the slot and note that the box is darker than the room.
An adult asks what needs to be done so that the box becomes
lighter (fully open the slot or remove the cover to let the light
got into the box and illuminated the objects inside it). adult opens
slot, and after the children are convinced that it has become light in the box,
talks about other light sources - a flashlight and a lamp, which
turns on the lights and puts it inside the box so that the children see the light
through the slot. Together with the children compares in which case it is better
seen, and deduces the meaning of light.
Appendix No. 19
Blowing soap bubbles.
From the funnel onto a flat dish, blow a large soap bubble.
Immerse the straw in the soap solution so that only the tip of it,
Carefully
push through
straw to the center. The big bubble didn't burst! Slowly we begin to blow into
straw.
We get the second bubble enclosed in the first one. Carefully
pull out the straw (Fig. 4).
Conclusion: walls
soap bubble
enough
elastic,
through them
spend
straw,
previously
moistened with soapy water.
Application No. 20.
"Flying ball"
Invite the children to inflate the balloon and let it go, draw
attention to the duration of its flight. The children conclude that
to make the balloon fly longer, you need to inflate it more, because. air escaping from
ball, makes it move in the opposite direction.
Application No. 21.
Wind.
Target: Reveal the change in sand and clay when interacting with the wind and
game material: Transparent containers with sand and clay, containers
closed with a lid with an inserted polyethylene bottle.
Game progress: An adult invites children to find out why in strong winds
uncomfortable to play with sand. Children examine the prepared "sandbox"
(a jar filled with a thin layer of sand or clay). Together with an adult
create a hurricane - sharply, forcefully squeeze the jar and find out what is happening
and why (since the grains of sand are small, light, do not stick to each other,
they cannot hold on to each other, nor to the ground with a strong jet
air). Children are encouraged to use the results of the previous
experience (“Why does sand flow well?”). They determine how to do
so that you can play with sand even in strong winds (it is good to moisten
sand). They are offered to repeat the experiment and draw a conclusion.
Application No. 22
Plastic, its qualities and properties.
Goal: Recognize things from plastic, determine its qualities (structure
surface, thickness, color) and properties (density, flexibility, melting,
thermal conductivity).
Game material: Plastic cups, water, spirit lamp, matches,
algorithm for describing material properties.
Game progress: An adult offers children glasses filled with water so that they do not
looking inside, determine what is in them. Figure out what to do
You can't because the plastic is not transparent. Adult offers to the touch
determine the surface structure, thickness. Next, place the glass on
bright sunny place to determine the change in 3-4 minutes
temperature (heating). Bend the glass and find out what it's under
bends under the influence of force, and if you apply more force, it breaks.
An adult demonstrates the melting of plastic using a spirit lamp. Children
constitute an algorithm for describing the properties of a material.
Application No. 23.
"Comparison of sand, soil and clay"
Purpose: to introduce children to the properties of sand and clay, to develop the ability to
focus; develop children's observation skills, the ability to compare,
analyze, summarize,
Equipment: cups, sand and clay, trays, water.
Lesson progress:
Today we will talk about the land in which something can be
plant, which we feel with our legs when we walk on it, it
another is called soil.
Tell me, please, who needs land or soil? I offer you
choose pictures of those living beings who need land.
The game "Who needs soil?"
Sometimes the soil is loose, crumbly, and sometimes stuck together. What is it from
depends, but depends on what a lot of sand or clay is in the soil. Let's
consider sand and clay. What nature are sand, clay and soil?
How is living nature different from non-living?
Take a glass of sand and gently pour a little sand on the sheet
paper. Is sand easy to pour out? How can you call sand for what it is
does it flow well? (loose)
And now let's try to pour clay out of the glass. What is easier to pour -
sand or clay? Clay sticks together in lumps, it cannot be poured out so easily
from a cup, like sand. What can we conclude: sand is loose, in
different from clay.
I wonder why the sand is loose, and the clay is stuck together, let's look at
them under a microscope. (Children examine under a microscope, then
tell).
Let's look at the sand first.
What do sand grains look like? (they are small, round), does it look like grains of sand
one to the other? How are they similar, how are they different?
And now clay.
Now let's talk about clay. Are the same particles visible as those of sand, which
particles? (very small and sticky)
What do we conclude about the particles of sand and clay? (sticking together in clay,
very fine, and the sand consists of grains of sand that do not stick to each other
There are circles on the table, put a model of sand and clay on the panel.
I wonder how the properties of sand and clay manifest themselves in nature, how do you
think? Imagine two paths, one of clay and a path, which ... ..
clay, and the other of the sand, what a path ... .. sandy. So it's gone
rain, what will happen to the tracks?
Let's check, we have two glasses, one contains sand and the other clay,
pour water, what do you see? (sand passes water, but clay does not)
Why does water move faster through sand and slower through clay?
So what will you tell me about what will happen after the rain on the clay path and
sandy?
These properties of sand and clay make it interesting to play with them. sand
you can draw, draw with your finger what you want (children draw)
And sculpt from clay, like from plasticine, take these pieces in a group and
blind whatever you want.
Our lesson is over, you are all well done, at the next lesson, we will
we will talk about what part sand and clay take in
water cycle and learn a riddle about the Earth.
Application No. 24.
"What a sand"
Tasks:
Development of perception, imagination, logical thinking;
Enrichment of vocabulary;
Development of fine motor skills;
To consolidate children's knowledge about the properties and characteristics of sand.
Material: Basin with dry river sand, collection of pebbles, set
kinder-egg toys, a watering can, classical music with the sounds of the river.
1. Guess the riddle:
He really needs the kids
He's on the paths in the yard
He is at a construction site and on the beach,
And it's even melted in glass. (sand)
Tell,
sand? (dry,
brown, river, sea ...).
3. "Surprise"
Purpose: formation of tactile perception of dry sand.
Guys, you can always find something in the sand, let's join you
Let's see what he has hidden for us today. (In the sand you can hide
pebbles, toys from kinder eggs, beads, etc.).
teacher talks:
What kind of sand do we have? (dry, loose, river, light, etc.);
sand? (dig,
pour
molds, sift through a sieve, sculpt pies ...);
Tell me, can you make pies out of our sand? Try it.
it turns out?
touch,
wet? (dry, loose)
What needs to be done to make our sand wet? (pour
The teacher pours water into the sand so that it becomes wet and
suitable for sculpting.
What was the sand like? (moist, heavy, wet, non-flowing ...).
4. "Traces of handles"
Purpose: formation of ideas about the features of wet sand.
Guys, look, you can leave footprints on wet sand. Take
your pebbles (or toys from kinder eggs, beads, etc.) and leave for
sand footprints from them.
Try again to mold pies and figurines from the sand. It turns out?
Conclusion: Why do you think it was not possible to mold from dry sand
pies and figurines, but did it come out of the wet? (because dry sand
loose, and wet sticky).
" These
funny
r i su n k i »(experiment
accompanied
classical music with the sounds of the river).
Purpose: development of imagination, perception of magnitude.
leave
sand? (hand,
finger,
fist, glass, pencil, stick, etc.).
The teacher leaves his handprint (fist, fingers ...) and
invites the children to do the same.
Who left on the sand
Are these different tracks?
Our kids played here.
Draw your own pens...
Where are the big prints and where are the small ones?
What do our prints look like?
draw,
turned out
Sun…?
Appendix No. 25
"Wet sand takes on whatever shape it wants."
Offer to collect a handful of sand in the fist and let it out a little
trickle. What happens to dry sand? (He tumbles.) Let's
Let's try to build something out of dry sand. Do you get figurines?
Let's try to wet the dry sand. Take it in your cam and try
pour out. Does it also crumble easily? (Not). Pour it into molds.
Make figurines. It turns out? What figures did you get? What kind of sand
Did you manage to make figurines? (From wet).
Output: What did we learn today? What kind of sand can be used to make figurines?
(From wet).
Appendix No. 26
"Feathers"
Purpose: To enrich children's ideas that a feather is lighter than water and air.
Material: a bowl of water, chicken, duck and goose feathers.
Consider with children the feathers of various birds, find out the similarities and differences.
Offer to dip all the feathers into the water, lead the children to the fact that the feathers are not
Application No. 27.
"Rain" (water games)
Purpose: To fix the properties of water.
Material: a basin of water, a sieve, cups of mayonnaise, yogurt with
holes in the bottom.
Invite the children to remember everything they have learned about water. What kind of water?
Offer to play over a basin with buckets and water.
Lesson - an experiment on ecology in the second junior group on the topic
Snow and its properties.
Purpose: To form children's knowledge about snow and its properties.
Tasks: Educational: - clarify and expand children's knowledge about snow, its
properties; - to acquaint with winter phenomena in nature; - give to children
the concept of why snow changes its properties when the temperature changes; -
may change color.
Developing: - development of visual attention and perception; - develop
cognitive interests; - sustained attention, observation; -
develop the speech activity of children; - develop the ability to analyze and
express
develop
thinking;
the ability to combine text and movement to music.
Sleeping:
formation
coopera tio n,
benevolence;
Raising a love for nature; - cause joy from the discoveries received
from experiences.
Integration:
development,
artistic
literature,
socialization, knowledge, health, music.
Vocabulary activation: snowflake, snowy, snowy.
preliminary
observation
artistic
literature on the topic, looking at snowflakes, playing with snow.
Equipment: tape recorder, ICT, snow bucket, two glasses of hot and
cold water, paints, pipette, trays with snow, presentation, guest -
Lesovichek.
GCD progress:
1. Organizational moment. Sounds like a record "crunching snow and footsteps"
Guys, what is that sound?
This is someone coming to visit us.
I'll take a look now. (going to the door)
Look, Lesovichok came to visit us, and not empty-handed.
2. He brought us an envelope. Let's see what's in it?
Mystery:
Falling from the sky in winter
And circle over the earth
Light fluff
White ... (snowflakes)
That's right, well done, guessed the riddle.
3. Today we will take a closer look at snow and its properties.
Lesovichok brought us another bucket, look at the snow in it.
Touch it with your hand, and tell me what kind of snow? (children's answers)
Well done.
4. Tell me, please, what can we make of snow? (answers
We can make anything out of snow. But!? Look, on one tray
dry, crumbly snow lies, and wet on the other tray. From what
snow, is it best for us to sculpt? (children's answers)
Now I will try to make a lump of dry snow. It turns out? (answers
Then we sculpt from wet snow.
Conclusion: it is impossible to sculpt from dry, loose snow, we need wet,
wet snow.
5. Now I suggest you look at the snow that I brought early
in the morning. What happened to him? What did he melt away from? (children's answers)
Well done. In our group it is warm, hot, and from this warmth the snow melted and
turned into water.
Conclusion: snow is affected by high temperature.
6. It's time to take a break.
Fizkultminutka. Music.
We are snowflakes, we are fluffs
We are not averse to spin
We are snowflakes - ballerinas
We whitewashed the trees
The roofs were covered with fluff
The earth was covered with velvet
And saved from the cold.
watch
happen
put in plates with different temperatures of water. (in cold water snow
melts slowly, hot melts quickly).
going on
high temperature.
8. Look - kA, Lesovichok prepared more plates of snow for us and
let's try
paint
snow. (held
Guys, what happened to the snow? (children's answers).
View
presentations "Winter
phenomena
nature". (snow,
snowfall,
blizzard, blizzard, snowstorm)
10. Bottom line. Today we learned that snow can be dry and wet. From
wet can be sculpted, but not from dry. The snow melts in the heat and turns into
stain
various colors.
Memo for parents "Experimenting with water"
Experience is the observation of natural phenomena, which is carried out in
specially organized conditions. Children are able to learn not only
external side of physical phenomena, but also simple connections, relationships
between them and regularities, such as different states of substances,
states
properties
the ability of sand to pass water through it. Through experiences with children
develops the ability to compare, draw conclusions, make judgments.
are being built
available
representations.
setting up and conducting experiments, children should be active participants.
discussion
results
necessary
let down
independent conclusions and judgments.
We bring to your attention some experiences that you can
spend with your children at home.
By conducting these experiments, you will introduce children to some of the properties
water. Draw their attention to the fact that even such a familiar object as
water is fraught with many unknowns. Knowing the properties of water will help children
understand the characteristics of aquatic organisms, their adaptability to aquatic
habitat.
Materials and equipment:
cups of water, a glass of milk, sticks or teaspoons,
straws
cocktail,
sugar
snow, thermos with hot water, glass or mirror, watercolors.
The water is transparent.
There are two cups in front of the children: one with water, the other with milk. IN
both cups put sticks or spoons. Which cup are they in?
visible, but which one is not? Why? (We have milk and water in front of us, in a glass with
we see a stick in water, but not in a glass of milk). Conclusion: water
transparent, but not milk. Ask the children to think about what would happen if
river water was opaque? For example, fairy tales talk about dairy
rivers with jelly banks. Could fish and other animals live in
such milky rivers?
2. Water has no taste.
Invite children to try water through a straw. Does she have
taste? Give them milk or juice to compare. If they don't
convinced, let them try the water again. (Children often hear from adults
formed
incorrect
representation.
Explain that when a person is very thirsty, he drinks water with pleasure,
and, to express his pleasure, says: "What delicious water," although
actually does not taste it.)
3. Water has no smell.
Invite the children to smell the water and say what it smells like or not at all.
doesn't smell. Let them sniff more and more until they are sure that there is no smell. Can
for comparison, offer to smell the water to which aromatic
substances (perfume, bath salt).
However, it can be emphasized that tap water can
have a smell, as it is cleaned with special substances so that it is
safe for our health.
4. Ice - solid water
Take ice cubes. Place them in separate cups so that each
observed
piece
the state of ice cubes in a warm room. Draw their attention to
as the ice cube gradually shrinks. What is happening to him?
Take one large ice cube and several small ones. watch,
which one will melt faster: large or small. It is important that children
paid attention to the fact that pieces of ice that differ in size will melt
at different time intervals. In the same way, follow the melting
snow. Conclusion: ice, snow is also water.
5. Steam is also water.
boiling water.
Place a glass or mirror over the steam. Droplets of water will appear on it,
show them to the kids.
6.Water is liquid, can flow.
Give the children two cups - one with water, the other empty. Suggest
carefully pour the water from one to the other. Is water pouring? Why? (That's why,
that it is liquid.) If water were not liquid, it could not flow in rivers
and streams, would not flow from the tap.
In order for children to better understand what “liquid” is, offer them
remember that jelly is liquid and thick. If the jelly is flowing, we
we can pour it from glass to glass, and we say that it is ... liquid.
If we cannot pour it from glass to glass, because it does not
flows, but pours out in pieces, then we say that jelly is ... thick.
Since water is liquid and can flow, it is called a liquid.
some
substances
dissolve
some
dissolve
Each child has two glasses of water. Put in one of them
try
stir
it turns out?
Dissolved
cup
pour
a spoonful of granulated sugar, stir it. What happened now? In which of
cups sand dissolved?
There is sand at the bottom of the aquarium. Will it dissolve or not? What would be.
if not ordinary sand were put on the bottom of the aquarium, but granulated sugar? BUT
if there was granulated sugar at the bottom of the river? (He would dissolve in water, and then
it would be impossible to stand at the bottom of the river).
Invite the children to stir the watercolor paint in a glass of water.
Why is the water colored? (The paint has dissolved in it).
8. Ice is lighter than water
Ask
place
glass of water? Will it sink, will it float, will it immediately dissolve? listen
children's answers, and then conduct an experiment: put an ice cube into a glass with
water. Ice floats in water. It is lighter than water and therefore does not sink. Leave ice in
cups and see what happens to it.
9. Water can be warm, cold, hot.
Give children cups of water at different temperatures. Finger kids
or with the help of a thermometer determine in which cup the water is cold, and
in which hot. Ask the child how to get warm water? Do it
it is with him.
You can continue the previous experiment (No. 8) by comparing the temperature of the water
before ice was put into it, and after it melted. Why water
got colder?
Emphasize that in rivers, lakes, seas there is also water with different
temperature:
cold.
Some
plants,
snails can only live in warm water, others only in cold water. If
children were fish, what kind of water would they choose - warm or cold? How
they think where there are more different plants and animals - in warm seas or in
cold? To say that in the cold seas, rivers live less different
animals. But in nature there are such unusual places where the water is very hot.
comes out of the ground to the surface. These are geysers. From them, like from a thermos
with hot water, there is also steam. Can anyone live in such a hot
for example,
special
seaweed.
reservoirs
temperature, which means that different plants and animals live in them.
10. Water has no shape
Invite the children to consider an ice cube (remember that ice is
hard water). What shape is this piece of ice? Will he change his shape
if you lower it into a glass, into a bowl, put it on the table or on the palm of your hand? BUT
liquid water?
Suggest
vessels), on the surface of the table. What's happening? The water takes the form of
the object in which it is located, and on level ground it spreads like a puddle.
So liquid water has no shape.
Good luck to you and your child!
Advice for parents
"Organization of children's experimentation at home"
experimentation
activities
preschooler.
Obviously,
inquisitive
researcher than a child. The little man is seized with a thirst for knowledge and
exploration of a vast new world. But among parents it is often common
mistake - restrictions on the path of children's cognition. you answer everything
why?
willingness
show
items,
attracting a curious eye and talk about them? Visit regularly
with a child in a puppet theater, museum, circus? These are not idle questions,
laugh it off:
grow old".
unfortunately, "mother's mistakes" will make themselves felt very soon - in the first
will be
passive
being,
indifferently
related
innovations.
Research
activity
development
curiosity, and ultimately the cognitive interests of the child. IN
given
attention
children's
experimentation.
Research activities of children are organized, special
problematic situations, classes are held. The groups have created conditions for
development of children's cognitive activity6 in all activity centers
materials
experimentation:
types, fabric, special devices (scales, watches, etc.), unstructured
materials (sand, water), maps, diagrams, etc.
Simple experiments and experiments can be organized at home. For
this does not require much effort, only desire, a little imagination and
of course, some scientific knowledge.
Any place in the apartment can be a place for experiment.
For example, a bathroom, While washing, a child can learn a lot
interesting about the properties of water, soap, the solubility of substances.
For example:
Which dissolves faster?
Sea salt
Bath foam
coniferous extract
Bars of soap, etc.
The kitchen is a place where a child interferes with parents, especially mother, when
arrange
competitions
physicists.
Put
several
identical containers, a low bowl of water and foam rubber sponges of different
size and color. Pour about 1.5 cm of water into the bowl. Let the children
put the sponges in the water and guess which one will pick up more water.
Squeeze water into prepared jars. Who has more? Why? Can
Is it possible to fill the sponge with as much water as you want? And if you give a sponge
complete freedom? Let the children answer these questions themselves. It's only important
so that the questions of the child do not remain unanswered. If you don't know the exact
(scientific) answer, you need to refer to the reference literature.
The experiment can be carried out during any activity.
For example, a child draws, he has run out of green paint. Suggest
try
look,
act,
intervene
prompt.
Will he guess that it is necessary to mix blue and yellow paint? If he has
nothing happens, tell me that you need to mix two paints. way
trial and error, the child will find the right solution.
home laboratory
Experimentation is, along with the game, the leading activity
preschooler. The purpose of experimentation is to lead children up a step beyond
step in understanding the environment. The child learns to identify
the best way to solve the problems facing him and find answers to
emerging questions. To do this, you must follow some rules:
1. Set the purpose of the experiment (what we are doing the experiment for)
2. Pick up materials (a list of everything you need to conduct
3. Discuss
(phased
instructions
holding
experiment)
4. Summarize (accurate description of the expected result)
5. Explain why? words accessible to the child.
carrying out
experiment
security
A few simple experiments for children of middle preschool age
hidden picture
Objective: To learn how animals disguise themselves.
Materials:
light yellow
transparent
plastic folder.
Process: Use yellow chalk to draw a bird on white paper
Cover the picture with red transparent plastic.
Results: The yellow bird has disappeared
contains
merges
images.
Animals
merging with the color of the surrounding landscape, which helps them hide from
predators.
Bubble
Goal: Make a solution for soap bubbles.
Materials: dishwashing liquid, cup, straw.
Half fill a cup with liquid soap.
Fill the cup to the top with water and stir.
Dip the straw in the soap solution.
Blow carefully into the straw
Results: You should get soap bubbles.
molecules
connect,
structure,
reminiscent of an accordion. This allows the soap solution to expand into
