Municipal Preschool Educational Budgetary Institution
"Kindergarten of a combined type No. 2" Vsevolozhsk
Self-education topic:
“Development of search and research activities of preschoolers in the process of experimentation”
Prepared by:
Teacher of group No. 6
Demidova Karina Pavlovna
Vsevolozhsk
2018
Relevance of the topic:
A preschool child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote Lev Semenovich Vygotsky .
The development of cognitive interests of preschoolers is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. Play in exploration often develops into real creativity. And then, it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has known for a long time. A scientist solving problems at the cutting edge of science and a child discovering a world still little known to him use the same mechanisms of creative thinking. Cognitive and research activities in a preschool institution allow not only to maintain existing interest, but also to excite, for some reason, extinguished, which is the key to successful learning in the future.
The development of cognitive activity in preschool children is especially important in the modern world, since thanks to the development of cognitive and research activities, children's curiosity and inquisitiveness of mind develop and, on their basis, stable cognitive interests are formed.
Today, a new system of preschool education is being established in society. The role of a modern educator is not limited to conveying information to the child in a ready-made form. The teacher is called upon to lead the child to acquire knowledge, to help develop the child’s creative activity and imagination. It is in cognitive and research activities that a preschooler gets the opportunity to directly satisfy his inherent curiosity and organize his ideas about the world.
During preschool age, abilities for initial forms of generalization and inference are formed. However, such cognition is carried out by children not in a conceptual form, but in a basic visual-figurative form, in the process of activity with cognizable objects. The formation of the intellectual abilities of preschoolers should be carried out with the targeted guidance of adults who set a specific task for the child, provide the means to solve it and control the process of transforming knowledge into a tool for creative exploration of the world. This development should be built as an independent creative search. Research and search activity is the natural state of a child, since he is determined to master the world around him and wants to know it. This internal desire for research gives rise to exploratory behavior and creates the conditions for the child’s mental development to initially unfold as a process of self-development. During search and research activities, the preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship, and follow safety rules. Experimental activity is, along with play, the leading activity of a preschooler. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity (why, why, how, what will happen, if, etc.), to feel like a scientist, researcher, discoverer.
Topic of self-education: Development of search and research activities of preschoolers in the process of experimentation.
Object: children of senior preschool age.
Subject: experimentation in the preschool system.
Goal: to create optimal conditions for the development of cognitive and research abilities of preschool children as the basis for intellectual, personal, creative development.
To achieve the goal, it is necessary to solve the following tasks:
Study scientific literature, methods, technologies on cognitive and research activities;
Create conditions to support children's research activity;
Support children's initiative, intelligence, inquisitiveness, independence, evaluative and critical attitude to the world;
Develop children's cognitive activity in the process of experimentation;
Develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish a cause-and-effect relationship, and the ability to draw conclusions;
Develop attention, visual and auditory sensitivity.
At the beginning of the school year, children were monitored, which showed that the problematic component: cognitive experimentation was below average in 7 out of 26 children.
Experimentation classes in the senior group last 25-30 minutes and have their own logical structure:
1.Organizational stage - motivating start in a playful way (up to 5 minutes)
2. The main stage is the most active practical part of the lesson, which includes:
Conducting experiments;
Didactic games;
Physical education, finger or breathing exercises that will help you relax, unwind, and relieve physical and intellectual fatigue.
3. Final, final stage (up to 5 minutes) – conclusions, cleaning of workplaces.
When organizing experimental research activities, I used the following methods and techniques:
- conversations; raising and solving problematic issues; observations;
Working with tables, mnemonic tables, diagrams;
Experiments;
Observations on walks, experiments;
Reading fiction
Didactic games, game-based educational and creative developmental situations;
Work assignments, actions.
The problem of the development of cognitive activity of preschoolers has been widely studied by teachers and psychologists: S. L. Rubinstein, N.N. Poddyakov, L. I. Bozhovich, B. G. Ananyev, M. F. Belyaev, O. V. Afanasyeva, L. A. Venger. The authors define preschool age as sensitive for the development of cognitive activity, highlighting its main stages of formation - curiosity, inquisitiveness, cognitive interest. Currently, a variety of pedagogical technologies are used in the preschool education system. One of the technologies that provides personality-oriented education and training is the project method, because it practically incorporates other modern technologies. The conceptual basis of the design methodology was developed by the American scientist D. J. Dewey and W. H. Kilpatrick. The design technology is based on an activity-based approach, the expedient activity of children. The goal of project-based learning is to create conditions under which children: - independently and willingly acquire missing knowledge from different sources; - develop research skills; - develop systems thinking; - acquire communication skills by working in various groups; - learn to use acquired knowledge to solve cognitive and practical problems. There are also sources for the development of search and research activities of preschool children (program by O.V. Dybina, N.N. Poddyakova “Child in the world of search: a program for organizing the search activities of preschool children”, methodological recommendations by G.P. Tugusheva “Experimental activities of middle and older children preschool age", I.E. Kulikovskaya, N.N. Sovgir "Children's experimentation"). These technologies propose to organize work in such a way that children can repeat the experience shown to adults, observe and answer questions using the results of the experiments. Using the method of targeted observation of pupils in the process of choosing an activity, talking with the children of my group on the topic of identifying knowledge about the properties of materials (water, snow, ice, sand, clay, soil, magnet), I noted that: - children rarely show cognitive interest in experimental activities, take part in planning experimental activities at the suggestion of an adult, and prepare material for the experiment with the help of an adult;
Children have difficulty understanding the cause-and-effect relationships of the phenomenon under consideration,
Have difficulty in independently analyzing phenomena;
They do not formulate their thoughts regarding a given situation clearly and competently enough.
This implies the need to choose more effective means of training and education. Taking into account the fact that a subject-developing environment is a condition for the development of children's cognitive activity, both their own, completely determined by the child himself and caused by his internal state, and activity stimulated by an adult (N.N. Poddyakov), I created an optimal developmental subject-based activity. spatial in the older mixed-age group.
When setting up an experimentation corner, the following requirements must be taken into account:
1. safety for the life and health of children;
2. sufficiency;
3. accessibility of location.
The work is organized in two interrelated directions:
1. Wildlife
2. Inanimate nature
To design a center for children's experimentation in the senior group of a kindergarten, the following materials and equipment are used:
Natural materials: sand, pebbles, kinetic (live) sand, shells, leaves, twigs, chestnuts, cones, etc.;
Food materials: cereals, flour, salt, sugar, plant seeds, peas, corn kernels, legumes, food coloring;
Equipment and tools: storage containers, test tubes, magnifying glasses, magnets, plastic and wooden sticks, spoons, watering cans, trays, cups, mirror, hourglass, rubber bulbs, scales;
Literature and cards-schemes;
Colored paper, paints, scissors, scraps of fabric, etc.
This material allows the child to independently conduct experiments, discuss their results with other children and the teacher, and record them on cards or in an album.
Long-term work plan for the 2017-2018 academic year. year
1. Vinogradova N.F. “Stories-mysteries about nature”, “Ventana-Graf”, 2007 2. Preschool education No. 2, 2000 3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005 4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005. 5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004 6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2 7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998. 8. Experimental activities of children 4-6 years old: from work experience / author's compilation. L.N. Menshchikova. – Volgograd: Teacher, 2009.Analysis
Analysis of the studied literature (in terms of self-education)
Working with children
September 2017
Studying the properties of sand, soil and clay during play activities on a walk. Introduction to Magnifying Glass
Experiments with sand and clay, soil. Introduce the assistant device - the magnifying glass and its purpose.
October 2017
Understand how a shadow is formed, its dependence on the light source and the object, and their mutual position. Show the meaning of light, explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle).
Experience "Light and Shadow" Light is everywhere.
November 2017
Observation, study of the properties of water during regime moments, in play activities, in everyday situations, in research activities.
Experiments with water.
December 2017
Protective properties of snow. Identification of the mechanism of frost formation. Ice is lighter than water.
Experience with snow and ice
January 2018
Studying the properties of air in everyday situations, in play activities, in research activities.
Experiments with air.
February 2018
Observing indoor plants, studying the conditions for optimal development and growth of plants.
Experiments “With and without water”, “In light and in darkness”.
March 2018
Studying the properties of a magnet in independent activities, during collective classes, and experimental activities.
Experiments with a magnet
April 2018
The cause of sunbeams. Introduce children to the concept of “reflection”.
Learn to let in sunbeams (reflect light with a mirror).
May 2018
Introduce children to the physical property of objects - inertia. The force of gravity.
To give children an idea of the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth. Experience "Stubborn Objects"
Working with family
September-December
Involving parents in creating a corner “Young Explorers”: set up a corner, collect natural material.
Creation and equipment of the “Young Researchers” corner.
January-May
Consultations for parents on the topics:
“The role of the family in the development of the child’s search and research activity”;
"Children's experimentation as a means of developing healthy lifestyle habits"
Booklets
Self-realization
September-May
Collecting information to create a card index of experiences and experiments.
Card index of experiences and experiments for children 5-6 years old
november
Consultation for teachers of preschool educational institutions “The importance of search and research activities in child development.”
Booklet
December
Presentation on the topic “Cognitive and research activities in the conditions of the Federal State Educational Standard in a preschool educational institution.”
Publication in a closed group of preschool educational institutions
May
Report on the work done on the topic of self-education
Speech at the final teachers' meeting.
References.
1. Federal State Educational Standard
2. Dubina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sfera 2005.
3. Dubina O. V. The unknown is nearby: entertaining experiences and experiences for preschoolers. M., 2005.
4. Ivanova A.I. Children's experimentation as a teaching method. / Preschool educational institution management, No. 4, 2004, p. 84 – 92
5. Experimental activities of children 4-6 years old: from work experience / author. -composition L. N. Menshchikova. – Volgograd: Teacher, 2009. – 130 p.
6. Vinogradova N. F. “Stories-mysteries about nature”, “Ventana-Graf”, 2007
7. L. N. Prokhorova “Organization of experimental activities of preschool children.” Methodological recommendations - Arki publishing house 2005.
8. “Experimental activities” by V. V. Moskalenko.
9. Magazine “Preschool Education” No. 11/2004, No. 2/2000.
10. Program “From birth to school” edited by N. E. Veraksa, T. S. Komarova, A. A. Moscow 2012
11. Solomennikova O. A. “Environmental education in kindergarten” Program and methodological recommendations, 2nd ed. – M: Mosaic – synthesis. 2006
12. Tugusheva G.P., Chistyakova A.E. Experimental activities of children of middle and senior preschool age. Childhood –Press, St. Petersburg, 2016.
13. L.V. Ryzhova Methods of children's experimentation. Childhood –Press, St. Petersburg, 2014.
13. Baranova E.V. “Developmental activities and games with water in kindergarten and at home.” Yaroslavl: Academy of Development, 2009. – 112 p.: ill. (Kindergarten: day after day. To help teachers and parents).
14. Dybina O.V., Poddyakov N.N., Rakhmanova N.P., Shchetinina V.V., “A child in the world of search: search activity of preschool children.” Ed. O.V. Dybina. - M.: TC Sfera, 2005. - 64 pp. - (development program).
15. Dybina O.V., Rakhmanova N.P.,
16. Shchetina V.V. “The unknown is nearby: entertaining experiences and experiments for preschoolers” Ed. O.V. Dybina. - M.: TC Sfera, 2004.-64p.
17. Korotkova N.A. "Cognitive and research activities of older preschoolers."
18. Magazine “Child in kindergarten”. 2003. No. 3, 4, 5. 2002. No. 1.
19. Nikolaeva S.N. “Introducing preschoolers to inanimate nature. Nature management in kindergarten. Methodological manual." - M.: Pedagogical Society of Russia, 2005.-80p.
20. Novikovskaya O.A. “A collection of educational games with water and sand for preschoolers.” - St. Petersburg: “CHILDHOOD-PRESS”, 2006.-64 p.
21. Prokhorova L.N. - “Organization of experimental activities of preschool children: Methodological recommendations.” M.:ARKTI, 2003.- 64 p.
22. Poddyakov N.N.” New approaches to the study of preschool children’s thinking” J. Questions of Psychology. 1985. No. 2
23. Solovyova E. “How to organize children’s search activities.” Preschool education.2005.No.1
24. Turgusheva G.P., Chistyakova A.E. “Experimental activities of children of middle and senior preschool age: Methodological manual.” - St. Petersburg: DETSTVO-PRESS, 2007.-128p.
Long-term work plan for cognitive and research activities in the senior group.
1. We will see everything, we will know everything.2. Magic glass.
3. Colored sand.
4. Sand Country
Introduce the assistant device - the magnifying glass and its purpose.
Introduce children to observation instruments - microscope, magnifying glass, telescope, telescope, binoculars; explain why a person needs them.
Introduce children to the method of making colored sand (by mixing it with colored chalk); teach how to use a grater. Highlight the properties of sand: flowability, friability, you can sculpt from wet sand; introduce the method of making a picture from sand.
October
1. Light and shadow.
2. Light is everywhere.
3. The sun gives us warmth and light.
4. Transparency of substances.
Introduce the formation of shadows from objects, establish the similarity between a shadow and an object, and create images using shadows.
Show light value. Explain that light sources can be natural (sun, moon, fire), artificial - made by people (lamp, flashlight, candle.
Give children the idea that the Sun is a source of heat and light; introduce the concept of “light energy”, show the degree of its absorption by various objects and materials.
Introduce children to the property of transmitting or blocking light (transparency). Offer children a variety of objects: transparent and light-proof (glass, foil, tracing paper, glass of water, cardboard). With the help of an electric flashlight, children determine which of these objects transmit light and which do not.
November
1.Where is the water?
2.What kind of water is there?
3.Water is a solvent. Water purification
4.Water mill
Reveal that sand and clay absorb water differently, highlight their properties: flowability, friability.
Clarify children's ideas about the properties of water: transparent, odorless, has weight, does not have its own shape; introduce the principle of operation of a pipette, develop the ability to act according to an algorithm.
Identify substances that dissolve in water; introduce the method of water purification - filtration; consolidate knowledge about the rules of safe behavior when working with various substances.
Give an idea that water can set other objects in motion.
December
1.Water expands when it freezes.
2. Frozen water.
3. Melting ice.
4.Hard water. Why don't icebergs sink?
Find out how snow retains heat. Protective properties of snow. Prove that water expands when it freezes.
Reveal that ice is a solid substance, floats, melts, and consists of water.
Determine that ice melts from heat, from pressure; that it melts faster in hot water; that water freezes in the cold and also takes the shape of the container in which it is located.
Clarify children's ideas about the properties of ice: transparent, hard, shaped, and when heated, melts into water; give an idea of icebergs and their danger to navigation.
January
1. Air.
2. The air is compressed.
3. The air expands.
4.Why does the wind blow?
Expand children’s understanding of the properties of air: invisible, odorless, has weight, expands when heated, contracts when cooled; strengthen the ability to independently use cup scales; introduce children to the history of the invention of the hot air balloon.
Continue to introduce children to the properties of air.
Demonstrate how air expands when heated and pushes water out of a container (homemade thermometer).
Introduce children to the cause of wind - the movement of air masses; clarify children's ideas about the properties of air: hot air rises -
it is light, when cold it goes down - it is heavy.
February
1.In the light and in the dark.
2.Where is it better to grow?
3.Can the plant breathe?
4.Thrifty plants.
Determine the environmental factors necessary for the growth and development of plants.
Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants, identify soils that differ in composition.
Identify the plant’s need for air and breathing; understand how the respiration process occurs in plants.
Find plants that can grow in the desert, savannah.
March
1. Tricks with magnets.
2.Magnet test
3.Compass.
4. The world of metals.
Select objects that interact with the magnet.
Introduce children to the physical phenomenon - magnetism, magnet and its features; experimentally identify materials that can become magnetic; show a method for making a homemade compass; develop children's communication skills and independence.
Introduce the device, the operation of the compass and its functions.
Learn to name types of metals (aluminum, steel, tin, copper, bronze, silver); to develop the ability to compare their properties, to understand that the characteristics of metals determine the ways of their use in everyday life and in production.
April
1. Scouts. (mirror)
2.Sunny bunnies.
3. World of fabric.
4.World of plastics.
To teach an understanding of how you can reflect the image of an object and see it where it should not be visible.
Understand the reason for the appearance of sunbeams, teach how to let in sunbeams (reflect light with a mirror).
Introduce the names of fabrics (chintz, satin, wool, nylon, drape, knitwear); develop the ability to compare fabrics according to their properties; understand that these characteristics determine the way the fabric is used for sewing things.
Learn to recognize things made from different types of plastics (polyethylene, foam plastic, plexiglass, celluloid), compare their properties, understand that their use depends on the quality characteristics of plastics.
May
1. The force of gravity.
2. Stubborn objects.
3.Experimenting with sound. Singing string.
4.Experimenting with electricity. How to see "lightning"?
To give children an idea of the existence of an invisible force - the force of gravity, which attracts objects and any bodies to the Earth.
Introduce children to the physical property of objects - inertia; develop the ability to record observation results.
Help identify the reasons for the origin of low and high sounds (sound frequency).
Find out that a thunderstorm is a manifestation of electricity in nature.
Literature:
Dybina O.V., Rakhmanova N.P., Shchetina V.V. “The unknown is nearby: entertaining experiences and experiments for preschoolers / Ed. O.V. Dybina. - M.: TC Sfera, 2004.-64p.
Tugusheva G.P., Chistyakova A.E. "Experimental activities for middle and older children."
Expected result:
Reassessment of pedagogical values, one’s professional purpose;
Desire to improve the educational process;
Development of presentations.
Development and implementation of didactic materials.
Development and conduct of classes and publications in online educational spaces, in methodological journals.
Development of long-term planning for experimental activities of children in all age groups.
Reports and speeches to disseminate work experience.
Form of self-education: individual.
Conclusion:
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 that they are right, determine the reasons for the failure of experimental activities and draw elementary conclusions. Integration of research work with other types of children's activities: observations on a walk, reading, play allows you to create conditions for consolidating ideas about natural phenomena, the properties of materials and substances.
Victoria Kobernik
Self-education plan on the topic “Development of cognitive activity”
Target: Formation of environmental knowledge in children in a joint activities, in educational fields.
Tasks:
1. Expand your understanding of the flora and fauna;
2. Develop the ability to observe, analyze, compare, highlight characteristic, essential features of natural phenomena, draw basic conclusions;
3. Foster love for the native land and the ability to behave correctly in nature.
Self-education work plan.
Month Direction of action and content of work
Teacher children parents
September
Familiarization with plants and their places of growth. Class “The importance of plants in human life”. Invite parents to collect leaves for a herbarium.
Introducing the idea of a forest as a natural community. Class "Life of the Autumn Forest". Offer parents a tour of the autumn forest or park.
Studying information about migratory birds. A conversation about migratory birds. Invite parents and children to observe migratory birds.
Studying information about major natural communities (forest, meadow, pond).
Class "Who has what house".
Offer to parents introduce children with endangered plants listed in the Red Book.
Familiarization with the story and about the Christian holiday of baptism. Reading a story "Sinichkin calendar" V. Bianchi (about January).
Talk about the onset of Epiphany frosts. Invite parents to look at bird tracks in the snow with their children.
February Introduction to the life of some animals in the forest in winter. Class "How animals winter". Offer parents a tour of the winter forest or park.
March Studying information about animals in the Saratov region. Reading a poem "March" S. Ya. Marshak
Riddles about the animals of our region. Invite parents to draw their favorite animal with their children.
April Studying information about the main reasons for the extinction of some animals. Class “Why are animals disappearing?”. Offer to parents introduce children with endangered animals listed in the Red Book.
May Familiarization with the rules of human behavior in nature. Conversation “How to behave correctly in nature”. Invite parents to plant a tree together with their child.
Literature used:
1. N.V. Kolomina. Education of the fundamentals of ecological culture in kindergarten.
2. Vinogradova N. F. “Mental education of children in the process of becoming familiar with nature”// Moscow, "Education", 2001.
3. Voronkevich O. A. "Welcome to ecology"// Saint Petersburg, "Childhood - Press", 2004. 4. Pleshakov A. A. "The World Around Us"// Moscow, "Education", 2005.
5. Ryzhova S. v. Ecological primer. St. Petersburg, 1996.
6. Internet sites for educators.
Publications on the topic:
Self-education plan “Development of elementary mathematical abilities of preschoolers through didactic games” Individual self-education plan for 2016-2017 Krievs Svetlana Gennadievna education: higher pedagogical Advanced training courses:.
Goal: presenting work experience on the development of children’s cognitive activity in the process of search and research activities. Tasks:.
Self-education plan “Development of speech and motor skills in children with disabilities through theatrical activities” Full name of specialist Svetlana Vasilievna Dykhanova Position educator Work experience in the position 29 years Unified methodological theme of the institution.
Municipal budgetary preschool educational institution "Kindergarten "Romashka" Accepted Approved by the pedagogical council by order.
Self-education plan “Development of elementary mathematical concepts of preschoolers through play activities” Topic: “Development of elementary mathematical concepts of preschool children through play activities” (junior group) Objectives:.
Self-education plan for the 2016-2017 school year. Topic: “Development of fine motor skills of preschoolers of the second junior group” Relevance of development work.
Relevance of the topic At the initial stage of life, it is fine motor skills that reflect how the child develops and indicate his intellectual abilities.
“Cognitive development of children of senior preschool agethrough environmental education»
| Month. week | Working with children | Working with parents | Self-education work |
| September | diagnostics | Analysis of psychological and pedagogical literature |
|
| 2 | Conversation on the topic “What surrounds us? » | ||
| 3 | Unconventional drawing “Beautiful flowers for a bee” | Review-competition of autumn flower bouquets | Matskevich M. Enter the world of art: a program of aesthetic education. // Preschool education. – 1998-No. 4 - p. 16-22 |
| 4 | Conversation on the topic “Amazing Forest” D/i “Whose trace? ", "Whose tail? " | Recommendation “Joint work of preschool educational institutions and families on environmental education of preschool children.” | Kornilova Valentina "Ecological window" in kindergarten: Guidelines, 2013 |
| October | Conversation on the topic “What surrounds us? »Observations of living and inanimate objects. Experimenting with wind. | Kireeva L.G. Formation of ecological culture of preschool children. Planning, lesson notes, 2008 |
|
| 2 | Compiling a descriptive story on the topic “Autumn” Reading fiction: A. Blok “Bunny” | Consultation “How to learn poems with a child” | Komarova I.A. Story-based games in environmental education of preschool children. Game learning situations with toys of different types, 2013 |
| 3 | Conversation “In the garden or in the vegetable garden” | ||
| 4 | Reading: A. Block “Bunny”, I. Bunin “Falling Leaves”, riddles about animals. | Crafts made from natural materials on the theme “Autumn Forest”. | Nikolaeva S.N. "Young ecologist" Mosaic-Synthesis, 2004 |
| November | Conversation on the topic “Birds of the native land” Examination of illustrations about birds. Bird watching on a walk. | ||
| 2 | P/i “Catching birds on the fly”, “Birds in a cage”, “Pigeons and a cat”. Listening to the audio recording “Voices of Birds”. | Folder “Interesting facts from the life of birds” | Ryzhova N.A. "Environmental education in kindergarten." Ed. House "Karapuz", 2001 |
| 3 | Reading: S. Alekseev “Native Nature” (crossbill, I. Sokolov-Mikitov “Spring in the Forest”, V. Bianchi “Whose nose is better?”, M. Zverev “Forest Doctors”. | “Nature corner in kindergarten”, Markovskaya, Moscow, 1984, “Enlightenment” |
|
| 4 | D/i “Bird Lotto”, “Whose beak? ", "Make a bird", "Wintering and migratory". | Recommendation “Use of didactic games in the process of introducing preschoolers to nature” | |
| December | Conversations on the topic “How do animals winter in the forest? ", "What is a reserve? " | Khabarova T.V. Planning lessons on ecology and pedagogical diagnostics of environmental education |
|
| 2 | D/i “Who lives where? ", "Birds, animals, fish", "Who flew to the feeder? " | Folder “Interesting facts from the life of animals” | |
| 3 | Compiling a descriptive story on the topic “Winter” Reading: G. Skrebitsky “Four Artists”, D. Mamin-Sibiryak “Gray Neck”, E. Blaginina “Flying away, flying away”. | Vakulenko Yu.A. “Cultivating a love of nature in preschoolers.” Volgograd. Publishing house "Teacher", 2008 |
|
| 4 | NOD "Forest Dwellers in Winter". (Speech development) | Review-competition “New Year’s Fantasy” crafts made from natural materials | “We create, we change, we transform,” O. Dybina. Moscow, “Creative Center”, 2002. |
| January | Conversation on the topic “River fish" Di. “Guess who’s in the lake”, “Describe what kind of fish? " | Recommendation “Introducing preschoolers to nature in winter” | |
| 4 | P/i “Kite and hen”, “Fishermen and fishes”. | Kondratyeva N.N. “We” Children's environmental education program. St. Petersburg “Childhood-press”, 2001 |
|
| February | Conversation on the topic: “Safe behavior on bodies of water in winter” | ||
| 2 | D/i “Collect fish” | Maslennikova O.M. Environmental projects in kindergarten, 2013 |
|
| 3 | Ecological entertainment “Festival of young nature lovers” | Recommendation for parents “Cultivating a caring attitude towards nature in preschool children” | |
| 4 | P/i “Badgers and Raccoons”, “King of Beasts”. | Serebryakova T.A. Environmental education in preschool age. - M., 2006 |
|
| March | Conversation on the topic: “Spring is red” | ||
| 2 | GCD “Spring Tree” (Applique) | Aleksakhin N. Familiarization with the culture of color in fine arts classes // Preschool education. - 1998 3 - p. 23-27 |
|
| 3 | Making riddles about spring. | Consultation for parents “Green world on the window” | |
| 4 | Reading: V. Bianchi “Stories about Nature”, N. N. Pavlov “Riddles of Flowers”. | Nikolaeva S.N. Education of ecological culture in preschool childhood. - M., 1995 |
|
| April | Writing a story on the topic: “Indoor plants” | ||
| 2 | D/i “I was born a gardener”, “Tell me what flower? " | Consultation “Cultivating love for native nature in the family” | Kravchenko I.V. "Walks in kindergarten." “T.C. Sphere", 2009 |
| 3 | Replanting indoor plants. | Shishkina V.A. "Walks in nature." Educational and methodological manual for preschool teachers. |
|
| 4 | Conversation “Benefits of indoor plants” | ||
| May | Diagnostics | ||
| 3 | Final GCD “Our home is planet Earth” | Participation in the “Young Ecologist” campaign (planting trees and flower seedlings on the territory of the kindergarten). | Voronkevich O.A. "Welcome to ecology!" St. Petersburg, “Childhood-Press” 2006. |
| 4 | Report on the work done for the academic year. | Nikolaeva S.N. “Education of the beginnings of ecological culture in preschool childhood.” M. New school, 1995 |
Diagnostics of children's knowledge in the preparatory group
self-education
The topic of teacher self-education
Kasiyadi Tatyana Grigorievna
for the 2016-2017 academic year:
"Experimentation as a means
cognitive development
activity of younger preschoolers."
Children are explorers by nature. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. One of the effective methods of understanding the patterns and phenomena of the surrounding world is experimentation method. Children's experimentation has enormous developmental potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment. Children's experimentation is closely connected with other types of activities - observation, speech development (the ability to clearly express one's thoughts facilitates the experiment, while the addition of knowledge contributes to the development of speech). In the process of experimentation, children's vocabulary is replenished with words denoting sensory signs of a property, phenomenon or object nature (color, shape, size: wrinkles - breaks, high - low - far, soft - hard - warm, etc.). In early preschool age, research activities are aimed at objects of living and inanimate nature through the use of experiences and experiments. They are happy to examine clay and sand, learning their properties; splashing in the water, revealing its secrets; they send boats sailing, catch the breeze, try to make foam; turn snow into water, and water into ice.
Work plan 2016 - 2017
Working hours | Forms of work | Practical solution |
During the year | Studying methodological literature, Internet resources. | Compilation of card indexes of books, articles from magazines |
Development of a plan on the topic of self-education. | Self-education plan |
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September-October | Development of a lesson plan for children on the topic of self-education. | Lesson notes, projects, photo exhibitions. |
November-December | Making a mini laboratory and equipping it with the necessary materials and aids for experiments. | Mini-laboratory - equipped with the necessary materials and aids for experiments. |
December-May | Development of notes with elements of experimentation. Family project “Experiments in the kitchen” | GCD using developed notes. Design of the project presentation |
Svetlana Mikhailovna Moskvicheva, 2nd qualification category; work experience Academic year: 2013-2014 School preparatory group
Relevance of the topic:
The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences.
“The more a child has seen, heard and experienced, the more he knows and has learned, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activities will be,” wrote the classic of Russian psychological science. science Lev Semyonovich Vygodsky.
The development of cognitive interests of preschoolers is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading activity for young children: “The fundamental fact is that the activity of experimentation permeates all areas of children’s life, all children’s activities, including play.”
The development of cognitive activity in preschool children is especially relevant at the present stage, as it develops children's curiosity, an inquisitive mind and forms, on their basis, stable cognitive interests through research activities.
A preschooler is characterized by an increased interest in everything that happens around him. Every day, children learn more and more new objects, strive to learn not only their names, but also their similarities, and think about the simplest reasons for the observed phenomena. While maintaining children's interest, you need to lead them from acquaintance with nature to understanding it.
Help to reveal to children the wonderful world of experimentation and develop cognitive abilities;
Study methodological literature on this topic;
Help the child master the appropriate vocabulary, the ability to accurately and clearly express his judgments and assumptions;
Generalization of knowledge on this topic.
- Creating conditions for children's research activity;
- Organization of individual activities to comprehend and study the given material;
- Studying methods and technologies for search and research activities.
References
1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007
2. Preschool education No. 2, 2000
3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005
4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.
5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004
6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2
7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.
8. Experimental activities of children 4-6 years old: from work experience/ed.-comp. L.N. Megnshchikova. – Volgograd: Teacher, 2009. – 130 p.
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Practical solution |
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September |
Selection and study of literature on the topic; |
Memos for parents “I’m exploring the world” |
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"Step by step" |
Creation of a “piggy bank of experiences and experiments” |
Consultation for teachers of preschool educational institutions “The importance of search and research activities in the development of the child.” |
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November-December |
Creating a subject-development environment |
Studying the conditions for organizing experimental activities of children in a group, creating mini laboratories with objects of inanimate nature; |
Consultation for parents on the topic: “Creating conditions for conducting search and research activities.” |
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7 questions to study the conditions and forms of organizing children's experimentation |
A study of the pedagogical competence of parents and educators in the field of development of children's experimentation. |
Questioning of parents and educators. |
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"Helper devices" |
Acquiring skills in working with research instruments (magnifying glasses, microscope...) |
Thematic lesson “Magic glass” |
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Innovative technologies-TRIZ |
Using TRIZ elements when conducting experiments |
Thematic lesson “What types of water exist” (liquid, solid, gaseous states) |
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Media library on search and research activities in the educational space |
Selection of DVDs on the topics studied |
Using DVDs in and outside of class |
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"What? For what? Why?" |
Studying the method of game-based problem-based learning |
Creation of various problem situations and ways to solve them. |