Natalya Yukhnik
Experimental activities in kindergarten
Organization experimental activities in kindergarten
Experimental activities in kindergarten.
The world we live in is complex, multifaceted and changeable. People, who are part of this world, are discovering more and more new objects, phenomena and patterns of the surrounding reality.
At the same time, each person revolves within the framework of the image of the world that he has formed.
The image of the world is a complex holistic system of knowledge about a person, about the world in general, about other people, about oneself, about one’s own activities.
During the preschool period childhood The emergence of the primary image of the world occurs thanks to the child’s cognitive activity, which has its own specifics at each age stage.
Development of cognitive interest in various areas of knowledge and types
activities is one of the components of both the general development of a preschooler and his further success
learning at school. Preschooler's interest in the environment
world, the desire to master everything new is the basis for the formation
this quality. Throughout preschool childhood
along with gaming activities Cognitive education is of great importance in the development of a child’s personality. activity as a process of acquiring knowledge, skills and abilities.
One of the promising methods to help solve this problem is
is children's experimentation. In the 1990s, professor, academician of the Academy of Creative Pedagogy of the Russian Academy of Education N. N. Poddyakov, having analyzed and summarized his rich experience of research work in the preschool education system, came to the conclusion that in children's age leading species activity is experimentation
"Better to see once than hear a hundred times", says popular wisdom. “It’s better to test it once, try it, do it yourself”, say practicing teachers.
The baby is a natural explorer of the world around him.
The world opens up to the child through the experience of his personal feelings, actions, and experiences.
Thanks to this, he gets to know the world he has come to. He studies everything as best he can and with whatever he can - with his eyes, hands, tongue, nose. He rejoices at even the smallest discovery.
primary goal experimentation: development of cognitive activity of preschool children through experimenting with objects and
phenomena of the surrounding reality.
Based on this goal, the following follows: tasks:
Creating conditions for the formation of the child’s basic holistic worldview by means of physical experiment.
Development of observation skills, the ability to compare, analyze, establish cause-and-effect relationships, and the ability to draw conclusions.
Development of attention, visual and auditory sensitivity.
Creating prerequisites for the formation of practical and mental actions.
Experienced experimental activities can be divided into the following directions:
Live 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, the man-made world, materials and their properties.
FEATURES OF THE ORGANIZATION OF A DEVELOPMENTAL SUBJECT-SPATIAL ENVIRONMENT
A rich, educational, subject-spatial environment becomes the basis for organizing an exciting, meaningful life and versatile development for everyone baby:
"Cognition Center" provides solutions to cognitive and research problems children's activities(educational and logic games, speech games, games with letters, sounds and syllables; experiments and experiments
Junior group
There are many opportunities for children's development in the game - experimentation
Games with sand, water, and paints require special equipment. It is better to post materials for such "untidy" games closer to the water source, be sure to lay a plastic mat or oilcloth in this place, and have several sets of protective clothing (robes, sleeves, old dad's shirts). Nearby in a box, container or on the shelves are the necessary
items: containers for pouring water, small rubber toys, fun toys for playing with water and sand (floating toys, water mills, sieves,
ping pong balls, foam sponges, molds, buckets, stamps, funnels, pebbles, small plastic toys for burying in sand.
Middle group
The requirements for the corner are approximately the same as for younger children, but the range of materials is wider, and they are constantly presented
Games with sand, water, clay, paints, light, mirror, foam are organized in a special place for children's experimentation. It is also necessary to show children ways to record the process and result. experiments, bring paper and pen for independent sketches. This will contribute to the development of research skills, planning, and goal setting.
Senior preschool age
When organizing children's experimentation faces a new challenge: show children the different possibilities of tools that help them understand the world, for example, a microscope. If conditions permit kindergarten, preferably for
for older preschoolers, allocate a separate room for experiments using technical means. And in the group leave only a small part of the equipment for experimenting with materials, balls, pendants, water, natural materials.
The existence of air
Target: Prove the existence of air
Materials: bowl of water, empty glass, straw
Experiment 1. Turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held very level. What happens? Does water get into the glass? Why not?
Conclusion: There is air in the glass, it does not let water in.
Experiment 2. Children are asked to put the glass in a jar of water again, but now
It is proposed to hold the glass not straight, but slightly tilting it. What appears in the water?
(Air bubbles visible). Where did they come from? The air leaves the glass and water takes its place.
Conclusion: Air is transparent, invisible.
Experiment 3. Children are asked to place a straw in a glass of water and blow into it. What happens? (It turns out to be a storm in a teacup)
Conclusion: There is air in the water.
How air works.
Target: See how air can support objects.
Material: two identical sheets of paper, a chair.
Invite your child to crumple up one sheet of paper. Then have him stand on a chair and throw both a crumpled and straight piece of paper from the same height. Which leaf landed first?
Conclusion: the crumpled leaf fell to the floor earlier, as the straight leaf falls, smoothly circling. It is supported by air.
Air is lighter than water
Target: prove that air is lighter than water
Material: inflatable toys, basin with water
Children are encouraged to “drown” toys filled with air, including lifebuoys. Why don't they drown?
Conclusion: Air is lighter than water.
Air movement - wind
Pour water into the basin. Take a fan and wave it over the water. Why did the waves appear? The fan moves and it looks like there is wind. The air also begins to move. Wind is the movement of air. Make paper boats and put them in the water. Blow on the boats. The ships sail thanks to the wind. What happens to boats if there is no wind? What if the wind is very strong? A storm begins and the ship may suffer a real wreck. (Children can demonstrate all this
The air is inside us
Target: introduce children to the properties of air
Materials: bubble
1. Place a glass of soap bubbles in front of the child and offer to blow the bubbles.
2. Discuss why they are called soap bubbles, what is inside these bubbles and why they are so light and fly.).
“Does air have weight?”
1. Making homemade scales.
2. Weigh 2 uninflated balloons.
3. Weight is the same.
4. Inflate one of the balloons.
5. Weigh again. What happened? The inflated balloon outweighs empty: Air has weight.
6. Pierce the inflated balloon. What happened?
Water has no smell
Target
Materials: glasses with tap water
Invite children to smell the water and say what it smells like. (or no smell at all). As in the previous case, with the best intentions, they will begin to assure you that the water smells very nice. Let them sniff again and again until they are sure that there is no smell. However, please note that tap water may have an odor as it is treated with special substances to ensure it is safe for your health.
The water is clear
Target: introduce children to another property of water - transparency
Material: glass of water, glass of milk, 2 spoons.
The teacher suggests putting chopsticks or spoons in both cups. In which of the cups are they visible and in which are they not? Why? In front of us are milk and water; in a glass of water we see a stick, but in a glass of milk we do not.
Conclusion: The water is clear, but the milk is not.
Water has no taste
Target: introduce children to the properties of water
Materials: glasses of water, glasses of juice
Invite children to try water through a straw. Question: does she have taste?
Very often children say with conviction that the water is very tasty. Give them a taste of the juice for comparison. If they are not convinced, let them try the water again. Explain that when a person is very thirsty, he drinks water with pleasure, and to express his pleasure, speaks: “What delicious water!”, although in fact he does not taste it.
But sea water tastes salty because it contains many different salts. Her man can't drink.
Water is liquid, can flow and has no shape
Target: Prove that water is liquid, can flow, has no shape
Materials: Empty glass, glass of water, vessels of various shapes
Give the children two glasses - one with water, the other empty, and ask them to carefully pour the water from one to the other. Is water flowing? Why? Because it's liquid. If water were not liquid, it would not be able to flow in rivers and streams, nor would it flow from a tap. Because water is liquid and can flow, it is called a liquid. Now suggest pouring water into vessels of various shapes. What happens to water, what form does it take?
Water coloring
Target: identify properties water: water can be warm or cold, some substances dissolve in water. The more of this substance, the more intense the color; The warmer the water, the faster the substance dissolves.
Material: containers with water (cold and warm, paint, stirring sticks, measuring cups.
An adult and children examine 2-3 objects in the water and find out why they are clearly visible (water is clear). Next, figure out how to color the water. (add paint). An adult offers to color the water yourself (in cups with warm and cold water). In which cup will the paint dissolve faster? (In a glass of warm water). How will the water color if there is more dye? (The water will become more colored)
"Friendship of Colors"
1. Take three jars of gouache (red, yellow, blue)
2. Take three glasses of water.
3. In the first glass, mix red and yellow colors - it turns out orange.
4. In the second glass, mix blue and red - we get purple.
5. In the third glass, mix yellow and blue - we get green. Why?
"Dissolution of substances in water"
1. Take a glass of water and a piece of sugar.
2. Put sugar in a glass.
3. Stir. What happened?
4. What happens if you add even more sugar?
"Plants drink water"
1. Take 2 glasses, pour water into them, put twigs of indoor
plants.
2. Add red dye to the water in one of the glasses.
3. After a while: in this glass the leaves and stem will become
red tint: The plant drinks water.
Ice - hard water
Target: introduce the properties of water
Materials: icicles of various sizes, bowls
Bring the icicles indoors, placing each one in a separate bowl so that the child can observe his or her icicle. If the experiment is carried out in the warm season, make ice cubes by freezing water in the refrigerator. Instead of icicles, you can take snow balls.
Children should monitor the condition of icicles and ice cubes in a warm room.
Draw their attention to how the icicles and ice cubes gradually decrease. What's happening to them? Take one large icicle and several small ones. Watch which one melts faster.
It is important that children pay attention to the fact that pieces of ice that differ in size will melt over different periods of time.
Conclusion: ice, snow are also water.
Where did the water go?
Target: identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface).
Material: two identical measuring containers.
Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill.
The evaporation process is observed for a week, making marks on the walls of the containers and recording the results in an observation diary. Discuss whether the amount of water has changed (the water level has become below the mark where the water disappeared from the open jar (water particles rose from the surface into the air). When the containers are closed, evaporation is weak (water particles cannot evaporate from a closed vessel).
A game: "Where the water hid"
– Look at the pictures and find where the water is hidden.
Conclusion: Water in the environment varies. Solid as ice, in the form of vapor and liquid. It is transparent, tasteless, colorless and odorless.
Magnetic task.
Target: Find out if a magnet really attracts metal objects.
Material: a small sheet of paper, a nail, a magnet.
The kid puts a sheet of paper on the table and a nail next to it. How can you use a magnet to lift a sheet of paper? You need to put a nail under the paper, put a magnet on top and lift it up. The nail will stick to the magnet and lift the paper.
Flying butterfly.
Target: become familiar with magnets and magnetic force.
Material: sheet of colored paper, paper clip, thread, magnet.
With your help, the child cuts out a butterfly from paper. Now he attaches a paperclip to it, and a thread to the paperclip. Let him take a thread in one hand and a magnet in the other. How to make a butterfly fly? The magnet attracts the paperclip and the butterfly rises - "flies".
quick sand
Target
Materials: tray, sand, magnifying glass
Take clean sand and pour it into a large tray. Examine the shape of the grains of sand through a magnifying glass. It can be different, in the desert it has the shape of a diamond. Take the sand in your hands, it is free-flowing. Try pouring it from hand to hand.
Sand can move
Target: introduce children to the properties of sand
Materials: tray, sand
Take a handful of dry sand and release it in a stream so that it hits one place.
Gradually, a cone forms at the site of the fall, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time, then alloys appear in one place or another. The movement of sand is similar to a current.
Properties of scattered sand
Target: introduce children to the properties of sand
Materials: tray, sand
Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Immerse the pencil in the sand without pressing. Place a heavy object on the surface of the sand (eg key). Pay attention to the depth of the mark left by the object in the sand. Now shake the tray. Do the same with a key and a pencil. A pencil will sink approximately twice as deep into scattered sand as into scattered sand. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand. Scattered sand is noticeably denser.
Properties of wet sand
Target: introduce children to the properties of sand
Materials: tray, sand
Suggest pouring wet sand. Wet sand cannot be poured out of the palm of your hand, but it can take any desired shape until it dries. When the sand gets wet, the air between the edges of each grain of sand disappears, the wet edges stick together and hold each other. You can draw on wet sand; when it dries, the drawing remains intact. If you add cement to wet sand, then when it dries, the sand will not lose its shape and will become hard like stone. This is how sand works in building houses. Offer to make buildings out of sand, draw pictures on the sand.
Where is the water?
Target: introduce children to the properties of sand and clay
Materials: tray, sand, clay
Invite children to find out the properties of sand and clay by touching them (loose, dry).
Children pour the same amount of water into cups at the same time. (the oxen pour just enough to completely sink into the sand). Find out what happened in containers with sand and clay (All the water has gone into the sand, but stands on the surface of the clay); Why (clay particles are closer to each other and do not allow water to pass through); where there are more puddles after rain (on asphalt, on clay soil, because they do not let water in; on the ground, in the sandbox there are no puddles); why are the paths in the garden sprinkled with sand? (to absorb water.)
Hourglass
Target: introduce children to the properties of sand
Materials: tray, sand, hourglass
Show the children an hourglass. Let them watch how the sand is poured. Give children the opportunity to experience the length of a minute. Ask the children to put as much sand as possible into their palm, clench their fist and watch the stream of sand run. Children should not unclench their fists until all the sand has spilled out.
Where is the best place to grow?
Target
Materials: trays, sand, clay, soil, seeds, rotted leaves Take a deep tray. Prepare soil: sand, clay,
rotted leaves, then plant the seed of a fast-growing plant there. Pour water and place in a warm place. Take care of the sowing together with your children; after a while, a sprout will appear.
Conclusion: that the soil is fertile, it has a lot of minerals, it is loose.
How water moves in soil
Target: introduce children to the properties of soil
Materials: soil, flower pot, water Pour dry soil into a flower pot or a canning tin with holes in the bottom. Place the pot in a plate of water. Some time will pass and you will notice that the soil has been wetted to the very top. When there is no rain, plants live off the water that rises from the deeper layers of the soil.
A game "The light is different"- Dunno invites children to divide the pictures into two groups: light in nature, artificial light - made by people. What shines brighter - a candle, a flashlight, a table lamp? Demonstrate the action of these objects, compare, arrange pictures depicting these objects in the same sequence. What shines brighter - the sun, the moon, a fire? Compare the pictures and sort them according to the brightness of the light (from brightest).
Sunny bunny
Having chosen the moment when the sun is peeking through the window, use a mirror to catch the ray 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 runaway "bunny". If the child liked the game, change roles: Give him a mirror, show him how to catch the beam, and then stand against the wall. Try "catch" spot of light as emotionally as possible, without forgetting to comment on your actions: “I’ll catch you, I’ll catch you!” What a nimble bunny - he runs fast! Oh, and now it’s on the ceiling, you can’t reach it... Come on, hare, come down to us!” etc. A child’s laughter will be your best reward. the bunny became warm. “Who warmed him up?”.
Who heated the objects?
During a walk, the teacher shows the children a bunny and speaks: “The bunny jumped onto the bench. Oh, how warm it is! Touch the bench, what kind she: warm or not? Who heated it up? Yes sun! Spring came. The sun is very hot and the bench has also warmed up. Now the bunny jumped onto the swing.” The children and the teacher walk around the area and find out that the table, the wall of the building, etc. have become warm.
“Who heated all this?”- asks the teacher. You can sit the bunny on a bench and after a while you will see that the bunny has become warm. “Who warmed him up?”.
Mnemotables
So, we can say that throughout preschool childhood, along with gaming,
Research is of great importance in the development of a child’s personality.
activity, during which the child’s memory is enriched and his thought processes are activated. Carrying out experiments, entertaining experiments from available material, collecting develops observation skills, broadens children’s horizons, deepens knowledge, teaches perseverance and accuracy, gives research skills activities.
It becomes obvious that everything is learned firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active implementation of research activities into the practice of preschool educational institutions. Systematic development classes children's
experimentation in all its types and forms - are a necessary condition for the successful formation of a preschooler’s personality and the development of cognitive interest.
People who have learned to observe and experiment 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 did not go through such a school. K. E. Timiryazev.
EXPERIMENTAL WORK IN KINDERGARTEN
The purpose of experimentation in kindergarten: development of a child’s skills to interact with objects under study in “laboratory” conditions as a means of understanding the surrounding worldTasks:
- development of thought processes;
- development of mental operations;
- mastering methods of cognition;
- development of cause-and-effect relationships and relationships
Motive: cognitive needs, cognitive interest, which are based on the orienting reflex “What is this?”, “What is that?” In older preschool age, cognitive interest has the following direction: “Find out - learn - know”
Facilities: language, speech, search actions.
Forms: elementary search activities, experiments, experiments.
Condition: gradual complication, organization of conditions for independent and educational activities, use of problematic situations.
Result: experience of independent activity, research work, new knowledge and skills that make up a whole range of mental new formations.
At preschool educational institutions, corners of experimental activities should be organized in which should be:
1) a place for a permanent exhibition, which houses a museum, various collections, exhibits, rare objects (shells, stones, crystals, feathers, etc.);
2) a place to store materials (natural, “waste”);
3) place for conducting experiments;
4) place for unstructured materials (sand, water, sawdust, shavings, polystyrene foam, etc.).
Experiments can be individual or group, single or cyclic (a cycle of observations of water, the growth of plants placed in different conditions, etc.).
According to the nature of mental operations, experiments can be different: ascertaining (allowing you to see one state of an object or one phenomenon), comparative (allowing you to see the dynamics of a process) and generalizing (allowing you to trace the general patterns of a process previously studied at individual stages).
The main content of research carried out by children involves the formation of their ideas:
1. About materials (sand, clay, paper, fabric, wood).
2. About natural phenomena (wind, snowfall, sun, water; games with the wind, with snow; snow as one of the aggregate states of water; heat, sound, weight, attraction).
3. About the world of plants (methods of growing plants from seeds, leaves, bulbs; germination of plants - peas, beans. Flower seeds).
4. About methods of researching an object (section “Cooking for Ku-kol”: how to brew tea, how to make a salad, how to cook soup).
5. About the objective world (clothing, shoes, transport, toys, paints, etc.).
In the process of experimentation, children's vocabulary is replenished with words denoting sensory signs, properties of a natural phenomenon or object (color, shape, size: wrinkles - breaks, high - low - far, soft - hard - warm, etc.).
Experimenting with children in different age groups:
Junior preschool age (fourth year of life).
Children of the second younger group We should try, if possible, not to convey knowledge in a ready-made form, but to help the child obtain it on his own by performing a simple experiment. In this case, the child's question turns into a goal formulation. Children at this age are already able to establish the simplest cause-and-effect relationships. The participation of the teacher in any action is mandatory.
Work with children of this age group is aimed at creating the conditions necessary for sensory development in the course of familiarization with the phenomena and objects of the surrounding world.
The teacher solves the following tasks:
- compare objects that are similar in appearance: fur coat - coat, tea - coffee, shoes - sandals (didactic game like “Don’t be mistaken”)
- combine the display of an object with the child’s active action to examine it: palpation, hearing, taste, smell (a didactic game like “Wonderful Bag” can be used);
- teach children to compare facts and conclusions from reasoning (Why is the bus stopping?)
- actively use practical experience, gaming experience (Why doesn’t the sand crumble?)
Middle preschool age (fifth year of life).
Children in the middle group begin to make their first attempts to work independently, but visual control from an adult is necessary to ensure safety and for moral support, since without constant encouragement and expression of approval, the activity of a four-year-old child quickly fades.
In this age group, experiments can be carried out to determine the causes of individual phenomena; children study the properties of water, snow, and sand.
Work with children of this age group is aimed at expanding children’s ideas about the phenomena and objects of the surrounding world. The main tasks solved by teachers in the process of experimentation are:
- active use of children’s experience in play and practical activities (Why do puddles freeze at night and thaw during the day? Why does the ball roll)
- grouping objects according to functional characteristics (Why are shoes, dishes needed? For what purpose are they used?);
- classification of objects and objects according to specific characteristics (teaware, tableware).
Senior preschool age
For children in the older group, more complex chains of cause-and-effect relationships become available. We should try to ask them more often at this age the question “Why?” Very often they ask it themselves, which indicates certain shifts in the development of logical thinking.
In this group, long-term experiments can be introduced, as well as simple monitoring (for example, to determine the level of air pollution on the site and in the premises of a preschool educational institution). Children continue to study the properties of water, snow, sand, soil, clay, learn about the properties of air, and draw conclusions. That there is no such thing as bad weather, that plants and animals need snow in winter, they study the water cycle using the example of indoor plants, and become familiar with the influence of environmental factors on living organisms.
In the preparatory group children are already trying to put forward some hypotheses, they are able to draw conclusions about the hidden properties of objects and phenomena, often they independently draw conclusions without leading questions.
Through experimental activities, they learn about the natural features of certain climatic zones (permafrost in the tundra, tropical rainfall, etc.), continue to study the influence of environmental factors on living organisms, get acquainted with the adaptations of organisms to their environment, and study the influence of human activity on natural communities (oil spills in the sea, soil trampling, etc.)
Work with children is aimed at clarifying the entire range of properties and characteristics of objects, objects, relationships and interdependence of objects and phenomena. The main tasks solved by the teacher in the process of experimentation are:
- active use of research results in practical (everyday, play) activities (How to quickly build a durable house for dolls?);
- classification based on comparison: by length (stockings - socks), shape (scarf-shawl - kerchief), color, ornament (cups: single and multi-colored), material (silk - wool dress), density, texture (game “Who can name more qualities and properties?").
Experiment structure:
In each experiment, a sequence of successive stages can be distinguished.1. Awareness of what you want to know.
2. Formulation of the research problem.
3. Thinking through the experimental methodology.
4. Listening to instructions and criticism.
5. Forecasting results.
6. Getting the job done.
7. Compliance with safety rules.
8. Observation of results.
9. Recording the results.
10. Analysis of the obtained data.
11. Verbal report about what was seen.
12. Formulation of conclusions.
The main task of the preschool educational institution support and develop the child’s interest in research and discovery, and create the necessary conditions for this.
The work on experimental activities should be organized in such a way that children can repeat the experiment shown to adults, they can observe, answer questions using the results of the experiments. In this form, the child masters experimentation as a type of activity and his actions are reproductive in nature. Experimentation does not become an activity of value in itself, as it arises on the initiative of an adult. In order for experimentation to become a leading activity, it must arise on the initiative of the child himself.
The purpose of education and training according to new generation programs is to systematize, deepen, and generalize the child’s personal experience: to master new, complex methods of cognitive activity, to understand the connections and dependencies that are hidden from children and require special conditions and management from the teacher for mastering. A mandatory element of the lifestyle of preschoolers is participation in resolving problem situations, conducting basic experiments, experimenting, and making models.
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.
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.
When organizing experimental activities for preschoolers, it is advisable to use a complex of various forms and methods. Their choice is determined by age capabilities, as well as the nature of educational tasks. It must be remembered that the child must have the opportunity to express his impressions in play, visual activity, and words. Then the impressions are consolidated, and children gradually begin to feel the connection between nature and life, with themselves.
In the process of organizing experimental activities, the following tasks are expected to be solved:
Involving children in thinking, modeling and transformative activities;
Forming the ability to see the diversity of the world in a system of relationships;
Enrichment of visual aids (standards, symbols, conditional substituents);
Expanding prospects for the development of search and cognitive activity, maintaining children's initiative, intelligence, inquisitiveness, criticality, and independence.
One of the conditions for solving problems in experimental activities in kindergarten is the organization of a developmental environment. The object environment surrounds and influences the child from the first minutes of his life. The main requirements for the environment as a developmental tool are to ensure the development of active independent children's activities.
To organize independent children's activities, cards-schemes for conducting experiments can be developed. Together with the children, symbols, permitting and prohibiting signs are developed.
The material for conducting experiments in the experimentation corner changes in accordance with the work plan.
The technology of research activity provides the child with the opportunity to find answers to the questions “how?” and why?". But for this it is necessary not only to provide equipment for research, but also to create a problem situation, the solution of which will lead to the discovery of any patterns, phenomena, properties.
Long-term planning of experiments and experiments for children of the first junior group.
| deadlines | theme of experience | purpose of experience |
| September | "Perivashki" | Show children that liquid water takes the shape of a vessel. |
| "Mink for animals" | To consolidate children's knowledge about the properties of dry and wet sand. | |
| "Light heavy" | Introduce children to the fact that objects can be light and heavy. Learn to determine the weight of objects and group objects by weight (light - heavy). | |
| October | "Find the shell" | Introduce children to the properties of water - transparency, colorlessness, and can change color. |
| "We bake cookies" | Strengthen children's ability to lay out shapes from wet sand. | |
| "Let's catch the air" | Introduce children to the properties of air. Children are invited to “catch” the air in plastic bags and make sure that the air is not visible, but it is there. | |
| november | "Warm - cold" | Identify the properties of water: water can be warm and cold. |
| "What's hidden in the sand?" | Develop gross and fine motor skills, tactile sensations. | |
| "Storm in a Teacup" | Introduce children to the properties of air. Children are asked to blow through a straw into a glass of water and make sure that the water displaces the air. | |
| December | "Ice slide" | Show the children how to make a slide for a doll. The teacher and children make a slide for the doll out of snow, then pour water on it and watch what happens to the slide until the end of the walk. Then they roll the doll down the ice slide. |
| "Cold - warm" | Children compare two stones taken from the street and from a battery (in winter), then they come to the conclusion that stones can be cold and warm. And when they squeeze a stone and a wad of cotton wool in their hands, the stones are hard. | |
| "Magic Paper" | Give children an idea of the properties of paper. Paper can be thin or thick, and it can tear: a napkin is very easy to crumple and tear, unlike thick cardboard. | |
| January | Watching the water | Introduce the properties of water: flows, gurgles, splashes fly, droplets drip. |
| "Paper Lumps" | Introduce children to a new property of paper - rolling. | |
| "Pouring water with a spoon" | Reinforce the concept: empty, full, empty, full, faster; improve thought processes; Be careful when handling water. | |
| February | "Wring out the washcloth" | The game promotes the development of thinking, attention, and fine motor skills. |
| “Different feet stomp along the snowy path” | Teach children to make clear tracks in the snow. | |
| "Colorful Water" | Identify the properties of water Water is transparent, but can change color when colored substances dissolve in it. | |
| March | "Water-Carrier" | The game introduces the properties of matter and the concept of volume, promotes the development of coordination of movement. Place a bowl of water in front of your child. Place a teaspoon, a tablespoon, a ladle, a strainer, and a sponge nearby. Invite your child to scoop water from the basin with different objects and pour it into different jars. |
| "Draw with your finger" | Exercise the ability to control motor rhythm, directing visual perception to the outline of footprints in the sand; achieve a clear mark by pressing firmly with your finger. | |
| "Foam" | Teach children to make foam from shampoo. Warm water is poured into the basin, then shampoo is added. Whisk the water with your hands to create foam. You can bathe a doll in this water. | |
| April | "Water Transformations" | The game introduces the properties of matter. Demonstrate to your child that water placed in the freezer freezes and turns into ice. By adding paint to water, you can get multi-colored ice and make beautiful patterns out of it. |
| "Wonderful bag" | Learn to determine the temperature properties of substances and objects. | |
| "Sail the boat" | Introduce children to the properties of air. Children will see that objects can move with the help of air. And while walking, watching the grass and foliage, they will see that the wind is the movement of air. | |
| May | "Drowning - not drowning" | Give ideas about floating and sinking bodies. |
| "Tearing the paper" | Introduce children to the properties of paper. Children tear colorful paper into small pieces. | |
| "Shadow" | Introduce children to the properties of sunlight. Tell the children how a shadow appears, observe the movement of the shadow. | |
| June | "Ships" | Introduce children to the properties of floating objects. |
| "What Sounds" | Learn to identify an object by the sound it makes. | |
| "Sunny bunnies" | Teach children to play with a sun bunny. On a sunny day, take a mirror out into the area and teach the children how to let in a sunbeam. | |
| August | Fun games with water | To consolidate knowledge of the properties of water: clear, warm, cold; You can wash your clothes, wash your toys, wash your hands, and wash your face in it. |
| “I bake, bake, bake...” | To consolidate children's knowledge about the property of wet sand - to maintain the shape of an object. | |
| "My funny ringing ball" | Introduce children to the properties of air. Children learn that a ball bounces high because it contains a lot of air. |
Long-term planning of experiments and experiments for children of the second younger group.
| deadlines | theme of experience | purpose of experience |
| September | “Let’s find out what kind of water” | Identify the properties of water (transparent, odorless, flowing, substances dissolve in it). |
| "Games with fans and plumes" | Introduce children to one of the properties of air - movement; air movement is wind. | |
| "Let's play with the sun" | Determine which objects heat up better (light or dark), where it happens faster (in the sun or in the shade). | |
| "Properties of sand" | Introduce the properties of sand (consists of grains of sand, loose, small, easily crumbles, allows water to pass through, marks remain on the sand, sticks together, wet is darker than dry). | |
| October | “Let’s collect some water” | Teach children to use a sponge to collect water. |
| "Let's play with the wind" | Detect air movement in nature. | |
| "What is in the box" | Introduce the meaning of light, light sources (sun, flashlight, candle, lamp), show that light does not pass through opaque objects. | |
| “Why is it dirty in autumn?” | Introduce the fact that soil allows water to pass through differently. | |
| november | "Magic tablets" | Use your fingers to determine the shape and structure of the surface. |
| "Light heavy" | Show that objects can be light and heavy, teach how to determine the weight of objects and group objects by weight. | |
| "Find by sound" | Identify and distinguish noise sounds made. | |
| “Clay, its qualities and properties” | To teach to recognize objects made of clay, to determine the quality of clay (softness, plasticity, degree of strength) and properties (crumples, breaks, gets wet). | |
| December | "Hot and cold" | Learn to determine the temperature of substances and objects. |
| "Wonderful bag" | Introduce objects that conduct heat; identify the hardest object by touch. | |
| "Water Coloring" | Find out the properties of water (water is transparent, but can change its color when colored substances dissolve in it). | |
| “Snow, what is it like?” | Introduce the properties of snow during a snowfall (white, fluffy, cold, sticky, melts in warmth). | |
| January | "Games with straws" | To give an idea that people breathe air by inhaling it with their lungs; the air can be felt and seen. |
| "Snow. What is he like? | Introduce the properties of snow in frosty weather (cold, shiny, sparkling, crumbly, difficult to mold) | |
| “How to get water from snow” | Form the simplest ideas about the properties of snow (melts in warmth). | |
| "How to turn water into ice" | Introduce the properties of water (it turns into ice at low temperatures). | |
| February | “Making colored ice floes” | Introduce one of the properties of water. |
| "Frost and Snow" | To consolidate knowledge about the properties of snow depending on air temperature. | |
| "Properties of Ice" | Introduce the properties of ice (ice is solid water, ice melts in heat), learn to establish the simplest patterns. | |
| "The wind blows across the sea" | Introduce children to such a natural phenomenon as wind, teach them to distinguish its strength. | |
| March | "Floats and sinks" | Teach children to identify light and heavy objects (some remain on the surface of the water, others drown) |
| “Paper, its qualities and properties” | Teach to recognize objects made of paper, determine its qualities (color, smoothness, thickness) and properties (crumples, tears, cuts, burns). | |
| "Planting Onions" | Show the need for light and water for the growth and development of plants. | |
| “If it floats, it won’t float” | Develop an understanding of the weight of objects. | |
| April | "Hello, sunny bunny" | Give an idea that a “sunbeam” is a ray of sunlight reflected from a mirror surface. |
| "Birch Twig" | Observe the appearance of leaves on branches placed in water. | |
| “Wood, its qualities and properties” | Learn to recognize objects made of wood, determine its quality (hardness, surface structure; thickness, degree of strength) and properties (cuts, burns, does not break, does not sink in water). | |
| "What's in the package" | Give children the concept that the air is around us, it can be cold, warm, humid. | |
| May | "Hide the button" | To promote the accumulation of ideas about the properties of water (liquid, transparent, colorless). |
| "Pies for Mishka" | Expand knowledge about the properties of sand, develop the ability to handle it, compare, and draw conclusions. | |
| "Comparison of sand, soil and clay" | Introduce the properties of sand, soil and clay. | |
| “Fabric, its qualities and properties” | Learn to recognize things made of fabric, determine its quality (thickness, degree of strength, softness) and properties (wrinkles, cuts, tears, gets wet, burns). | |
| June | "Properties of Sun Rays" | Introduce the properties of sunlight (water evaporates when exposed to sunlight). |
| "Bow made of paper and fabric" | Introduce the properties of paper and fabric | |
| "Properties of Sun Rays" | Introduce the properties of sunlight (heating objects). | |
| "Jolly Boats" | Introduce the various properties of objects (buoyancy of objects). | |
| August | "Ships" | Introduce the properties of paper (gets wet in water). |
| "What's in the package?" | Detection of air in the surrounding space. | |
| "Games with straws" | Introduce the fact that there is air inside a person. | |
| “We make paths and patterns from sand” | Introduce the properties of sand (any pattern can be made from dry sand, but not from wet sand). |
Long-term planning of experiments and experiments for children of the middle group.
| deadlines | theme of experience | purpose of experience |
| September | "With and without water" | Help children identify environmental factors necessary for the growth and development of plants (water, light, heat). |
| "Search for Air" | Detect air, prove with the help of objects that there is air around us. Game materials: Plumes, ribbons, flags, bag, balloons, cocktail tubes, container with water. |
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| "Magic brush" | Get shades of blue on a light background, purple from red and blue paint. Game material: Palettes, red, blue, white paints, 4 contour images of balloons for each child. Progress of the game: An adult, using a “magic brush,” shows children images of four balloons (three different shades of blue, one purple), and asks them to also paint over the contour images of the balloons, offering three colors. Children discuss how to get the right colors, mix paints on palettes, and paint over the balls on their sheet. |
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| "Grains of Sand" | Give the children magnifying glasses and look at what sand is made of. What do individual grains of sand feel like? | |
| October | "What's in the package?" | Identify the properties of air: invisible, odorless, has no shape, compare the properties of water and air (air is lighter than water). Game material: Two plastic bags (one with water, the other with air). Progress of the game: Invite children to examine two bags (with water, air), find out what is in them, explain why they think so. Children weigh them on their hands, feel them, open them, smell them, etc. They discuss how water and air are similar and how they differ. |
| "Magic Mitten" | Find out the ability of a magnet to attract certain objects. Game material: Magnet, small objects made of different materials, a mitten with a magnet sewn inside. Progress of the game: An adult demonstrates a trick: metal objects do not fall out of the mitten when the hand is unclenched. Together with the children he finds out why. Invites children to take objects from other materials (wood, plastic, fur, fabric, paper) - the mitten ceases to be magical. Determine why (there is “something” in the mitten that prevents metal objects from falling). Children examine the mitten, find a magnet, and try to use it. |
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| "Guess" | Understand that objects have weight, which depends on the material and size. Determine the dependence of the weight of an object on its size. | |
| "Wind and Seeds" | Introduce children to the role of wind in plant life. On the site, look at maple and ash lionfish with the children. Why do the seeds have this shape? Offer to place the seeds in your palm and blow on them. What's happening to them? | |
| november | "Mysterious Bubbles" | Detect air in other objects. Game material: A container with water, pieces of foam rubber, a block of wood, lumps of earth, clay. Progress of the game: Children examine solid objects, immerse them in water, and observe the release of air bubbles. Discuss what it is (air); where did it come from (water displaced the air). They consider what has changed in the objects (they got wet, became heavier, etc.). |
| “Where did the water go?” | Identify the process of water evaporation, the dependence of the evaporation rate on conditions (open and closed water surface). Material: two identical measuring containers. Children pour an equal amount of water into containers; together with the teacher they make a level mark; one jar is closed tightly with a lid, the other is left open; Both jars are placed on the windowsill. | |
| “Why does a bunny need another fur coat?” | Identify the dependence of changes in the lives of animals on changes in inanimate nature. Children imagine that the hand is a bunny, and choose a fur coat (mitten) for him for summer and winter. They go out for a walk in these “fur coats” and compare the sensations of both hands. The adult finds out what kind of fur coat the children would like for the winter, what kind of fur coats the animals need in winter (warm, thick, with long fur, fluffy). | |
| To consolidate children's ideas about sense organs and their purpose. Screen with 3 holes (for hands and nose), newspaper, hammer, bell, stones, rattles, whistle, talking doll; garlic, orange zest in Kinder Surprise containers with holes; foam with perfume, lemon, sugar |
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| December | "Interaction of water and snow" | Introduce the two physical states of water (liquid and solid). Identify the properties of water: the higher its temperature, the faster snow melts in it than in air. If you put ice, snow in the water, or take it outside, it will become colder. Compare the properties of snow and water: transparency, fluidity - fragility, hardness; test the ability of snow to turn into a liquid state under the influence of heat. |
| "Magic Rays" | Understand that the illumination of an object depends on the strength of the source and the distance from it. Game material: Candle, table lamp, two flashlights of different power. Progress of the game: An adult, together with the children, shines a flashlight on a picture from afar and invites the children to identify the image. Discusses why it is difficult to see; what to do to see the image better (move the flashlight closer or replace it with a stronger one). Children try both options, discuss the results and draw a conclusion (the illumination depends on the source: the closer and stronger it is, the more light, and vice versa). |
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| "Inhale - exhale" | Expand children's understanding of air, how to detect it depending on its temperature; about the time during which a person can remain without air. | |
| “How does water move in the soil?” | Pour dry soil into a flower pot or tin can with holes in the bottom. Place the pot in a plate of water. Some time will pass and you will notice that the soil has been wetted to the very top. When there is no rain, plants live off the water that rises from the deeper layers of the soil. | |
| January | "Bubbles are lifesavers" | Identifying that air is lighter than water is powerful. Game material: Glasses of mineral water, small pieces of plasticine. How to play: An adult pours mineral water into a glass and immediately throws several pieces of plasticine the size of grains of rice into it. Children observe and discuss: why plasticine falls to the bottom (it is heavier than water, so it sinks); what happens at the bottom; why does plasticine float up and fall again? which is heavier and why (there are air bubbles in the water, they rise to the top and push out pieces of plasticine; then the air bubbles come out of the water, and the heavy plasticine sinks to the bottom again). |
| "Transparency of Ice" | Introduce the properties of ice. Develop curiosity and expand your horizons. Teach children to draw conclusions during experimentation and make logical conclusions. Procedure: Place small items in a transparent container, add water and refrigerate. Consider with your children how frozen objects are visible through the ice. |
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| "Storm" | Prove that wind is the movement of air. Develop cognitive activity in the process of experimentation, expand knowledge about air. Children make sailing boats. Place them in a container of water. Children blow on the sails, the boats sail. Large ships also move thanks to the wind. | |
| "Water Freezing" | To consolidate children's knowledge about the properties of water. Cultivate an educational interest in the natural world. Procedure: Pour water into a bucket and onto a tray. Place in the cold. Where will water freeze faster? Explain why water on a tray freezes faster. |
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| February | “Which is faster?” | Identify the conditions for changes in the aggregative states of a liquid (ice -> water, water -> ice). Game materials: Mittens, pieces of ice, a candle, containers with warm and hot water, a metal stand, plastic bags. Progress of the game: An adult, together with the children, makes figured pieces of ice during a walk, brings them into the group, examines them (they are hard and cold). Finds out if they can be made warm; where you can warm them up (check all the children’s assumptions: radiator, mittens, palms, containers of hot water, candle, etc., placing the pieces of ice in different places for ten minutes). Place ice cubes of equal size in plastic bags. One is taken in the hand, the other is hidden in a mitten. After five minutes, they find out why the piece of ice in the hand disappeared (from the warmth of the hand it turned into water). They find out whether the piece of ice lying in the mitten has changed and why (the piece of ice has hardly melted because there is no heat in the mitten). They determine where the piece of ice will turn into water faster (where there is more heat: a candle, a battery, a hand, etc.). |
| “Plastic, its qualities and properties” | Recognize things made of plastic, determine its qualities (surface structure, thickness, color) and properties (density, flexibility, melting, thermal conductivity). Game materials: Plastic cups, water, alcohol lamp, matches. How to play: An adult offers children glasses filled with water so that they can determine what is in them without looking inside. They find out that this cannot be done, since the plastic is not transparent. An adult suggests determining the surface structure and thickness by touch. Next, place the glass in a bright sunny place to determine the temperature change (heating) after 3-4 minutes. They bend the glass and find out that it bends under the influence of force, and if more force is applied, it breaks. An adult demonstrates melting plastic using an alcohol lamp. |
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| "World of Fabric" | To develop the ability to compare the qualities and properties of fabrics; help to understand that the properties of a material are determined by the way it is used. | |
| "The air is compressed" | ||
| March | "Water is the source of life" | While walking, cut branches from a tree and place them in a vase with water, and one in an empty vase and observe what happens to the branches. |
| “Glass, its qualities and properties” | Recognize objects made of glass; determine its qualities (surface structure, thickness, transparency) and properties (fragility, thermal conductivity). Game material: Glass cups and tubes, colored water. Progress of the game: An adult and children pour colored water into a glass glass and ask why you can see what is in the glass (it is transparent). Then the adult runs his fingers over the surface of the glass, determines its structure and places the glass without water in a sunny place in order to determine the change in the temperature of the glass after a few minutes. |
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| "Hourglass" | Introduce children to a device for measuring time. Show the children an hourglass and tell the story of how this device came into being. Give the opportunity to feel the duration of time using an hourglass. Offer to do something, marking the time on the clock: get dressed, sing a song, etc. | |
| "Dissolving Sugar" | Ask the children what happens to sugar when you put it in water? Compare in which water (hot or cold) sugar dissolves faster. | |
| April | "Water has no taste" | Let the children taste the water. What does it taste like? Then throw sugar into the glass and stir. What does the solution taste like now? Then throw salt into one glass, drop lemon juice into another glass of water. |
| "Metal, its qualities and properties" | Recognize objects made of metal, determine its qualitative characteristics (surface structure, color) and properties (thermal conductivity, metallic luster). Game material: Metal objects, magnets, containers with water. Progress of the game: An adult shows the children several metal objects (paper clips, nuts, screws, weights) and finds out what these objects are made of and how the children learned about it. By palpation, the features of the shape and surface structure are determined; look at different objects and highlight the characteristic metallic luster. Lower the nuts into the water (they sink); put in a sunny place - they heat up (thermal conductivity) and are attracted by a magnet. |
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| “Where is the best place to grow?” | Introduce children to the properties of soil Materials: trays, sand, clay, soil, seeds, rotted leaves Take a deep tray. Prepare the soil: sand, clay, rotted leaves, then plant the seed of a fast-growing plant there. Pour water and place in a warm place. Take care of the sowing together with your children; after a while, a sprout will appear. | |
| "Following the Sun" | Watch with your children the plant standing on the windowsill. Where do the leaves or flowers go? Turn the pot the other way. See what happens to the plant. | |
| May | "Water has no form" | Pour water into containers of different shapes and explain to the children that it takes the shape of the container into which it is poured. Then spill it on the floor. What happens to the water? |
| “Rubber, its qualities and properties” | Recognize things made from rubber, determine its qualities (surface structure, thickness) and properties (density, elasticity, elasticity). Game material: Rubber objects: ribbons, toys, tubes. Progress of the game: Children examine rubber objects, determine the color and surface structure (by touch). An adult suggests stretching the rubber band and making sure that it always returns to its original position, which is due to the elasticity of the material and its elasticity (these properties are used in the manufacture of balls). An adult pays attention to the change in the properties of rubber under the influence of light and heat - fragility and stickiness appear. |
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| “And we sowed sand” | Teach children to sow sand through a sieve. Consider the difference between sifted sand and unsifted sand. | |
| "Labyrinth" | ||
| June | "Sand Cone" | Introduce the property of sand - flowability. To promote the formation of cognitive interest in children, to develop observation and mental activity. Procedure: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, drifts occur; the movement of sand is similar to a current. |
| "The sun dries things out" | ||
| "Street Shadows" | Show children how a shadow is formed, its dependence on the light source and the object, and their relative position. Development of children's cognitive interest in the process of experimentation, establishing cause-and-effect relationships, and the ability to draw conclusions. | |
| "Colorful plants" | Show sap flow in the plant stem. Materials: 2 yogurt jars, water, ink or paste dye, plant (cloves, narcissus, celery sprigs, parsley). | |
| August | "What is steam" | Introduce one of the states of water - steam. |
| "Why do flowers wither" | Help children establish the dependence of plant growth on temperature and incoming moisture. Develop logical thinking by modeling problem situations and solving them | |
| "Sandstorm" | Pour dry sand into a plastic bottle and screw on the lid. Use an awl to make a hole in the lid and insert a tube into it. Blow into the tube and observe what happens in the bottle. | |
| “How can butterflies hide?” | Find features of the appearance of some insects that allow them to adapt to life in the environment. Children look at the images, find out who is the odd one out in the illustrations (bird) and why. They determine how all butterflies are similar and how they differ (similar in structure - body, antennae, wings; different in size and color). They find out what helps butterflies hide from birds (the multi-colored color helps them “turn into flowers”). |
Long-term planning of experiences and experiments for older children.
| deadlines | theme of experience | purpose of experience |
| September | "Plant water requirements" | To form children's ideas about the importance of water for the life and growth of plants. Teach children to draw conclusions during experimentation and make logical conclusions. Procedure: Choose one flower from the bouquet, you need to leave it without water. After some time, compare a flower left without water and flowers in a vase with water: how are they different? Why did this happen? |
| "How to Get Drunk" | Fill the glass halfway with water. How to drink from a glass without picking it up? If you put objects that do not dissolve in water and sink into a glass, the water will rise. When it rises to the very brim, then it will be possible to get drunk. | |
| "Copy paper" | Introduce children to this type of paper. Learn how to make copies of drawings. | |
| “Attracted - not attracted” | Identify materials that interact with a magnet, identify materials that are not attracted to a magnet. Material: plastic container with small objects (paper, fabric, plastic, rubber, copper, aluminum), magnet. |
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| October | “Why do birds swim in water? » | Look at the feathers of different birds. How are they different and what are the similarities? Dip the feathers into the water. Why do they float? Place a thin sheet of paper on the water and observe what happens to it. Then grease the sheet with fat and also lower it into the water. Birds swim because their feathers are lubricated with oil. |
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"Evaporation" |
Introduce children to the transformation of water from liquid to gaseous state and back to liquid. Materials: vessel with water, lid for the vessel. Process. Boil water, cover the vessel with a lid and show how the condensed steam turns back into drops and falls down. Bottom line. When water is heated, it changes from a liquid state to a gaseous state, and when it cools, it changes from a gaseous state back to a liquid state. |
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| "Magic Ball" | Determine the cause of static electricity. Material: balloons, fabric. |
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| “How many ears?” | Determine the significance of the location of the ears on both sides of a person’s head, introduce the structure of the ear, its role for orientation in space. Material: pictures with a contour drawing of a human head, in which there are errors in the image of the ears (one, three ears, animal ears, etc.), a diagram of the structure of the human ear. |
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| november | "What is steam" | Hold a cold object over boiling water and observe what happens on its surface. Steam is a new state of water. When cooled, steam turns into water. |
| “Our helpers are our eyes” | Introduce the structure of the eye. See how the pupil changes size depending on the light. Material: mirror, pictograms: eyebrows, eyelashes, eyelid, eyeball, eye model. |
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| "World of Paper" | Find out different types of paper (napkin, writing, wrapping, drawing), compare their quality characteristics and properties. Understand that the properties of a material determine the way it is used. Materials: different types of paper, scissors, container with water. |
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| "Air takes up space" | Pour half a bowl of water. Throw a cork into the water. Cover the floating stopper with a glass. Immerse the glass in water. The area of the water surface on which the cork floats sinks along with the glass. The air in the glass prevents the water from filling the glass, and therefore the water covered with the glass, together with the floating stopper, sinks below the water level in the bowl. | |
| December | "Melting Snow and Ice" | Reinforce knowledge about the different states of water. To promote the formation of cognitive interest in children, to develop observation and mental activity. Move: Add snow and ice to the group - which will melt faster? Place loose snow in one bucket, compacted snow in the second, and ice in the third. Conclusion: loose snow will melt first, then compacted snow, ice will melt last. |
| "Air is invisible" | Introduce the properties of air - it has no specific shape, spreads in all directions, and has no odor of its own. Develop children's cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions. Procedure: the teacher suggests taking (sequentially) scented napkins, orange peels, garlic and feeling the odors spreading in the room. Conclusion: Air is invisible, but it can transmit odors over a distance. |
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“What does the plant secrete?” |
Establishes that the plant produces oxygen. Understand the need for respiration for plants. Materials. A large glass container with an airtight lid, a cutting of a plant in water or a small pot with a plant, a splinter, matches. Process. The adult invites the children to find out why it is so pleasant to breathe in the forest. Children assume that plants produce oxygen for human respiration. The assumption is proven by experience: a pot with a plant (or cutting) is placed inside a tall transparent container with an airtight lid. Place in a warm, bright place (if the plant provides oxygen, there should be more of it in the jar). After 1-2 days, the adult asks the children how to find out whether oxygen has accumulated in the jar (oxygen is burning). Observe the bright flash of flame from a splinter brought into the container immediately after removing the lid. Results. Plants release oxygen. |
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| "World of Fabric" | Learn to recognize different types of fabrics, compare their qualities and properties; understand that the properties of a material determine its use. Material: pieces of fabric (corduroy, velvet, linen, wool, nylon), scissors, container with water, activity algorithm |
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| January | "The protective properties of snow" | Introduce the properties of snow. To develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions. Procedure: Place jars with the same amount of water on the surface of the snowdrift, bury them shallowly in the snow. Bury deep in the snow. Observe the condition of the water in the jars. Conclusion: The deeper the jar is in the snow, the warmer the water will be. The roots are warm under the snow and soil. The more snow, the warmer the plant. |
| “Where is it better for a plant to live” | Two plant bulbs, identical in shape, are placed in different environments: one in water, the other in soil. They observe their growth and draw a conclusion where the plant grows faster. | |
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"Aggregative states of water" |
Prove that the state of water depends on air temperature and is in three states: liquid - water; hard – snow, ice; gaseous - steam. Procedure: 1) If it’s warm outside, then the water is in a liquid state. If the temperature outside is sub-zero, then the water turns from liquid to solid (ice in puddles, instead of rain it snows). 2) If you pour water on a saucer, then after a few days the water will evaporate, it will turn into a gaseous state. |
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"The air is compressed" |
Continue to introduce children to the properties of air. Materials. Plastic bottle, uninflated balloon, refrigerator, bowl of hot water. Process. Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools. Bottom line. When heated, air expands, and when cooled, it contracts. |
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| February |
“Dependence of snow melting on temperature” |
Bring children to understand the dependence of the state of snow (ice) on air temperature. The higher the temperature, the faster the snow will melt. Procedure: 1) On a frosty day, invite the children to make snowballs. Why don't snowballs work? The snow is powdery and dry. What can be done? Bring the snow into the group, after a few minutes we try to make a snowball. The snow has become plastic. The snowballs were blinding. Why did the snow become sticky? 2) Place saucers with snow in a group on the window and under the radiator. Where will the snow melt faster? Why? Conclusion: The condition of the snow depends on the air temperature. The higher the temperature, the faster the snow melts and changes its properties. |
| "Heat in plant life" | It is better to conduct the experiment in winter. They bring branches of plants from a walk and place them in the water near the radiator, between the panes of the window. They observe what happens to the branches on the street, near the radiator and between the windows. They conclude: where it is warm, leaves appear. | |
| "Miracle - comb" | Introduce the manifestation of static electricity and the possibility of removing it from an object. Material: plastic comb, balloon, mirror, fabric. |
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| "Air has weight" | Place the inflated and uninflated balloons on the scales: the bowl with the inflated balloon will outweigh. | |
| March | "Water Filtration" | Get acquainted with the process of water purification in the simplest way. Material: funnel, cloth, containers. |
| "Melting Sugar" | ||
| "Sunlight in the Life of a Plant" | For the experiment, take 2 identical plants. One of them is covered with a cap that does not allow light to pass through. After 2 weeks, remove the cap and see what happened to the plant. | |
| "Air expands when heated" | Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools. | |
| April |
"Living Water" |
Introduce children to the life-giving properties of water. Materials. Freshly cut branches of quickly blossoming trees, a vessel with water, the label “Water of Living”. Process. Take a vessel and label it “Water of Living.” Look at the branches with your children. After this, place the branches in the water and remove the vessel in a visible place. Time will pass and they will come to life. If these are poplar branches, they will take root. |
| "Plant Breath" | Reveals the plant’s need for air and breathing. Understand how the respiration process occurs in plants. Materials. Houseplant, cocktail straws, Vaseline, magnifying glass. Process. An adult asks if plants breathe, how to prove that they do. Children determine, based on knowledge about the breathing process in humans, that when breathing, air should flow into and out of the plant. Inhale and exhale through the tube. Then the hole in the tube is covered with Vaseline. Children try to breathe through a straw and conclude that Vaseline does not allow air to pass through. It is hypothesized that plants have very small holes in their leaves through which they breathe. To check this, smear one or both sides of the leaf with Vaseline and observe the leaves every day for a week. Results. The leaves “breathe” on their underside, because those leaves that were smeared with Vaseline on the underside died. |
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“What then?” |
Systematize knowledge about the development cycles of all plants. Materials. Seeds of herbs, vegetables, flowers, plant care items. Process. An adult offers a riddle letter with seeds and finds out what the seeds turn into. Plants are grown during the summer, recording all changes as they develop. After harvesting the fruits, they compare their sketches and draw up a general diagram for all plants using symbols, reflecting the main stages of plant development. Results. Seed – sprout – adult plant – flower – fruit. |
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"In the Light and in the Dark" |
Determine the environmental factors necessary for the growth and development of plants. Materials. Onion, a box made of durable cardboard, two containers with soil. Process. An adult suggests finding out by growing onions whether light is needed for plant life. Cover part of the onion with a cap made of thick dark cardboard. Draw the result of the experiment after 7 - 10 days (the onion under the hood has become light). Remove the cap. Results. After 7–10 days, draw the result again (the onion turns green in the light, which means nutrition has formed in it). |
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| May | "Making a cloud" | Pour hot water into a three-liter jar (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar will begin to cool as it rises. The water vapor it contains will condense to form a cloud. |
| “How do plants disperse?” | These observations are best made on an excursion. Children look at a dandelion and determine why its seeds need parachutes. Then they examine the plantain seed. Why did the Indians call the plantain “the white man’s footprint”? Examine burdock thorns with children. Why do the plants need them? It is advisable to find a place in the park where a small tree has appeared, but a person did not plant it. How could it have appeared here? | |
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"Rostock" |
Consolidate and generalize knowledge about water and air, understand their significance for all living things. Materials. Tray of any shape, sand, clay, rotted leaves. Process. Prepare the soil from sand, clay and rotted leaves; fill the tray. Then plant the seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place. |
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"Labyrinth" |
Target. Determine how the plant seeks light. Materials. A cardboard box with a lid and partitions inside in the form of a labyrinth: in one corner there is a potato tuber, in the opposite there is a hole. Process. Place the tuber in the box, close it, place it in a warm, but not hot place, with the hole facing the light source. Open the box after potato sprouts emerge from the hole. They examine, noting their directions, color (the sprouts are pale, white, curved in search of light in one direction). Leaving the box open, they continue to observe the change in color and direction of the sprouts for a week (the sprouts are now stretching in different directions, they have turned green). Results. A lot of light - the plant is good, it is green; little light - the plant is bad. |
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| June | "How water gets to the leaves" | Show experimentally how water moves through a plant. Procedure: Cut chamomile is placed in water tinted with ink or paint. After a few days, they cut the stem and see that it has become colored. Split the stem lengthwise and check to what height the colored water rose during the experiment. The longer the plant sits in the dye, the higher the colored water will rise. |
| "Transfer of the Sun Bunny" | Show with an example how light and the image of an object can be reflected multiple times. To develop the cognitive activity of children in the process of conducting experiments. Material: mirrors. Procedure: On a sunny day, children look at the “sunny bunny”. How does it work? (Light reflected from the mirror). What happens if you put another mirror in the place on the wall where the sunbeam hit? (It will be reflected again). |
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“What does a plant need to nourish itself?” |
Determine how the plant seeks light. Materials. Indoor plants with hard leaves (ficus, sansevieria), adhesive plaster. Process. An adult offers the children a riddle letter: what will happen if light does not fall on part of the sheet (part of the sheet will be lighter). Children's assumptions are tested by experience; part of the leaf is sealed with a plaster, the plant is placed near a light source for a week. After a week, the patch is removed. Results. Without light, plant nutrition cannot be produced. |
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| August | "Lotus Flowers" | Cut out flowers with long petals from colored paper. Using a pencil, curl the petals towards the center. Now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, flower petals will begin to bloom. This happens because the paper gets wet, gradually becomes heavier and the petals open. |
| "The sun dries things out" | Observe the sun's ability to heat objects. Develop curiosity and expand your horizons. Teach children to draw conclusions. Procedure: Hang the washed doll's clothes in a sunny area and watch how they dry during the walk. Touch the bricks from which the kindergarten building is built on the sunny side and the shady side. |
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| "Rainbow" | Introduce the rainbow as a natural phenomenon. Cultivate an educational interest in the natural world. Material: basin with water, mirror. Hod: Have you ever seen a rainbow after the rain? Do you want to see a rainbow right now? The teacher places a mirror in the water at a slight angle. It catches the sun's rays with a mirror and directs them to the wall. Turns the mirror until a rainbow appears on the wall. Water acts as a prism, decomposing the white color into its components. What does the word "rainbow" look like? What is she like? Show the arc with your hands. From the ground, a rainbow resembles an arc, but from an airplane it appears to be a circle. |
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| “Soil condition depending on temperature” | Identify the dependence of soil conditions on weather conditions. To promote the formation of cognitive interest in children, to develop observation and mental activity. Procedure: On a sunny day, invite the children to look at the earth, touch it with their hands: warm (it was heated by the sun), dry (crumbles in their hands), light brown. The teacher waters the soil from a watering can and offers to touch it again and examine it (the soil has darkened, become wet, sticky, sticks together into lumps, the cold water has made the soil colder). Conclusion: changes in weather conditions lead to changes in soil condition. |
Long-term planning of experiments and experiments for children in the preparatory group for school.
| deadlines | theme of experience | purpose of experience |
| September | "Invisible" | Reinforce children's knowledge that many substances dissolve in water. |
| "Where the Air Lives" | 1. Take a deep breath and exhale into your hand. 2. Place small pieces of paper on the edge of the table and wave the sheet of paper over them. 3. Inflate the balloon, pinch the end and lower it into the water, releasing what you held with your hand. 4. Lower the empty, inverted glass upside down into the water (the bottom of the glass should be parallel to the bottom of the container), then tilt the glass. |
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| "Flames pollute the air" | Light a candle. The flame is burning. Can it pollute the air? Hold a glass or porcelain cup over the candle flame (at a distance of 1-2 cm), in a word, an object made of material that will not melt, catch fire, or heat up quickly. After some time, you will see that this object has turned black from below - covered with a layer of soot. | |
| “We smell, we taste, we touch, we listen” | To consolidate children's ideas about the sense organs, their purpose (ears - to hear, recognize various sounds; nose - to determine the smell; fingers - to determine the shape, structure of the surface; tongue - to determine the taste). Materials: a screen with three round slits (for hands and nose), newspaper, bell, hammer, two stones, rattle, whistle, talking doll, Kinder surprise cases with holes; in cases: garlic, orange slice; foam rubber with perfume, lemon, sugar. |
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| October | "Drip-drip-drip" | Simulate receiving rain. Procedure: put snow in a plate and hold it over a boiling kettle. The steam from the kettle will turn into droplets of water when it comes into contact with a cold plate. |
| "Why does the candle burn" | Introduce children to the structure of a candle and the property of paraffin - melting. Procedure: review the structure of the candle with your children, try the paraffin by touch. Show the children the wax. How are they similar to paraffin and how are they different? Consider a burning candle. Why is it burning? If melted paraffin is dropped into water, what will happen to it? And if you put paraffin in hot water, what happens to it? |
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| Game "Guess what it is?" | The teacher shows the children how they can create different shapes using their hands. Children guess what the teacher is depicting and repeat his figures, then come up with their own. The teacher shows objects, and the children recognize what they are by the shadow. | |
| "Light Everywhere" | Show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle). Materials: illustrations of events occurring at different times of the day; pictures with images of light sources; several objects that do not provide light; flashlight, candle, table lamp, chest with a slot. |
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| november | "Floating Egg" | Pour water into two identical containers. Add a few tablespoons of salt to one of them and stir well. Place the egg in a container with plain water; it will sink to the bottom. Take out the egg and place it in a container of salted water; it will float. Salt increases the density of water, and objects immersed in salt water are pushed out. Therefore, it is easy to swim in sea water. |
| "Air has weight" | Give an idea of the weight of air. Material: four balloons, two sticks with the middle marked. Two uninflated balloons are attached to the ends of one stick and equilibrium is established. One uninflated balloon is attached to the other stick, and an inflated one is attached to the other side of the stick. Conclusion: the side with the inflated balloon is more inclined, which means the air has weight. |
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| "Disappearing Water" | Demonstrate how some of the water evaporates from an open glass under the influence of heat. Procedure: fill two glasses with water, measure the water levels, place the glasses near the radiator. Cover one glass with a saucer. |
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| "Dancing Foil" | Cut aluminum foil (the shiny wrapper from chocolate or candy) into very narrow, long strips. Run the comb through your hair and then bring it close to the sections. The stripes will begin to “dance”. This attracts positive and negative electrical charges to each other. |
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| December | "Drawing with colored water on snow" | Prepare sprinklers from plastic bottles for each child, pour gouache-colored water into them and show the children that they can draw on the snow with such water. |
| “Is it possible to compress air?” | Give an idea of air compression. Take a syringe and draw air into it. Close the hole with your finger and press firmly on the piston. Then, without opening the hole, release the piston. Conclusion: when you release the piston, it returns to its original position, because we compressed the air by pressing the piston. The force of compressed air is in tires, in an open parachute, in an inflated balloon. |
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| "Prisoner of the Ice" | Show children why roads are sprinkled with salt in winter. Procedure: fill an ice container with water, put a match in one compartment, and freeze the water. The match will be frozen into the ice. Sprinkle salt on the match after 30 seconds. You can get a match. Conclusion: clean water freezes at an air temperature of 0 degrees, and salt water freezes at 20 degrees. |
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| "Seated round dance" | Demonstrate the force of gravity in balance. Procedure: 10 children stand in a circle one after another. On command, the children simultaneously bend their knees and each sits on the knees of the person standing behind. A stable structure is created in which no one falls. |
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| January | "Freezing of liquids" | Introduce various liquids. Identify differences in the freezing processes of various liquids. Material: containers with the same amount of regular and salt water, milk, juice, vegetable oil, activity algorithm. |
| "Rocket Balloon" | Introduce the power of compressed air. Pass the thread through the cocktail tube, tie the ends of the thread across the room at an angle. Inflate the balloon and attach it to the tube using tape. Release the ball hole. Conclusion: the ball will quickly begin to move along the thread due to the escaping stream of compressed air inside the ball. She created a reaction force that pushed the ball. |
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| "Underwater Magnetism" | Demonstrate how magnetic force works through glass and water. Procedure: throw a paper clip into a glass container with water. Use a magnet to remove the paperclip from the water. |
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| "Melting Sugar" | Hold a spoon with sugar over the candle. What's happening? Pour hot sugar into a container. What's happening to him? To taste. Where is this property of sugar used? (In the food industry.) Burnt sugar is used as a medicine for coughing attacks. | |
| February | "Water moves stones" | Find out how frozen water moves stones. Material: cocktail straws, plasticine. Place the straw in the water. Fill a straw with water. Cover the top hole of the straw with your tongue to prevent water from spilling out of it, remove it from the water and cover the hole at the bottom with plasticine. After removing the straw from your mouth, cover the second hole with plasticine. Place the straw in the freezer for 3 hours. When you take the straw out of the freezer, you will see that one of the plasticine plugs has popped out and ice is visible from the straw. Unlike many other substances, water expands when it freezes. When water gets into cracks in stones, when it freezes, it moves the stone out of place and even breaks it. Expanding water first destroys the least durable stones. This can cause potholes to form on the roads. |
| "We burn the air" | Demonstrate to children how a candle, when burning, uses up part of the air - oxygen; water under pressure takes the place of burned oxygen. Material: candle placed using plasticine in a deep plate with colored water, glass jar. Procedure: light a candle and cover the candle with a jar. After some time, the candle will go out, and the water from the plate will enter the jar. |
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| “Is it possible to insulate a magnet?” | Demonstrate that magnetic force is able to penetrate thin layers of some materials. Procedure: Wrap the magnet in paper (cloth, a thick layer of paper and cloth) and check if it attracts steel objects. |
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| "Frost" | We take very hot water out into the cold and hold a branch over it. It's covered in snow, but it's not snowing. The branch is more and more covered in snow. What is this? This is frost. | |
| March | "Salt Crystals" | Demonstrate how salt crystals form. Procedure: pour hot water into two glasses and dissolve a large amount of fine salt in them. Connect both glasses with a thread so that most of it hangs between them. Place a saucer under the thread. After a few days, salt crystals form on the thread and on the saucer. |
| “Why do plants need air?” | Grow green onions. Then cover it with a large jar, and seal the bottom hermetically with plasticine. Observe the plant and draw a conclusion. | |
| "Making a cloud" | Visually demonstrate the water cycle in nature. Pour hot water into a three-liter jar (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar will begin to cool as it rises. The water vapor it contains will condense to form a cloud. This experiment simulates the process of cloud formation as warm air cools. Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain. |
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| “Like a cat cleans its skin with its tongue” | Rub the lead on your finger until a pencil mark appears on it. Rub the stained finger with a nail file using light pressure. Inspect the file and finger. Rub the file on a cotton swab. Inspect the file and swab. The rough surface of the file removes pencil marks from the finger and cotton fibers from the tampon. This experiment shows how an object with a rough surface can be used to clean another object. The cat licks its fur and thus cleans it. A cat's tongue is rough, like sandpaper, as it has hard tubercles, especially noticeable in the middle. These tubercles play the same role as the notches on the file. When a cat licks its coat, these bumps remove dust, dirt and loose hairs. | |
| April | "Water Filtration" | Introduce the process of water purification in different ways. Procedure: Place a bandage folded several times into a funnel and pass muddy water through it. Instead of a bandage, you can use cotton wool. Tell the children that in nature sand plays the role of a filter. Materials: blotting paper, funnel, cloth, river sand, starch, containers. |
| "Let's light up the whole globe" | Show children how the sun illuminates our planet. Progress: direct a beam of light at the globe. Conclusion: The Sun illuminates only the side of the Earth that faces its rays. At this time, the other side of the Earth is in shadow. |
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| "Flexible water" | Equipment: water tap, balloon, wool. Now we will see how magic will control water. To do this, open the tap so that the water flows in a thin stream. Offer to say magic words, calling the stream of water to move. Nothing will change; then we will have to use the help of a magic ball and wool. To do this, inflate the balloon and rub it on the wool. Now let's say the ball to the stream of water. What will happen? The stream of water will deflect towards the ball. Note: for the movement of the stream to be visible, it must be small; if the stream of water touches the ball, it will lose its charge. | |
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"The air is compressed" |
Continue to introduce children to the properties of air. Materials. Plastic bottle, uninflated balloon, refrigerator, bowl of hot water. Process. Place the open plastic bottle in the refrigerator. When it is cool enough, place an uninflated balloon on its neck. Then place the bottle in a bowl of hot water. Watch the balloon begin to inflate on its own. This happens because air expands when heated. Now put the bottle in the refrigerator again. The ball will deflate as the air compresses as it cools. Bottom line. When heated, air expands, and when cooled, it contracts. |
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| May | "Sudden deformation" | Demonstrate how ice inside a bottle causes the air to sharply cool and reduce its volume. The surrounding air presses on the walls of the bottle and crushes it. Procedure: crush pieces of ice with a hammer, throw the ice into the bottle and close it, shake and place vertically. The bottle will begin to deform. |
| "Ink from Milk" | Introduce children to the properties of organic compounds. Dip a cotton swab in milk, type the word, let it dry, and then hold the letter over the table lamp until the words appear. You can iron the sheet with a hot iron. | |
| "What is steam" | Hold a cold object over boiling water and observe what happens on its surface. Steam is a new state of water. When cooled, steam turns into water. | |
| "Jolly Boats" (buoyancy of objects) | Learn to note various properties of objects. To develop the cognitive activity of children in the process of conducting experiments. Procedure: The teacher, together with the children, lowers objects made from different materials (wooden blocks, sticks, metal plates, paper boats) into the water. Observe which objects sink and which remain afloat. Conclusion: not all objects float, it all depends on the material from which they are made. |
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| June | "Floating Grapes" | Show how vinegar and soda when combined release carbon dioxide in the form of bubbles. Gas bubbles adhering to the grapes lift them up, then dissipate in the air, and the grapes, once again becoming heavy, fall down. Procedure: pour water into a jar, add 2 teaspoons of soda and vinegar, stir, lower the grapes. |
| "Catch the Heat" | Prove that in hot weather in summer you should wear light-colored clothes. Procedure: Fill two jars with cold water and cover one with a black cloth. Place the jars in the sun for 30 minutes. Measure the temperature. The temperature of the water in a covered jar will be higher. |
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| "Draws the sun" | You will need: flat small objects (you can cut out figures from foam rubber), a sheet of black paper. Procedure for the experiment: Place black paper in a place where the sun shines brightly. Place stencils, figures, and children’s molds loosely on sheets. Result: When the sun sets, you can remove objects and see the prints of the sun. Shall we talk? When exposed to sunlight, the black color fades. Why did the paper remain dark where the figures were? | |
| "Crystallization of Sugar" | Demonstrate how a supersaturated solution cools, part of the soluble substance is released from the solvent (water) in the form of crystals. Procedure: dissolve a large amount of sugar in hot water, pour the solution into a transparent container. Tie one end of the thread to the middle of the pencil, the other to a paper clip. Place the pencil on the glass so that the thread is immersed in the solution and is taut. Leave the glass overnight. Sugar crystals collected on the thread. |
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| August | "Disappearing Water" | Demonstrate how some of the water evaporates from an open glass when exposed to the sun. Procedure: fill two glasses with water, measure the water levels, place the glasses in the sun. Cover one glass with a saucer. |
| “Raw or cool?” | Demonstrate that in a raw egg, the white and yolk continue to move even when the shell has stopped moving. Procedure: roll both eggs on a plate. A hard-boiled egg will stop, but a raw egg will resume rotating. |
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| "Connection and Separation" | Consider filtration and crystallization. Procedure: pour equal amounts of salt and flour into a glass and stir. Pour water into a glass and stir again. Make a filter out of a paper napkin and insert it into the funnel. Pour the newly mixed mixture from the glass into a container through a filter. Dry the filter, put the filtered water in a warm place and wait for the water to evaporate. There will be flour on the filter, and a thin layer of salt crystals will remain in the container. |
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| "The Power of Bubbles" | Demonstrate that yeast produces carbon dioxide and bubbles of this gas inflate the balloon. Pour three teaspoons of dry yeast and two tablespoons of sugar into the bottle. Slowly pour in warm water, put a balloon on the neck of the bottle and wait half an hour. The liquid will begin to foam and the balloon will inflate. |
Experiment - in the strict sense - research work with a completely uncertain and unknown result in advance. In the education system, the concept of experiment includes “search”, “search work”, “experience”, “experimental work”, “research work”, etc., there are no clear differences between them, they all imply experimental activity itself.
Experiment - reproduction of a method developed by someone (technology, system of measures, etc.) in new conditions by another teacher or manager. Experiment - research work in an educational institution on a particular problem. Experiment - strictly directed and controlled pedagogical activities to create and test new technologies for teaching, upbringing, child development, school management (new content of education or training). Let us adhere to the definition of the concept experiment by M.M. Potashnik.
Experimental site - implies a special form of organizing search activity without a strictly developed project (there is only its idea, general contours), when a fundamentally new practice of education matures in the course of the activity itself. The result of the activity of the “experimental site” may be the creation of a new educational practice that is not in demand at the present time, but it shows how an educational institution can develop in the future. The experimental work of an educational institution is a complex multifunctional method designed to solve a variety of problems.
Analysis of the literature allows us to formulate the following definition. Experimental work is the activity of a team of an educational institution to conduct (test) pedagogical research, in which there is an active influence on pedagogical phenomena by creating new (or already known), controlled and manageable conditions that correspond to the social order of parents.
The work of preschool educational institutions in an experimental mode determines the systematic improvement of the content and methods of education and training of preschoolers, advanced training of teachers, as well as the organization of psychological and pedagogical education of parents.
It cannot be said that during the functioning of the experimental site on the basis of preschool educational institutions of any level (federal, regional, city), the team has a certain freedom of action in the field of creative endeavors. After all, teachers, as a rule, want to create not only within the framework of a specific study. Prigozhiy A.I., Nain A.Ya. exploring innovations and pedagogical innovations, they note that innovative processes in educational institutions are often fragmented, poorly managed, poorly thought out and unprepared. Preschool educational institutions. undertake the development of various innovations, limited, and in no way related to the life of a particular institution. The result is an action plan, or a complex “work” created by the leader and incomprehensible, alien to the team, and, as a result, rejected by them. Changes in the field of education in the content of education entail a long string of pedagogical innovations:
- in the field of understanding the new purpose of the education system (human development, his creativity, professional and personal self-determination)
- in the system of external relations, characterized by a developed dialogue between the preschool institution and various educational institutions, scientific and cultural institutions, and foreign partners.
Such innovative attitudes require innovative approaches in the field of pedagogy and psychology, aimed at designing new models of pedagogical systems and teacher self-development. The ability to change, according to E.V. Bondarevskaya, N.V. Pryanikova, A.S. Sidenko, V.V. Davydova, I.D. Chechel is currently a decisive fact of development, ensuring the competitiveness of the preschool educational institution and the team. . What could a model be made of that would take preschool educational institutions to a qualitatively new level, capable of competition?
It is worth noting that recently experimental activities have been carried out too actively. Working in an experimental mode is prestigious for a preschool institution, but are innovations always so necessary for children and employees? It is very important that the experiment becomes a means of development and helps attract intellectual and material resources to solve the problems of preschool education.
Following the logic of scientific research, following the stages of its procedure, documenting all steps and recording the results are certainly necessary, but you need to start with a competent program. Many teachers have difficulties; they believe that this should be done by scientists from universities and academic institutes. Indeed, due to lack of experience, it can be difficult to divide one’s activities into pedagogical and scientific ones. At the same time, it is the teacher’s research work that is an indicator of the experimental nature of the activities of the entire preschool institution.
The project leader must take into account the abilities and needs, the subjective experience of each participant: any educator has the opportunity, within the general idea of the experiment and a single concept, to independently (and not at the direction of the administration!) determine the topic of his personal research. According to a number of scientists (B.I. Kanaev, V.S. Savelyeva, etc.), research work, in fact, is not the leading type of activity. Consequently, for the experiment to take place, and to take place according to all the rules of pedagogical science, the subjects of this process (teachers, students, parents) must have a serious motive for interested participation; indifference entails formalism and distortion of the research results. Lack of interest, or even a negative attitude on their part, can radically change the course of the experiment.
The experimental site can be organized at the federal, regional, city and district levels.
The regulation on the organization of experimental activities in the education system was approved by Order of the Ministry of Education of the Russian Federation dated 03/09/2004 No. 1123 and involves work at the all-Russian level under the patronage of the Ministry of Education and Science of the Russian Federation and the Institute for Problems of Educational Policy "Eureka". The said Regulations define the activities of various subjects of the education system in the development, testing and implementation of methods and technologies of training, education, new management mechanisms in the education system, quality control of education, as well as in other areas provided for by the federal program for the development of education. Subjects of experimental activities may be assigned the status of a Federal Economic Program of the Ministry of Education of the Russian Federation or the status of a participant in a federal experiment in the field of education.
The main activities of the FEP are also listed there, issues of its management, as well as the assignment and termination of the status of the FEP are considered. In addition, the rights and obligations of a participant in experimental activities who have the status of a private entrepreneur have been established.
The regulations on the regional (territorial, regional) experimental site are developed at the regional level and approved by the relevant authority. The main objectives of the experimental site of the preschool educational institution are: solving current educational problems and developing the pedagogical system, both of a specific educational institution and the education system of Russia, the region, the city, and the district as a whole. The scheme of the experimental work may look like this.
An important condition for success is the readiness of the team to improve their qualifications - as a result of self-education, in institutes for advanced training of teaching staff, at departments of additional professional education (FEED) of universities, seminars conducted by a scientific supervisor or consultant of the experimental site.
The manager needs to thoroughly study the internal reserves of each participant, because it is no secret that all people are individual: one with great desire is included in the experiment, another creates barriers to the implementation of the plan, and the third is simply indifferent.
In the process of EER, the professional competence of the teacher increases, which consists in his ability to shape the personality of a preschooler, taking into account the restrictions and regulations that are imposed on the educational process (EP) of a preschool educational institution by the requirements of a specific pedagogical norm
When working with personnel, it is necessary to form a creative team of like-minded people. It is advisable to include a section “Staffing” or “Training of teaching staff for inclusion in experimental activities” in the experimental work plan. It would be rational and, undoubtedly, useful to reflect in the plan the schedules of open events (Olympiads, holidays for micro- and macro-society, events with parents, etc.) indicating their purpose and assigning those responsible. During the experiment, the institution becomes open in its essence, which is due to a qualitative change in traditional educational practice. These qualitative changes, preparing the strategy for the further development of the education system, determine the image of the open educational space of the preschool educational institution.
E.S. Pryanichnikova, G.T. Tomashev and G.I. Chizhakova believe that development is a process of transition from the implementation of unified educational plans and programs to the emergence of creative initiative of subjects of the educational space through expanding the scope of communication and the content of their professional activities, as well as expanding the scope of activities of preschool educational institutions. On the one hand, this is a joint organization, jointness, joint participation of all subjects of the educational space, and on the other hand, the provision of individual educational programs for preschool children and the individualization of advanced training programs for preschool teachers, which is achieved:
- the participation of teachers in research activities and the involvement of other subjects of the open educational space;
- joint activities of teachers within temporary creative teams aimed at solving educational problems;
- implementation of personal initiatives, attraction of personal experience in solving professional problems.
In the microstructure of the innovation process, its dynamics are presented as the concept of a “life cycle”, which includes a number of successive stages: the birth of a new idea; creation of innovation; testing of the innovation, its practical implementation and refinement; dissemination of an innovation; its wide broadcast; fading significance and novelty of innovation results; reducing the scale of application of innovation (V.A. Slastenin, M.M. Potashnik). Therefore, the work of OER is carried out in stages according to the logic of solving scientific research and experimental problems.
Approximate program and stages of the experiment
Stages of experimental work according to M.M. Potashnik
- diagnostic- analysis, identification of the problem and justification of the relevance of the experiment;
- prognostic- setting the goal of the experimental work, developing a detailed program of experimental work, analysis criteria (monitoring program), predicting the results; conducting internal and external examination of the project;
- organizational- preparation, selection of material and technical base, distribution of functions between participants in experimental activities, training of personnel and methodological support, adjustment of timing of experimental work;
- practical- experimental activity itself and its monitoring (initial, current, final measurements);
- generalizing- processing of received data, description and presentation of data, publication;
- implementation- transition to the implementation of created technologies, their distribution, transfer of experience.
In order to prepare for the introduction of any innovation, it is necessary to give the teacher a clear idea of the essence of this type of activity, its features and scope. In the process of work, it is important to rely on the criteria and indicators of the levels of development of professional competence of educators on the issue that will be covered in the EER. It is the lack of knowledge, and sometimes misunderstanding of what a teacher needs to do and how, that causes certain difficulties in EER.
The competent position of the manager plays a significant role in the successful creation of a self-developing team, since only the leader - a legislator, a generator of ideas, a consultant, a psychotherapist who supports any initiatives and experience (if only they are for the benefit of children and adults) - contributes to the movement forward. Changing his position from authoritarian to democratic is the positive impact that the developmental experiment regime will have on him. This means that:
- the first place is given to support pedagogy or the humanistic paradigm, concretized in a person-oriented approach to teachers: their characteristics, capabilities, creativity, work potential, etc. are taken into account)
- all management decisions that ensure the development regime must be collective, because only this condition ensures the rapid, successful and reliable inclusion of the majority of members of the teaching staff in the innovation process)
I think everyone will agree that the outcome of the entire experiment depends on the competent organization of the work of the methodological service. Working in experimental mode, the teacher gradually learns to correlate existing knowledge with the conditions set at this stage, and most importantly, with specific children. It cannot be emphasized enough that experimental and methodological work is most effective when organized as an integral system. Often one of the teachers does not consider it necessary to participate in the experiment. The methodological service should pay the closest attention to them: it is necessary to develop a program to involve teachers in the process.
Information and methodological support is considered as a condition for intensifying pedagogical work, improving the quality and effectiveness of experimental work. The use of new information technologies contributes to the effective acquisition of knowledge, skills and abilities, and most importantly, it teaches the teacher to independently choose acceptable forms and methods of education and training. That is why information and methodological activities are one of the priority areas in the work of the methodological service of a preschool institution. The organization of scientific and methodological work should be a system of tasks of different levels and nature based on a common strategic goal and a unified methodology of pedagogical search.
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Olga Kostrikova
My name is Kostrikova Olga Vitalievna! This is the fifth year I have been doing research with children. activities. I took advanced training courses in this area. Participated in the regional pedagogical conference preschool employees, where I introduced experience in the form of presentation, Received a certificate for the best presentation experience at the Kansk pedagogical conference of the eastern educational district of the Krasnoyarsk Territory “Modern practices of preschool education at the stage of implementation of the federal state educational standard”, at the regional methodological association she presented a master class on speech development using elements. Many times she gave open classes for teachers in the region and city.
Currently, the latest technologies are being formed and successfully applied in the preschool education system. development, technologies, methods that make it possible to raise the level of preschool education to a higher and higher quality level. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimental research activities. Children love it very much experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking. That's why experimentally- research activity, like no other method, satisfies age characteristics. In preschool age experimentation is leading, and in the first three years - practically the only way to understand the world.
Method experimentation contributes to the formation of integrative qualities of a preschooler. Provides integration of educational regions: "Cognitive Development", "Social and communicative development", "Speech development", "Artistic and aesthetic development", "Physical development". Develops the child’s interest in the world around him, activity, initiative and independence in his knowledge during practical activities activities.
Developing a child’s research abilities is one of the most important tasks of modern education. Knowledge gained from own experiment, research search is much stronger and more reliable for a child than information about the world that is obtained through reproductive means.
Main advantage experimental research activities are, that it is close to preschoolers (preschoolers are born researchers, and gives children real ideas about the various aspects of the object being studied, about its relationships with other environmental objects.
In progress experiment in addition to the development of cognitive activities, there is a development of mental processes - enrichment of memory, speech, activation of thinking, mental skills, as there is constantly a need to perform operations of analysis and synthesis, comparison and classification, the need to give an account of what was seen, formulate discovered patterns and conclusions; Not only does the child become familiar with new facts, but also the accumulation of a fund of mental techniques and operations.
Requirements for the modernization of education - the search for new effective forms of teaching preschoolers. In paragraph 4.6. The Federal State Educational Standards in the target guidelines say that it is necessary to develop in children initiative and independence in cognitive and research activities. In practice, this is carried out through the ability of children to independently perceive simple and complex experiments, draw conclusions. In the children's research laboratory, children can independently reproduce simple and more complex experiments.
I believe that in search and research activities The preschooler gets the opportunity to directly satisfy his inherent curiosity and organize his ideas about the world. Therefore, I strive to teach not everything, but the main thing, not the sum of facts, but their holistic understanding, not so much to give the maximum information, but to teach how to navigate its flow. I want the lesson to be engaging experiments for children not only entertainment (changes in color, shape of liquid, but also an understanding of how to apply this in life.
At the core work on children's experimentation I rely on ideas:
The general focus is on obtaining new information about a particular object, phenomenon, substance (what new did we learn today by conducting experiments with air) ;
Obtaining new knowledge and information, something new, unexpected (Did you like learning the properties of air? Do you want to explore these properties further);
Accumulation of generalized methods and research methods (now you know that air is lighter than water and how you can check it).
When analyzing activities I placed emphasis on what has already been achieved and what needs to be strived for, namely, the children learned to analyze, draw conclusions, and can themselves explain some patterns in nature. They spend with great interest experiments, themselves create the conditions for carrying out experiments and observations. They are responsible for doing homework. Much in experimental activities I have already used it with the children of my group, but there is still something to strive for, that is, I want the children to be able on one's own:
Identify and pose a problem that needs to be resolved;
Offer possible solutions;
Test these possible solutions against data;
Draw conclusions in accordance with the results of the inspection;
Make generalizations.
As part of the implementation of the main educational program of the preschool educational institution, in the educational field "cognitive development", Job aimed at achieving the program goal, developing cognitive and research activities. Obtaining positive results in children’s mastery of cognitive and research skills activities is due to taking into account the age and individual characteristics of preschoolers and the gradual complication of the program material (if in the younger group we introduce children to generalized methods of studying various objects and include children in practical cognitive activities together with adults, then in older preschool age we consolidate the ability to use generalized methods of examining objects and develop the ability to define an algorithm activities).
In his work by research activities I give preference to experiences, experiments, research activities, independent search children's activities. I see that this type activities delights children. Experience- it's fun and exciting, but at the same time in every experience the cause of the observed phenomenon is revealed, children are led to a judgment and conclusion, their knowledge about the properties and qualities of objects and their changes is clarified. I conduct them as in educational activities, both in free independent and joint activities.
Children have great fun experiments with inanimate objects nature: sand, clay, magnet, fabrics, snow, water, air. For example, in order to find out if there is air around us, I suggest children catch it with the help of bags, and then determine what color it is? Having collected air into bags, the children argue that it can be caught, which means it is around us and that it has no color. This is how I introduce children to the properties of air.
From experience“The Sorceress - Water”, through the interaction of water and syrup, learned about its property of changing color, experience"Magic Mitten" helped to find out the ability of a magnet to attract metal objects through a mitten.
Such experiments They somehow remind the guys of magic tricks, they are unusual, and most importantly, the guys do everything themselves. Our relationships with children are built on the basis of partnership. Children learn to set goals, solve problems, make hypotheses and test them empirically, draw conclusions. They experience great joy, surprise and even delight from their little and big "discoveries" that give them a feeling of satisfaction from the work done work.
Talk about experiments and the discoveries of young students are endless. I have been convinced in practice that experimental activity is, along with gaming, leading activities of a preschool child. The main thing is that the child’s interest in research and discoveries does not fade over time.
Perhaps in the near future, from "Inquisitive" And "Whychek", the graduates of my group will grow up to become outstanding scientists. At school, many children are already excellent students and athletes who defend the honor of the school and the region.
With the introduction of the Federal State Educational Standard, I am paying great attention work with parents Cooperation presupposes not only mutual actions, but also mutual understanding, mutual respect and trust. Active joint Job helps to strengthen relationships between all participants in the educational process. The main tasks in interaction with parents I think:
Firstly, to establish partnerships with the family of each pupil and join forces for the development and upbringing of children;
Secondly, create an atmosphere of community of interests;
Thirdly, to activate and enrich the educational skills of parents.
Parents take an active part in competitions « Experiments at home» , "Why is that?" help in equipping and replenishing our group’s laboratory with the necessary materials. In individual conversations, consultations at parent-teacher meetings, and through various types of visual propaganda, I convince parents of the need for daily attention to children’s experimentation. Conducted a parent meeting on the topic "Children's experimentation in kindergarten and at home", questioning of parents in order to identify their attitude towards the search and research activity of children
The group has an information corner for parents on research activities. Here parents can get advice on topic: "Organization of children's experimenting at home", booklets and recommendations: "Carrying out experiments at home» , read the memo « Experimenting with water» .
In my group I have created a laboratory for experimental activities in which we conduct research.
Indoor "Merry vegetable garden", where together with children we grow and watch how plants grow and develop.
piggy banks collected "Sea bottom", "What's Under Our Feet";
Devices that help experimentation: scales, magnets, magnifying glasses, hourglasses;
Natural materials: sand, clay, earth, seeds, pebbles of different colors and shapes, minerals, clay, earth of different compositions, coal, salt, shells, cones, nut shells, pieces of tree bark, fruit and vegetable seeds.
Medical materials: pipettes, flasks, syringes, measuring spoons, cotton wool, bandages, test tubes, spatulas, wooden sticks, beakers, funnels, rubber bulbs of various sizes.
Waste material: plastic, pieces of fabric, leather, fur, foam rubber, test tubes, wire,
Transparent and opaque vessels of different configurations and different volumes:
plastic bottles, glasses, buckets, funnels.
Additional equipment and materials.
Children's robes, aprons, mantles, robes;
Schemes for carrying out experiments.
The laboratory is constantly updated with new materials for experimentation, which are located in a place accessible to children.
Children grow up very quickly, they can easily adapt in a social environment, they can find the right solutions on their own if we help their abilities and talents develop today. Let's awaken interest in ourselves and the world around us.
And as V. A. Sukhomlinsky said, “Always leave something unsaid so that the child wants to return to what he learned again and again.”
Practical part
Element of one of the types experimental activities
Now I want to introduce you to an element of one of the types experimental activities, fabric dyeing experience. I present to your attention video letter
Experiment"Fabric and paints"
Take the hoop with the fabric, three markers together in one hand and place dots on the fabric, hold until count 3 (I count 1, 2, 3.). Like this. (Teacher shows).
I will show you the next action first, and then you.
I take a syringe, tilt the fabric, and drop a few drops onto each point.
And now you are doing the same, listening to me. Take a syringe, tilt the cloth, and drop a few drops onto each point.
What did you get? (The dots spread and colored the fabric)
What happened to the dots?
Why do you think this happened?
The liquid dissolved the markers' paint, just as water dissolves watercolor paints.
What did your dots look like?
The coloring of the fabric occurs from the interaction of the liquid with the marker. Fabrics are dyed with special paints, and today we learned about an unusual way of applying a design to fabric.
Look what a wonderful drawing each of you turned out.
Here's what our guys did (showing sample drawings)
If you look closely, what does it look like? (children's answers)
You can use markers to complete your drawing.