The topic of teacher self-education in research activities. Self-education plan on the topic: “Cognitive and research activities

What I heard I forgot

What I saw I remember

What I did I know

(Chinese saying)

In modern society, one of the urgent tasks of raising preschool children is the development of the intellectual and creative potential of the personality of a preschool child by improving the skills of research behavior and developing research abilities.

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Municipal preschool educational institution

Krasnoborsky kindergarten "Spikelet"

Approved:

Head of the preschool educational institution

Krasnoborsky d/s "Kolosok"

Moleva S.V.

Adopted by the pedagogical council

Protocol No. dated ____ 20

Self-education program

Implementation period - 3 years

Start date of work on the topic is September 1, 2015.

Estimated completion date is 05/30/2018.

Erykalina E.G.

With. Krasny Bor

2015

	Page number
Introduction
Relevance of the topic
Goal and tasks

Conclusion
Literature

Introduction.

What I heard I forgot

What I saw I remember

What I did I know

(Chinese saying)

In modern In society, one of the urgent tasks of raising preschool children is the development of the intellectual and creative potential of the personality of a preschool child by improving the skills of research behavior and developing research abilities.

The main directionswhich stand out in the process of solving this problem in a preschool institution are:

- formation of children and educators' ideas about research learning as the leading method of cognitive activity;

Assistance development and dissemination of educational programs and pedagogical technologies for conducting educational research with preschoolers;

Assistance development creative research activity of children;

Stimulating preschoolers' interest in fundamental and applied sciences;

Promoting the formation of a scientific picture of the world in children;

Popularization of the best methodological developments in educational and research work of preschoolers.

To gain knowledge of historically accumulated experience, many techniques and means are used, but they all fit into five general didactic teaching methods: explanatory-illustrative, reproductive, method of problem presentation, heuristic and research

What is meant by the research method of teaching preschoolers?

The child perceives and assimilates material as a result of satisfying his need for knowledge.

Cognitive activity of children consistsin searching and solving complex issues that require updating knowledge, skillsanalyze, see a pattern behind individual facts.

The main components of the research process: identifying the problem, formulating hypotheses, observations, experiences, experiments and conclusions made on their basis.

The principle of phasing in the organization of children's research, which is based on a gradual reduction in the information provided by the teacher and an increase in the independent activity of preschoolers.

The originality of research activity is determined by its purpose: research involves obtaining an answer to the question of why this or that phenomenon exists and how it is explained from the point of view of modern knowledge.

In order for research activities to arouse interest in children, it is necessary to selectthe content available understood them. The surrounding world and nature are the closest and most understandable to a child. In the process of research, knowledge about the world around us is gradually enriched and systematized, childrenfantasies are replaced by a real explanation of the unknown and incomprehensible.

Relevance of the topic:

The baby is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has 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 the classic of Russian psychological science. science Lev Semyonovich Vygodsky.

Throughout preschool childhood, along with play activities, cognitive activity is of great importance in the development of the child’s personality, in the processes of socialization, which is understood not only as the process of assimilation of knowledge, abilities, skills, but, mainly, as the search for knowledge, the acquisition of knowledge independently or under the tactful guidance of adults, carried out in the process of interaction, cooperation, co-creation.

The reasons for the intellectual passivity of children often lie in the limited intellectual impressions and interests of the child. At the same time, being unable to cope with the simplest educational task, they quickly complete it if it is carried out in a practical manner or in a game. Research activities are of great interest to children. Everything that the child hears, sees and does himself is assimilated firmly and for a long time.

The modernization of education taking place in the country, the features of state policy in the field of preschool education at the present stage, have led to the need for important changes in determining the content and methods of organizing the pedagogical process in kindergarten. In the children's activities of a modern child one can see the desire for integration, that is, the unification of different types of activities, such as experimentation, the creation of micro- and macro-projects, improvisation; modern children are attracted by the process itself, the possibility of exercising independence and freedom, realizing ideas, the ability to choose and change what - then yourself.

Research activities and experimentation help build relationships between the teacher and children on the basis of partnership. That's why I chose the topic of self-education“Development of search and research activities of preschoolers in the process of experimentation”

In the course of research activities, children develop initial key competencies:

Socialization (through experiments, observations, children interact with each other);

Communication (speaking out the results of experience, observations)

Informational (children gain knowledge through experiments and observations)

Health-saving (through conversations about the benefits of fruits and vegetables)

Activity-based (selection of materials for experiments and the sequence of their implementation is underway)

Target:

Create conditions for children’s research activity;

Encourage and guide children's research initiative, developing their independence, ingenuity, and creative activity.

Tasks:

Help to reveal to children the wonderful world of experimentation and develop cognitive abilities;

Study methodological literature on this topic;

Help the child master the appropriate vocabulary, the ability to accurately and clearly express his judgments and assumptions;

Develop mental operations, the ability to put forward hypotheses, and draw conclusions.

Encourage children to be active in order to resolve a problem situation.

Promote the development of independence and development.

Stages of implementation of the self-education program.

Chapter	Deadlines		Practical solution
Studying methodological literature.	September – May 2015-2016	1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007 2. Preschool education No. 2, 2000 3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005 4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005. 5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004 6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2 7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998. 8. Experimental activities of children 4-6 years old: from work experience/ed.-comp. L.N. Menshchikova. – Volgograd: Teacher, 2009.	Selection, study and analysis of methodological literature on this topic.
2015-2016 academic year
Work with children	September	Study of the properties of sand and clay during play activities on a walk.	Experiments with sand and clay.
	November.	Study of the properties of water during play activities on a walk and in a group.	Experiments with water.
	January	Studying the properties of air in everyday situations, in play activities, in research activities.	Experiments with air.
	March	Studying the properties of a magnet in independent activities, during collective classes, and experimental activities.	Experiments with a magnet
	April	Observing indoor plants, studying the conditions for optimal development and growth of plants.	Experiments “With and without water”, “In light and in darkness”.
Working with parents.	September	Involving parents in creating an “Experimentation Center” to equip a corner with shelves and collect natural materials.	Creation "Center for Experimentation"
	October		Newspaper for curious parents
	May	Preparation of photographs of children during experimentation, cognitive and research activities.	Photo exhibition “Young Researchers”.
2016 – 2017 academic year
Work with children	September	“Device - assistants” Acquiring skills in working with research instruments - a magnifying glass.	Thematic lesson “Magic glass”
	November	“Device - assistants” Acquisition of skills in working with research instruments - scales.	Thematic lesson “Magic scales”
	January	“What, why and why?”Studying the method of game-based problem-based learning	Creation of various problem situations and ways to solve them
	March	“Step by step” Creating a “treasury of experiences and experiments”	Conducting experiments in class and in free time
	May	“I want to know everything” Search for interesting information about natural phenomena	Sliding folder
Working with parents	October
	December	A study of the pedagogical competence of parents and educators in the field of development of children's experimentation.	Parent survey.
	March	Using the “Choice of Activity” methodology by L.N. Prokhorova, aimed at studying the motivation of children's experimentation.	Memos for parents “I’m exploring the world”
2017 – 2018 academic year.
Work with children.	October – May	"Experiment as a teaching method"	Creation of projects.Studying the structure of project creation.Independent experimentation of children.
Working with parents.	September	Involving parents in enriching the “Experimentation Center”, collecting natural material.	Supplement and update existing material.
	December	Consultation for parents on the topic “Organizing children’s experimentation at home.”	Joint creation of a memo for parents.
	May	“What great fellows!”	Design of an exhibition of children's works, projects and photo reports of the results of experiments
Self-realization	Throughout the entire period	Collecting information to create a card index of experiences and experiments.	Card index of experiences and experiments for children 5-6 years old.
		Consultation for teachers of preschool educational institutions “The importance of search and research activities in child development.”
		Business game “Auction of Ideas”	Expanding teachers’ ideas about possible forms and methods of working with preschoolers on cognitive activity
			Speech at the pedagogical council.
		Exchange of experience on the sites “Self-education in search and research activities”

Conclusion:

Preschool children are by nature inquisitive explorers of the world around them. Search activity, expressed in the need to explore the world around us, is genetically determined and is one of the main and natural manifestations of the child’s psyche. The basis of the experimental activities of preschoolers is the thirst for knowledge, the desire for discovery, curiosity, the need for mental impressions, and our task is to satisfy the needs of children, which in turn will lead to intellectual and emotional development. Children's experimental activities are aimed at developing independent research skills, promoting the development of creative abilities and logical thinking, combining knowledge acquired during the educational process, and introducing them to specific vital problems.If motivation is built correctly, then there will definitely be positive results.

Literature.

*ON THE. Korotkova – Educational process in groups of children of senior preschool age.

*A.I. Savenkov – Methods of research training for preschoolers

*Child in the world of search is a program for organizing the search activities of preschool children.

*A.I. Savenkov - Methods of research training for younger preschoolers.

*N.Ya. Mikhailenko, N.A. Korotkova – Organization of story-based games in kindergarten.

*O.V. Dybina - The unknown is nearby. *Experiments and experiences for preschoolers.

*Studying the methodology of L.A. Wenger

L.N. Prokhorova “Choice of Activity” aimed at studying the motivation of children’s experimentation.

* Poddyakov A.I. Combinatorial experimentation of preschoolers with a multiconnected “black box” object // Questions of psychology, 1990.

* Tugusheva G.P., Chistyakova A.V. Game-experimentation for children of senior preschool age // Preschool pedagogy, 2001. - No. 1.

* Ivanova A.I. Natural science observations and experiments in kindergarten.

* Internet resources

Articles in magazines:

*Preschool teacher,

*Preschool education,

*Child in kindergarten,

Relevance of the topic

A preschool child is a natural explorer of the world around him. The world opens up to the child through the experience of his personal feelings, actions, and experiences. “The more a child has seen, heard and experienced, the more he knows and has assimilated, the more elements of reality he has in his experience, the more significant and productive, other things being equal, his creative and research activity will be,” wrote Lev Semenovich Vygotsky .

The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement.

Experimentation becomes one of the leading activities for a child: “The fundamental fact is that the activity of experimentation permeates all areas of a child’s life, all types of children’s activities, including play.”

Play in exploration often develops into real creativity. And then, it doesn’t matter at all whether the child discovered something fundamentally new or did something that everyone has known for a long time. 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.

The purpose of the work on the topic of self-education: create optimal conditions for the development of cognitive and research activities of older preschoolers as the basis for intellectual, personal, creative development; to combine the efforts of teachers and parents to develop the cognitive and research activities of older preschoolers.

Tasks:

Study methods, technologies for cognitive and research activities;

Create conditions to support children's research activity;

Support children's initiative, intelligence, inquisitiveness, independence, evaluative and critical attitude 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.

WORK PLAN FOR THE YEAR.

September.

October.

Study of the properties of sand and clay during play activities on a walk.

Experiments with sand and clay.

November.

December.

Observation, study of the properties of water during regime moments, in play activities, in everyday situations, in research activities.

Experiments with water.

"Soap magician."

January.

February.

Studying the properties of air in everyday situations, in play activities, in research activities.

Experiments with air.

Experiments with soil.

(vegetable garden on the windowsill).

March.

Studying the properties of a magnet in independent activities, during collective classes, and experimental activities.

Experiments with a magnet.

"Vanishing Coin"

April.

May.

Observing indoor plants, studying the conditions for

optimal development and growth of plants.

Experiments “With and without water”, “In light and in darkness”.

Working with family

September

Involving parents in creating a corner “Young Explorers”: equip the corner with shelves, collect natural materials.

Creation and equipment of the “Young Researchers” corner.

October

Consultation for parents on the topic “Organizing children’s experimentation at home.”

A newspaper for inquisitive parents.

January

Open demonstration of educational activities “The Kingdom of the Three Winds”

Open Day.

May

Preparation of photographs of children during experimentation, cognitive and research activities.

Photo exhibition “Young Researchers”.

Self-education plan on the topic:

"Cognitive and research activities"

Preparatory group "DROPS"

2016-2017

Chinese saying

What I heard I forgot

What I saw I remember

I know what I did.

Educator: Turchenko O.V.

BIBLIOGRAPHY.

1. Vinogradova N.F. “Mystery stories about nature”, “Ventana-Graf”, 2007

2. Preschool education No. 2, 2000

3. Dybina O.V. and others. A child in the world of search: A program for organizing the search activities of preschool children. M.: Sphere 2005

4. Dybina O.V. The unknown is nearby: entertaining experiences and experiments for preschoolers. M., 2005.

5. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. M.: Sfera, 2004

6. Ryzhova N. Games with water and sand. // Hoop, 1997. - No. 2

7. Smirnov Yu.I. Air: A book for talented children and caring parents. St. Petersburg, 1998.

SAMPLE TOPICS.

Theme: Water
1. “What properties”
2. “Water Helper”, “Smart Jackdaw”
3. "Water cycle"
4. "Water filter"
Topic: Water pressure
1. "Spray"
2. "Water pressure"
3. "Water Mill"
4. "Submarine"
Theme: Air
1. “Stubborn Air”
2. “Straw gimlet”; "Strong Matchbox"
3. “Candle in a jar”
4. “Dry from the water”; "Why doesn't it pour out"
Topic: Weight. Attraction. Sound. Heat.
1. “Why everything falls to the ground”
2. “How to see attraction”
3. “How Sound Travels”
4 "Magic transformations"
5. “Solid and liquid”
Topic: Transformations
Properties of materials
1. “Color mixing”
2. "Vanishing Coin"
3. “Colored sand”
4. “Straw-flute”
5. "World of Paper"
6. “The World of Fabric”
Topic: Wildlife
1. “Do plants have respiratory organs?”
2. “What is under our feet”
3. “Why do they say “Water off a duck’s back”
4. “Report “I liked the experiment...”

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 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 the classic of Russian psychological science. science Lev Semyonovich Vygodsky.

The development of cognitive interests of preschool children 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.

Bibliography