Presentation of experimental d-ti58. Presentation on the topic “experimental activities of older preschoolers” Presentation of the experimentation project in kindergarten

Relevance Children's experimentation is one of the leading activities of a preschooler. Obviously, there is no more inquisitive researcher than a child. The little man is seized with a thirst for knowledge and exploration of a huge new world. Children's research activities can become one of the conditions for the development of children's curiosity, and ultimately the child's cognitive interests. In our group, not enough attention is paid to children's experimentation... But it is necessary to answer all the questions of the young why. Therefore, I decided to create conditions for the development of children's cognitive activity, creating special problem situations, conducting experiments and experiments.

Goal: To develop children's ability to establish cause-and-effect relationships based on experiments and draw conclusions. Objectives: 1. To form children’s ideas about the properties of objects, to increase their erudition. 2. Contribute to the enrichment of children’s knowledge of the surrounding world through the example of conducting experiments 3. Develop natural curiosity and inquisitiveness, interest in research activities, logical thinking, and activate children’s speech activity;

“Sand Country 7 effective ways to get rid of different types of cough 1. Cut the radish into small cubes, place in a heat-resistant pan and sprinkle with sugar. Bake in the oven for 2 hours. Wipe the resulting mass, squeeze it out, and pour the juice into a glass container. Take 2 tsp. 34 times a day before meals and at night before bed. Cut out the core of the black radish, pour a little honey into the hole. After a few hours the radish

“CHILDREN'S EXPERIMENTATION AS A METHOD OF TRAINING” Gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. Stimulates speech development. The accumulation of a fund of mental techniques and operations that are considered as mental skills. Development of creative abilities, formation of work skills and promotion of health by increasing the general level of physical activity. The child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis, synthesis, comparison, classification, and generalization.

"RELATION OF CHILDREN'S EXPERIMENTATION WITH OTHER TYPES OF ACTIVITY" CHILDREN'S EXPERIMENTATION Cognition Labor Speech development Artistic creativity Formation of elementary mathematical concepts Reading fiction Health promotion Physical education

Master class for teachers of preschool educational institutions.

Topic: Features of organizing activities - children's experimentation.

Alla Nikolaevna Tonsheva is a teacher at the Municipal Preschool Educational Institution “Kolosok” in the village of Lipitsy, Serpukhov district.
Target: Dissemination of experience in organizing children's experimentation among preschool teachers.
Tasks:
Introduce the definition of the concept of children's experimentation.
Reveal the features of children's experimentation.
Materials and equipment: Cups, basins, cardboards slightly larger than the neck of the cup, magnets, small objects made of various materials, including iron, trays, soap bubbles - for each participant in the master class, a basin of water, napkins or towels. Dolls: Stepashka, Piggy (or other fairy-tale characters).
Master class participants: Teachers of the Moscow Preschool Educational Institution.
Content:
1. Definition of the concept of children's experimentation.
2. Joint experimentation.
3. Conclusions.
4. Reflection.
Progress of the master class.
(slide 1.)
Leading blows soap bubbles.
I blow bubbles as they fly like fireworks.
What a miracle bubbles are, where did they suddenly come from?
And an experiment will help us find the answer to the question.
Leading: And you would like to understand what an experiment is, and what children’s experimentation is, well, dear colleagues, today we will try to understand what are the features of organizing children’s experimentation activities in accordance with the developmental paradigm of education.
(slide 2.)
Let's take a look at the explanatory dictionary of the Russian language by Sergei Ivanovich Ozhegov, an experiment is a method of studying a certain phenomenon under controlled conditions, with active interaction with the object being studied. An experiment serves to test a hypothesis and establish causal relationships between phenomena.
According to some scientists, experimentation is one of the methods of cognitive development of preschool children.
By definition N.N. Podyakov, children's experimentation is a special form of search activity of preschool children, in which children's own activity is manifested, aimed at obtaining new information and knowledge.
(slide 3.)
In other words, we can say that children's experimentation is a child's activity, as a result of which the child, independently or under the unnoticed guidance of an adult, makes a discovery for himself.
In the process of experimentation, the teacher should act for children not as a teacher, but as an equal partner, quietly guiding children’s activities in the right direction. Knowledge that is not told by a teacher, but acquired independently, is always conscious and more durable.
(slide 4.)
In the process of organizing children's experimentation, I adhere to a certain structure proposed by the teams of authors A.I. Ivanova. and Prokhorova L.N.
I choose the topic for experimentation taking into account the interests of the children and in accordance with the theme of the project or event.
(slide 5.)
Since the source of cognitive activity is the presence of a problem, I pay special attention to creating a problem field. For example: “You need to give the kitten clean water, but the water is dirty.” In some cases, I provide the children with a trial field, for example, to determine what Karkushe material can be used to make a boat, the children try which materials sink and which do not.
It is important that the child understands the personal meaning of the activity, so that he can answer the question “Why am I doing this.”
The presence of a problem and the creation of interest contributes to the creation of positive motivation in children for activity.
(slide 6.)
Fairy-tale characters help me create motivation. The presenter shows Stepashka.
- Stepashka: oh-oh, I didn’t understand something. Am I the motivation? I don't want to be the motivation.
- Stepashka, honey, wait and help me a little.
(slide 7.)
Motivation is needed for activities to be meaningful for children.
- Stepashka: Of course, I’ll help and tell you about the trick.
(slide 8.)
Yesterday a magician cat came to us and showed us an interesting trick. I poured water into a jar, covered it with cardboard, turned it over, and... Imagine, the cardboard didn’t fall and water didn’t spill. That's great. It's a shame you didn't see this.
Presenter: thank you Stepashka, Interesting trick? It’s strange why the cardboard didn’t fall? Do you want to become a magician and try to perform such a trick? What do you think, if we do everything as Stepashka described, what will happen?
(slide 9.)
This question helps the children and I make guesses.
And the use of turning into magicians contributes to the experiment in a playful way.
What guesses can you make?
Leading: The children assume that water will spill, and they also gladly agree to become magicians and try it.
Next, we learn planning; with the help of leading questions, children describe what actions they will perform and plan the course of the experiment.
Leading:(addressing the master class participants) what will you do to perform the trick?
Host: Well, let’s turn into magicians and show a trick. (Master class participants perform an experiment).
(slide 10.)
Leading: During the experiment, the children and I discuss, reason, and I help some with advice. Our assumptions are being tested.
At the end of the experiment, children draw conclusions; if they have difficulty, the teacher draws conclusions or draws joint conclusions.
(slide 11.)
What conclusions can you draw after completing our focus? “Why didn’t the cardboard fall?”, and when they waved under it, the cardboard fell and the water poured out of the glass noisily?
In some cases, children have difficulty making conclusions, and I made the conclusions.
Conclusions: we already know that air is everywhere. The air turns out to be strong, it holds the cardboard covering a whole jar of water.
He presses on the cardboard from below, and when we shooed him away with our hand, the cardboard fell.
(slide 12.)
Such an experiment - a trick - develops curiosity and surprise in children, and surprise is the first step to exploring and understanding the world around them.
(slide 13.)
More often we organize experiments in which children can make their own discoveries and conclusions. “How to make a badge out of water”, “What material should I use to sew an apron for Cinderella so that she doesn’t wet her dress.” Or so...
(slide 14.)
Khryusha appears: “Stepasha, this is the magnet they gave me, it magnetizes everything, objects made of any materials.”
- Stepashka: “Piggy, you’re mistaken, this can’t happen, I don’t believe it.”
“Piggy, Stepashka, there’s no need to argue, maybe you should ask our guests what they think.”
- Stepashka: “Please help us figure out whether the magnet attracts everything. Is he magnetized to everything?”
(slide 15.)
Host: How can we find out which of them is right? What is needed for this?
Presenter: Piggy, look how we will do this. Invites participants to take magnets and conduct an experiment “Magnetized - not magnetized.”
So what can we conclude?
In such experiments, children independently plan activities, find methods of activity, and draw conclusions based on independent actions.
(slide 16.)
Today we learned that when organizing children's experimentation, it is important to adhere to the following conditions:
- the choice of topic and object of research is carried out taking into account the interests and life experiences of children;
- it is necessary to create motivation in children to perform activities
(slide 17.)
- use of problematic situations, trial fields.
- conducting dialogue with children.
- encouraging children to put forward hypotheses.
- to the extent possible, verify all assumptions.
and formulate conclusions.
(slide 18.)
Dear colleagues, we will conduct reflection:
1. Did you understand everything in the content of the master class?
2. Was the information from the master class useful to you?
3. If you have an interest in children's experimentation. And if you want to use it in your work, I ask you to blow bubbles.
(slide 19.)
Leading: We blow bubbles, they fly in the air.
A secret has now been revealed to us,
How to organize an experiment for children.
Thank you for your attention and participation in the master class.

Conducting the “Strong Air” experiment during a master class for teachers in the district.

Explanation of the experiment “Magnetizes - does not magnetize” during a master class for teachers of Moscow Preschool Educational Institution.
Literature:
Poddyakov N.N. Features of mental development of preschool children. - M, 1996.

Dear colleagues

We present to your attention a report-presentation on the topic "Children's experimentation in kindergarten"

The relevance of children's experimentation lies in the fact that modern children live and develop in the era of informatization. In a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself. Nowadays, there is a real problem for modern children - the replacement of real nature with virtual. The child spends more and more time at the computer, VCR, and TV. There is nothing wrong with this, however, everything is good in moderation. Not even the most beautiful video about nature can replace live communication with it. Modern urban children often experience fear of nature; for them it is unfamiliar and alien.

From this we can conclude in the words of Jan Amos Kamensky, who wrote: “We must teach in such a way that people, as far as possible, acquire knowledge not from books, but from heaven and earth, from oaks and beeches, that is, they know and study the things themselves, and not just other people’s observations and testimonies about things.” . This idea takes on special significance today.

Therefore, children's experimentation in a mini-laboratory has enormous developmental potential. Experimentation is the most successful way to introduce children to the world of living and inanimate nature around them.

Many scientists have dealt with this problem.

A child by nature is an explorer of the world

[N. N. Poddyakov].

“People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.” . K.E. Timiryazev

Children's experimentation is of great importance for the intellectual development of children. During the experiment, the child’s memory develops and his thought processes are activated. Children constantly have to establish cause-and-effect relationships, prove and disprove. All this is necessary in educational activities.

Among the possible means of developing the research activity of preschoolers, children's experimentation deserves special attention. Developing as an activity aimed at cognition and transformation of objects of the surrounding reality, children's experimentation helps to broaden their horizons, enrich the experience of independent activity, and self-development of the child.

In the educational process of a preschool institution, educational experimentation is a teaching method that allows a child to model in his mind a picture of the world based on his own observations, experiences, establishing interdependencies, patterns, etc.

Experimental work arouses the child’s interest in exploring nature, develops mental operations (analysis, synthesis, classification, generalization, etc., stimulates the child’s cognitive activity and curiosity, activates the perception of educational material on familiarization with natural phenomena, the basics of mathematical knowledge, etc. .

Teaching children to experiment must begin with a rich developmental environment:

1. assistant devices: magnifying glasses, scales, hourglasses, various vessels
2. natural materials: pebbles, clay, sand, shells, cones. dyes: food and non-food (gouache, watercolors, etc.);
3. medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs
4. other materials: balloons, butter, flour, salt, sugar, pump, hair dryer, scales, straws, fans, soap bubbles.

This will definitely interest children

In my work, a series of experiments with inanimate nature was selected: "Properties of Air" , "Properties of Water" , Properties of sand", "Dry out of the water" , "Submarine" , "Rocket ball" . During the experiments, the children expressed their assumptions about what could happen if you inflate a balloon..., or how to lift a glass from the bottom..., the children entered into arguments with each other, the children had different opinions, and only a demonstration of the experiment confirmed the correctness of one or another assumptions.

The experiment with air was very interesting "Submarine" , we asked the children a question: "Why don't submarines sink?" . The children assumed that they were made so that they could float. Then we invited the children to speculate on the topic: how a ball of plasticine will behave if it is placed in a jar of water. The children came to the conclusion that there is air in submarines, and it keeps it afloat, then we looked at the structure of the submarine and fish, and determined where the air reserves are stored. So in this experiment we were able to stimulate interest and show children the properties of air. During joint experimentation, the children and I set a goal, determined the stages of work, and drew conclusions. During the activity, children were taught to identify a sequence of actions and reflect them in speech when answering questions like: What did we do? What did we get? Why? The assumptions and results of the experiment were compared, and conclusions were drawn based on guiding questions: What were you thinking? What happened? Why.

For those children who were sick or for some reason did not attend kindergarten, parents were asked to carry out the necessary experiments at home.

During the learning process, children's search activity improves. Its dynamics are manifested in the transition from accepting cognitive tasks set by the teacher and solving them with the help of an adult to independently setting and solving them. Gradually, children develop the ability to independently formulate search tasks.

Methodological requirements for conducting elementary experiments:

1. The teacher must simply and clearly formulate the task facing the children (for example, is the grass warm under the snow or not).
2. For the purpose of greater clarity, you should take two objects: one is an experimental one, the other is a control one. (for example, some oat crops should be watered, others not).
3. Mandatory guidance of experience: questions that require the child to form a holistic idea of ​​an object or phenomenon, encouraging him to reason, explain, and compare.
4. Conduct the same experiment twice so that children are convinced of the correctness of the conclusions, and also in order to attract children who did not show interest in it the first time.
5. When conducting the experiment, make sure that everything possible is done so as not to harm living objects.

It is most advisable to organize experimental activities with children of senior preschool age. By this time, preschoolers will have already accumulated a certain amount of information, they will learn to compare facts and natural history information, which will allow them to successfully solve the problem posed in the experiment. However, there is no doubt that children need to be prepared for experimental activities. Preparation is carried out at the stage of primary and secondary preschool age by conducting various research sessions with children.

Thus, familiarizing preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of diverse knowledge about the environment. One of the pressing problems of the modern education system is the development of curiosity, cognitive and creative activity of each individual. According to psychologists and teachers, creative activity is one of the meaningful forms of human mental activity. The creative process is a special form of qualitative transition from the already known to the new, unknown. For preschoolers, this transition is carried out through the organization of various forms of experimental and research activities.

The children showed interest, curiosity, and a desire to experiment; this confirms N.N.’s statement. Poddyakova about what “A child by nature is an explorer of the world” .

Based on the work carried out, we were able to verify that children's experimentation is a special form of search activity in which children can demonstrate their knowledge.

Children's experimentation in pedagogical practice is effective and necessary for the development of research activities and forms of environmental knowledge in preschoolers.

Slide 2

The main goal of preschool children's experimental activities is the development of the child's free creative personality.

Slide 3

Children's experimentation is one of the methods of teaching and developing the natural science concepts of preschoolers. In the course of experimental activities, the preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship, and follow safety rules. The mastery of systematized search-cognitive knowledge of children, the formation of experimental actions forms the foundations of logical thinking, ensures maximum efficiency of the intellectual development of preschoolers and their full readiness for learning at school.

Slide 4

Forms of experimental work for children of senior preschool age.

Slide 5

The structure of children's experimentation

Statement of the problem that needs to be resolved; - goal setting (what needs to be done to solve the problem); - putting forward hypotheses (searching for possible solutions); - testing hypotheses (data collection, implementation in actions); - analysis of the result obtained (confirmed - not confirmed); - formulation of conclusions.

Slide 6

The main equipment in the experimentation corner is:

assistant devices: magnifying glasses, scales, hourglasses, compass, magnets; a variety of vessels made of various materials (plastic, glass, metal, ceramics); natural material: pebbles, clay, sand, shells, cones, feathers, moss, leaves, etc.; recycled material: wire, pieces of leather, fur, fabric, plastic, cork, etc.; technical materials: nuts, paper clips, bolts, nails, etc.;

Slide 7

different types of paper: plain, cardboard, sandpaper, copy paper, etc.; dyes: food and non-food (gouache, watercolors, etc.); medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs, etc.; other materials: mirrors, balloons, butter, flour, salt, sugar, colored and transparent glass, sieve, etc. When setting up an experimentation corner, the following requirements must be taken into account: safety for the life and health of children; adequacy; availability.

Slide 8

Using mnemonic symbols in writing a descriptive story about the properties of water

Slide 9

Slide 10

Slide 11

Slide 12

Water is needed by all Plants, Fishes, Insects, Birds, Animals, Humans

Slide 13

Everything is absorbed firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of my pedagogical work on the topic: “Development of cognitive interest in preschool children in the process of experimental activities.”

Slide 14

By older preschool age, the possibilities of a child’s cognitive activity increase noticeably, which finds expression in the form of search and research activities. Such activity provides productive forms of thinking. In this case, the main factor is the nature of the activity. As psychologists emphasize, what is crucial for a child’s development is not the abundance of knowledge, but the type of its assimilation, determined by the type of activity in which the knowledge was acquired.

Slide 15

In the process of experimentation, children form not only intellectual impressions, but also develop the ability to work in a team and independently, defend their own point of view, prove its correctness, determine the reasons for the failure of experimental activities, and draw basic conclusions.

Slide 17

Description of the presentation by individual slides:

1 slide

Slide description:

MBDOU "General developmental kindergarten No. 17" "Children's experimentation in preschool educational institutions" Prepared by: senior teacher Brazhnikova V.B. Voronezh 2017

2 slide

Slide description:

Relevance The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops children's curiosity, an inquisitive mind and forms on their basis stable cognitive interests through research activities. A Chinese proverb says: “Tell me and I will forget, Show me and I will remember, Give me a try and I will understand.”

3 slide

Slide description:

Children's experimentation is the leading method in the cognitive and research activities of preschool children. Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age it is the leader, and in the first three years it is practically the only way to understand the world. Experimentation has its roots in the manipulation of objects.

4 slide

Slide description:

Exploratory behavior for a preschooler is the main source of gaining ideas about the world. A child learns about the world through experience. Therefore, expanding his experience of interaction with the world around him is one of the educational tasks. The task of adults is to help children carry out these studies.

5 slide

Slide description:

The main advantage of using the experimentation method in kindergarten is that during the experiment: Children receive real ideas about the various aspects of the object being studied and its relationships with other objects and with the environment. The child’s memory is enriched, his thought processes are activated. Speech develops. There is an accumulation of a fund of mental skills. Independence, goal-setting, and the ability to transform any objects and phenomena to achieve a certain result are formed. The child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the overall level of physical activity.

6 slide

Slide description:

Directions of experimental activities: Living nature: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment Inanimate nature: air, soil, water, magnets, sound, light Human: functioning of the body, man-made world, materials and their properties

7 slide

Slide description:

Experimentation corners should provide a variety of research materials that are constantly updated. When setting up an experimentation corner, the following requirements are taken into account: safety for the life and health of children; sufficiency; accessibility of the location;

8 slide

Slide description:

Rules for organizing research work: 1. Teach children to act independently and independently, avoid direct instructions. 2. Do not restrain children's initiative. 3. Don't do for them what they can do (or can learn to do) themselves. 4. Do not rush to make value judgments. 5. Help children learn to manage the process of acquiring knowledge: 6. Trace connections between objects, events and phenomena; 7. Develop skills for independently solving research problems; 8. Analysis and synthesis, classification, synthesis of information.

Slide 9

Slide description:

Stages of development of children's experimentation: - Younger age - preparation for experimentation. With the help of game characters, children are presented with the simplest problem situations: Will a rubber ball sink? How to hide a ring in water from a fox? Why can't you eat snow? How to walk on ice without falling, etc. Children master the actions of transfusion, pouring various materials and substances. Get acquainted with the properties of some materials and inanimate objects.

10 slide

Slide description:

In middle age, children begin to practically master the properties and qualities of various materials, children actively participate in the study and transformation of various problem situations, and become familiar with ways to record the results obtained. Problem situations are used: “How to make a badge out of water?”, “Why do you need a nose?”, “Drowning or not drowning?”, etc. Experiments are carried out to identify the causes of individual phenomena, for example, “Why did this handkerchief dry faster?” (because he was in the sun); “Whose house is stronger: what materials did the wind blow away the house from and why.” We examine the composition of the soil, compare the properties of sand and clay. We learn and expand our understanding of the properties of water and air, their significance, we learn about the types and properties of fabrics about the properties of a magnet and a magnifying glass.

11 slide

Slide description:

In older preschool age, children’s understanding of the world around them deepens, and experiments become more complex in content and methodology. Now the initiative to conduct experiments more often belongs to children. The tasks of predicting results are gradually increasing. For example, “Today we planted oat grains, think about what it will be like in 10 days.” To develop children's independent experimentation skills, the following techniques can be used: - The teacher does the work as directed by the children. When, while teaching a teacher, children pronounce the plan and actions of the entire work, they independently come to the conclusion of the experiment, reflecting it in speech. -Presentation by the child of his activities. Children tell and demonstrate experiments they conducted at home. Which increases self-awareness and self-esteem.

12 slide

Slide description:

Currently, in preschool pedagogy, the child is considered not as an object of science, but as a subject; The child-adult relationship is a subject-subjective relationship, i.e. We, adults, not only study the child, but also learn from him. An adult and a child exchange experience, knowledge, experiences, and this is a very valuable acquisition for both parties. Our relationship with our children is built on the basis of partnership. The adult acts as a participant in the activity, rather than a mentor, and this allows the child to demonstrate his own cognitive research activity.

Slide 13

Slide description:

And in conclusion, I would like to add that the criterion for the effectiveness of children's experimentation is not the quality of the result, but the characteristics of the process, that is, the child’s ability to determine the goal, ways to achieve it, and evaluate the result obtained. Thank you for your attention!