Consultation “Search activity of preschool children”

Organization of search activities of preschool children

Bibliographic description:

Minullina, R. F. Organization of search activities of preschool children / R. F. Minullina, R. V. Ryzhmanova. — Text: direct // Education and upbringing. — 2021. — No. 1 (27). - pp. 11-12. — URL: https://moluch.ru/th/4/archive/154/4848/ (access date: 11/21/2021).


This article reveals the content and methodology for organizing the search activities of older preschoolers in the light of the federal state educational standard for preschool education.

Key words: federal state educational standard, Federal State Educational Standard, preschool education, activity, problem situation, cognitive task.

In accordance with the requirements of the Federal State Educational Standard of Preschool Education for the results of mastering the basic educational program, presented in the form of targets, at the stage of completion of preschool education, “the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for phenomena nature and actions of people; inclined to observe and experiment.”

The scientific search for effective means of achieving the designated guidelines represents an urgent problem that requires theoretical and practical solutions. Among the possible means of developing the cognitive activity of preschoolers, search activity deserves special attention.

Elementary search activity is the joint work of the teacher and children, aimed at solving cognitive problems that arise in educational activities, in everyday life, in play and work, in the process of learning about the world.

The emergence and development of almost limitless search and research activities aimed at understanding the world around us is based on the child’s need for new impressions, given by nature itself. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Search activities are carried out in a specific system. It begins with the teacher setting and children accepting a cognitive task; it is also possible for children to set a cognitive task. Then its primary analysis is carried out and assumptions are made, methods for testing the assumptions put forward by children are selected, and they are verified. The search activity ends with an analysis of the results obtained during the inspection and the formulation of conclusions.

Elementary search activity as a form of organization is used in older preschool age. In accordance with the educational program, the teacher develops a system of cognitive tasks that he gradually sets for the children. For this, it is important to create problem situations in classes or in various activities, in everyday life, in play, work, and in the process of learning about the world.

A problematic situation arises when a problem already exists, but its solution is not immediately available to children. An effort of thought is required to compare already known facts and draw some conclusions. Children’s independent work in such a situation is exploratory in nature.

After the children accept the cognitive task, under the guidance of the teacher, it is analyzed, the known and the unknown are identified. As a result of such an analysis, under the guidance of the teacher, assumptions are made about the possible causes of the observed phenomena.

The assumptions made by children may be correct, incorrect, or even contradictory. But at the same time, they all need to be discussed. It is important to listen to all the children’s assumptions and pay attention to their inconsistencies. offer to check whose is more correct. If the children do not make assumptions, the teacher encourages them to do so or makes the necessary assumptions himself.

During the analysis and evaluation of assumptions, children develop interest and it should be used to move to the next stage of search activity - consideration of verification options and the verification itself.

Children usually offer different methods of verification, and the teacher can also offer them: short-term recognition observations, long-term comparative observations, elementary experiments, demonstration of models, heuristic conversations, etc.

Formulation of conclusions is the final stage of search activity. It is necessary to encourage children to formulate conclusions on their own, take the time to give them hints, listen to all the children’s statements, and ask questions to guide their thoughts in the right direction. If children's conclusions are incorrect, additional experiments or observations can be organized so that everyone comes to the correct conclusions.

We conducted an experimental study of the level of development of search activity by determining the cognitive activity of children of senior preschool age. For this purpose, the method of V. S. Yurkevich “Tree of Wishes” and the standardized questionnaire “Curious, active” by V. S. Yurkevich, Yu. A. Baranova were used.

During the diagnostics, it was revealed that the level of development of cognitive activity in children mainly corresponds to the average and low level. To increase the level of search activity of preschoolers, it is necessary to develop a number of measures that will contribute to the development of children’s cognitive activity and maintaining interest in search activities.

It is recommended to arrange and equip the following in the group:

– (card file of classes on research teaching methods, reading fiction: “The Great Encyclopedia for Preschoolers”, the encyclopedia “Everything about Everything”, etc.).

– Club of experts “I explore the world” (summarizing experience on topics being developed, preparing reports, monitoring, presentations of scientific works).

– Game center (verbal games, educational games and exercises).

– Mini (experimental corner).

Thus, in the process of organizing search activities, children acquire the ability to independently set cognitive tasks that reflect a deeper penetration into the essence of phenomena, the establishment of analogies, and an understanding of increasingly general patterns.

Literature:

1. AbdrakhmanovaA. I. Current state of the problem of the formation of cognitive activity in children of senior preschool age. // Bulletin of Tomsk State Pedagogical University. - 2015. - No. 3. - P. 38–41.
2. Ismatullaeva M. G. Formation of cognitive and personal activity in preschool children. URL.https://cyberleninka.ru (date of access: 01/09/2020).
3. Shchetinina V.V. Formation of cognitive activity of children of senior preschool age in the process of search activity. M.: 2006.-126s.
4. Yurkevich V.S. Development of initial levels of cognitive needs among schoolchildren // Questions of psychology. — 1980. — No. 2. — P. 83–92

Key terms
(automatically generated)
: search activity, preschool education, cognitive task, child, Federal State Educational Standard, everyday life, cognitive activity of children, problem situation, senior preschool age, elementary search activity.

Development of children's cognitive activity through children's experimentation (from work experience)

Author: Nekrasova Irina Vasilievna

Development of children's cognitive activity through children's experimentation

(from work experience)

Nekrasova Irina Vasilievna

Teacher of MDOBU No. 53 “Ryabinka”

P. Chunsky

In accordance with the Federal State Educational Standard for Educational Education, the focus of teachers’ attention should be on the orientation of the educational process towards the cognitive capabilities of the preschooler and their implementation. It is necessary to organize interaction with the child in such a way that it is aimed at developing cognitive interest, cognitive independence and initiative.

Cognitive development involves the cognitive activity of a preschooler. And in order to support cognitive activity, it is necessary to rely on the cognitive interest of children.

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. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world, are traditionally considered as the most important features of children's behavior. Satisfying his curiosity in the process of active cognitive and research activity, which in its natural form manifests itself in the form of children's experimentation, the child, on the one hand, expands his ideas about the world, on the other hand, begins to master the fundamental cultural forms of ordering experience: cause-and-effect, genus-species, spatial and temporary relationships that make it possible to connect individual ideas into a holistic picture of the world.

The development of children's cognitive activity is one of the pressing problems of our time. By developing cognitive activity in preschool children, we develop children's curiosity and desire to engage in search activities, namely experimentation. The more varied and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Children's experimentation is quite easily integrated into many types of children's activities.

A decisive role in working with children is played by organized educational activities with a clearly defined problem or “solving problem situations” or elements of experimentation. This allows children to develop cognitive activity, the ability to put forward hypotheses, compare, and draw conclusions independently or with the help of an adult; ideas about objects and phenomena are also specifically formed and, through experience or an experiment, proves the authenticity of the knowledge and ideas acquired by children.

I use thought experiments (or games) quite widely in children’s research activities. Such games help children acquire skills in exploratory behavior and development of thinking: the ability to see problems and put forward hypotheses for their solutions.

I implement one of the interesting ways to develop children’s research activities in artistic and productive activities, namely in the use of non-standard drawing techniques (with fingers, with a brush, with cellophane, on wet paper, with air through a straw), and experiments with various materials. In the process of such activities, children learn and better remember the properties of these objects and substances. Applique allows you to use threads, fabric, cotton wool, natural materials, which at the same time allows children to study their properties, composition, and capabilities.

In musical activity, the process of experimenting with sound material develops children's initiative, arbitrariness and creativity of the child's personality, and contributes to the development of intellectual competence. Children learn to find sound associations, group sounds based on common features, and match sounds with verbal definitions. Experiments are carried out in search of the sounds of the city and countryside; searching for associations when working with the sounds of nature (the rustling of leaves is reproduced by rustling paper, the singing of a tit by tapping on a crystal glass), in the sound of musical works, when making sound toys, noisemakers. All this activity is playful and entertaining in nature.

Experimental activity during observations of natural phenomena or objects involves consolidating knowledge or understanding the connections between what is happening. Observing on walks, in a corner of nature, in the surrounding reality, I plan short-term experiments relevant to the topic. For example, if there is hail, you and your children should definitely check whether these are really pieces of ice, how quickly it will melt on our palms, and whether the water will be clean. In some cases, the opposite happens, we first set a search task, and an observation follows from it: find traces of autumn, find the lowest place on the site

As part of my work, I carry out the main work on studying the conditions necessary for plant life. I continuously and gradually increase this amount of knowledge through experiments and observations in nature and in corners of nature. Children develop stable knowledge about the connection between plants and human care for them. From this point on, experimentation with plants begins. Individual experiments help you remember what the soil consists of and why it needs to be loosened; how plants depend on heat, light (during growing seedlings, germinating seeds). In winter, while clearing snow, we talk with preschoolers about the protective properties of snow. In autumn, during leaf fall, children find out how the weather affects its intensity, and while harvesting leaves, they can find out why the leaves rustle and sometimes not.

To develop children's cognitive activity and maintain interest in experimental activities, the group has an ecological corner and a mini-laboratory, which is constantly replenished with materials and equipment in accordance with the age of the children and the number of experiments performed.

The mini-laboratory has the necessary equipment for conducting experiments and research activities:

Ø assistant devices: magnifying glasses, scales (scales), hourglasses, compass, magnets;

Ø a variety of vessels from various materials (plastic, glass, metal) of different volumes and shapes;

Ø natural material: pebbles, clay, sand, shells, bird feathers, cones, saw cuts and tree leaves, moss, seeds, etc.;

Ø waste material: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.;

Ø technical materials: nuts, paper clips, bolts, nails, cogs, screws, construction parts, etc.;

Ø different types of paper: plain, cardboard, sandpaper, copy paper, etc.;

Ø dyes: food and non-food (gouache, watercolors, etc.);

Ø medical materials: pipettes, flasks, wooden sticks, syringes (without needles), measuring spoons, rubber bulbs, etc.;

Ø other materials: mirrors, balloons, butter, flour, salt, sugar, colored and clear glass, nail file, sieve, candles, etc.

When equipping the mini-laboratory, the following requirements were taken into account:

Ø safety for the life and health of children;

Ø sufficiency;

Ø accessibility of location.

It is necessary to train children to act in the experimentation corner; experiments are organized according to the wishes of the children, but at the same time they clarify what they want to get, but do not interfere with the course. Let the child try and make mistakes, but independently find a solution and achieve results.

Gradually, elementary experiments become experimental games, in which, like didactic games, there is an educational part and an entertaining one.

In the book corner there are children's reference books, encyclopedias on various topics, beautifully illustrated, with good, concise and informative texts accessible to children, and children's fiction.

A card file of tasks and exercises aimed at developing children’s ability to see a problem, put forward a hypothesis, ask questions, define concepts, draw conclusions and conclusions.

Properly organized experimental activities make it possible to satisfy children’s need for new knowledge and impressions, and contribute to the upbringing of an inquisitive, independent, successful child.

The gaming environment gives children the opportunity to freely express their inclinations without violating the norms of generally accepted behavior. The group has created play “centers” that promote full communication between children, satisfying each child’s need for movement, the desire to play, draw, and sculpt.

Children's experimentation is the basis of search and research activities of preschoolers. The main advantage of using the experimentation method in kindergarten is that during the experiment:

· Children get real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment.

· The child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation.

· The child’s speech develops, as he needs to give an account of what he saw, formulate discovered patterns and conclusions.

· There is an accumulation of a fund of mental techniques and operations that are considered as mental skills.

· Children's experimentation is also important for the formation of independence, goal setting, and the ability to transform any objects and phenomena to achieve a certain result.

· In the process of experimental activities, the child’s emotional sphere and creative abilities develop, work skills are formed, and health is improved by increasing the overall level of physical activity.

I am conducting experimental work in three interrelated areas:

· wildlife (characteristic features of the seasons, diversity of living organisms as adaptation to the environment, etc.);

· inanimate nature (air, water, soil, light, color, heat, etc.);

· man (functioning of the body, man-made world: materials and their properties, transformation of objects).

Pupils of the group enjoy creating various compositions and decorations from pebbles, building fairy-tale palaces, while studying the properties of stones and their diversity.

When working with soil, children become real soil researchers. They study why people and plants need soil, how to make it soft and fertile. They curiously look into a special glass house in the hope of seeing an earthworm chewing leaves.

Also, the necessary conditions have been created to study such a phenomenon as air. Here preschoolers study air: they learn to blow bubbles and catch them in bags, and explore its properties.

Children enjoy experimenting with water. They especially like to change its color, taste, and conduct experiments with snow and ice.

The most interesting experiments for children were such experiments with water as: “If you freeze water in a bottle”, “Why do icicles grow upside down? How do they grow?”, “Which ice melts faster: crushed ice or sheet ice?”, “Why does dirty and colored ice melt faster?”, “Not all substances dissolve in water.”

In the course of conducting research with air, children gain knowledge about the properties of air, discover it in space, inside a person, in surrounding objects; consider the need for air for all living things; they learn that air takes up space and has power; They find out how wind is formed, that warm air is lighter than cold air and rises.

When learning about the properties of sand, children examine the sand through a magnifying glass, observe and describe the grains: they are round, yellow, some are transparent, as if made of glass, all the grains lie separately from each other. Then they create a “desert storm” by blowing through a straw into a jar of sand. Children come to the conclusion that the grains of sand are not connected to each other, so the sand is loose and crumbly.

Children also really enjoy experiments that introduce them to magnets and their properties. Thus, during the educational activity “This Amazing Magnet”, children identify materials that interact with magnets, get acquainted with the properties of a magnet - the passage of magnetic forces through various materials and substances; reveal such a feature in the interaction of two magnets as attraction and repulsion, the ability of metal objects to be magnetized.

In order for the child, after conducting experiments together with the teacher, to be able to independently continue research on the topic being studied, the group has everything for experimentation in a place accessible to children.

It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teacher. Therefore, we work in close cooperation with the parents of the pupils.

Long-term observation of a child in a new environment allows parents to take a different look at him and at raising him at home. Parents are also provided with consultations on research activities; advice to parents on “How to help a little researcher” has been developed.

After experimentation classes, children are happy to tell their parents about their discoveries, perform the same and more complex experiments at home, learn to pose problems, put forward hypotheses and solve them independently. Many of them began searching for interesting materials for carrying out experiments. Experimenting at home with your child has become a fun activity for the whole family.

Used Books:

1. Dybina O. In The unknown is nearby: entertaining experiences and experiences for preschoolers /Text/ O.V. Dybina, N.P. Rakhmanova, V.V. Shchetinina. –M.: Sphere shopping center, 2005.

2. Ivanova A.I. Natural science observations and experiments in kindergarten. Plants. /Text/: children's encyclopedia/ A. I. Ivanova – M.: Sphere shopping center, 2004.

3. Prokhorova L. N. Organization of experimental activities of preschoolers. Guidelines. – M.:ARKTI, 2004.

4. Ryzhova N. A. Sorceress – Water /Text/ N. A. Ryzhova. – M.: Linka-Press, 1997.

5. Ryzhova N.A. Games with water and sand // Hoop, 1997. - No. 2. 8. Ryzhova N.. Experiments with sand and clay // Hoop, 1998. - No. 2.

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

7. Internet resources
comments powered by HyperComments

Junior group

Perform actions in accordance with the suggested icon. Determine the content of the activity (for example, talk about the properties of a material or object).

Learn to consider a phenomenon as a system, a set of stable connections between the components of the phenomenon along the present-past-future line to identify the interconnections of objects of the man-made world (for example, a tree stump, a stool, a chair, an armchair) or living nature (an egg, a chick, a hen).

Middle group

I. Perform a series of sequential actions (conduct experiments) in accordance with the models. Define goals and achieve appropriate results.

II Develop the ability to analyze and identify essential features of substances, materials, objects.

Using a systematic approach, form an idea of ​​yourself (past, present, future; structure of body parts, etc.), your family (family members as parts of a system in temporal development). Expand your understanding of objects and phenomena of nature and the man-made world, identifying their relationships and interdependencies. Understand what a function is.

Senior group

Act in accordance with models that determine the conditions and content of activities:

make assumptions about the expected result, designate it with

using a conventional symbol;

determine the purpose of the activity, the conditions for its achievement;

With the help of an adult, draw up a model of the stages of activity.

Be able to compare the results of activities with the goal and adjust your activities.

Analyze, identify essential features of substances, materials, objects, features of their interaction.

Get acquainted with the concepts of line, system, subsystem. Connections with systems and non-systems. Analyze objects, objects and phenomena of the surrounding world, their internal and external connections, the inconsistency of their properties, changes over time, etc.

Preparatory group

Preschoolers should be able to independently act as a group in school in accordance with the algorithm, achieve a result and indicate it using a conventional symbol. For the designated purpose, draw up an algorithm, defining the equipment and actions with it. Detect discrepancies between goals and actions and adjust your activities.

Improve the ability to determine and analyze the structure, properties, characteristics, features of the interaction of substances, materials, objects. Independently (based on models) conduct experiments with substances (the interaction of solid, liquid and gaseous substances, changes in their properties during heating, cooling and mechanical influences).

Develop the ability to analyze an object and present it in a system of relationships and interdependence (structure, functioning, purpose; its existence in time and space, etc.).