Summary of educational and research activities “Magic Paper” in the middle group

Organization of cognitive and research activities of middle preschoolers

The development of research skills and abilities is an important component of the educational process in kindergarten. The desire for experimental knowledge of the world around us is already evident in toddlers. Younger preschoolers actively accumulate knowledge in the form of vivid images that are remembered during the research process. By the age of 4–5, children become real “why-makers”: they ask questions about everything that arouses interest, but they still do not have enough skills to get the answer on their own.

In order not to turn a child into a repository of knowledge, a storehouse of truths, rules and formulas, we must teach him to think. The very nature of children's consciousness and children's memory requires that the bright surrounding world with its laws not be closed off for a minute.

V. A. Sukhomlinsky

“I give my heart to children”

When organizing classes on cognitive and research activities, the teacher takes into account the level of mental development and thinking of children. Let us list the age characteristics of middle preschoolers:

• Increased degree of curiosity. It is easy for a 4-5 year old child to be captivated by some subject or process, which is why knowledge is not taught to memorize, but is encouraged to be acquired.
• Perception becomes meaningful, purposeful, and analytical. Middle preschoolers experiment consciously to find out the final result of the experimental action. At this age, children make their first attempts to independently analyze research and formulate conclusions.
• Communication needs. Children develop a desire not only to ask questions, but also to express their own assumptions. By the period of senior preschool age, children develop the ability to put forward hypotheses. To develop this skill in the middle group, it is important to improve oral speech skills and conduct detailed conversations with a cognitive focus.
• Good degree of development of fine motor skills. Middle preschoolers are excellent at handling cutlery, fastening buttons and zippers, and playing with small construction set pieces and beads. To improve the work of both hands, a variety of materials (sand, clay) and tools (magnifying glasses, pipettes, spatulas, etc.) should be used in practical research.

During experimentation, preschoolers learn to think logically and interact with each other

Goals and objectives

Cognitive and research activities are based on a rich developmental base: children are given diverse ideas about objects (about their properties, structure, qualities), connections that arise between objects are indicated, and factual information is always obtained in a practical way. The purpose of organizing the research activities of middle preschoolers is to realize their increased curiosity, desire for experimental activity and independence. At the same time, topics for experimentation in kindergarten are selected in accordance with the approved educational program, classes are structured taking into account the age characteristics of the pupils, and the safety of each study is ensured.

The research activity of middle preschoolers is carried out through the study of objects and phenomena outside of direct perception (as was the case in the younger groups). A system of ideas about the surrounding world is formed through the definition of connections and dependencies between objects of observation. The teacher creates positive motivation for students to the realities of life and to subsequent research.

To organize experimentation in the middle group, the teacher faces a number of tasks:

• Expanding one's horizons through observations in the research process.
  

  As the Chinese proverb says, “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand,” information acquired through personal experience that became clear during direct observation is more vividly stored in memory.

• The development of observation is the main feature of the research type of thinking. Children should not just capture the image of an object. It is important to teach them to notice the features of objects (appearance or nature of interaction with other objects and phenomena), which sometimes appear in certain conditions. Creating such conditions in order to identify the properties of an object or their changes is an experimental activity.
• Forming the ability to independently identify a problem/question and put forward hypotheses for study in practical work. This task is common to the development of the child’s research qualities and to the improvement of speech skills. In the middle group, speaking becomes a mandatory accompaniment of all stages of experimentation.
• Creating a positive and friendly atmosphere in the group, developing the ability to work in a team.

In the ecological corner, preschoolers watch the growth of plants and learn how to care for them

Criteria for organizing cognitive and research activities in the middle group

The teacher of the middle group, organizing the research activities of children, is guided by the following criteria:

• Educational and research classes are held weekly (in the group room, experimental laboratory, experimental corner, on the territory of the kindergarten during a walk). Experimentation activities for children aged 4–5 years should not exceed 20 minutes.
• The teacher controls the children's research activity at each stage of the lesson. He is responsible for the safety of the experiments, evaluates the correctness of the students’ actions, stimulates independence, encourages initiative in work, and helps in formulating conclusions.
• During the lesson, each child should feel like a researcher, try their abilities in posing a problematic question, and analyzing the results obtained.

Experiments with water are interesting for children of all ages

Table: types of cognitive and research activities

During a conversation on the topic of the object being studied, preschoolers develop thinking abilities

Types of classes in cognitive and research activities

The formation of research abilities is carried out in DED classes (direct educational activities), as a rule, on the topic “The World Around us”. Children expand their knowledge about familiar objects of reality, learn to identify their features through experimentation. Elements of research activities can be used in the structure of classes from the artistic, aesthetic, speech, and physical fields. The children experimentally (with the help of the organs of vision and hearing, in a kinetic way) study the characteristics of the sound of voices and musical instruments, the quality of sports equipment - this is evidence that any object or phenomenon can become the object of research.

General curriculum topics can be taught in a variety of ways. The topic is revealed to the maximum when different types of activities, creative leisure, and walks are devoted to it. In order to comprehensively study any issue, integrated classes are conducted, which involve a whole range of actions.

For example, in the middle group, an integrated lesson on the topic “Vegetables” is a synthesis of cognitive, social-communicative and artistic-aesthetic areas and research activities, which is implemented in the forms of work: cognitive conversation, situational conversation, experimentation, observation, productive activity.

To study the qualitative characteristics of vegetables in the middle group, you can conduct an integrated lesson

Table: forms of organizing research activities of middle preschoolers

Photo gallery: research project “The Miraculous Properties of Water”

Experimental activities to study the properties of water introduce children to its physical characteristics.

Finger gymnastics in water will appeal to little fidgets

As part of the project, the children play themed outdoor games “Droplets”, “The Sea is Worried - Once!”, “Stream”

When studying the properties of soapy water, you can hold a competition for the largest soap bubble.

The result of the project may be an exhibition of drawings on the topic

At the final lesson on the project, the children complete a creative task

Photo gallery: educational and research project “Social Insect”

At the initial stage of the project, children look at pictures of different types of ants

The project includes monitoring ants on the territory of a kindergarten

In the form of play activities, preschoolers repeat the material they have learned

The project also includes creative activities for children - working with coloring books.

In the group you can organize an exhibition of children's crafts on the theme of the project

Parents of students can be involved in the project, for example, they can help design a poster.

A photo album about the project will be the final work on the topic

Lesson on cognitive and research activities in the middle group of kindergarten

The age of 4–5 years is the time of transition to conscious experimentation. The role of the teacher is to control the actions of students - practical and mental. Children recite the components of each stage of the study:

• a problem is posed;
• options for its solution are put forward (goal setting stage);
• hypotheses are voiced;
• hypotheses are tested empirically;
• the results of the experiment are analyzed;
• conclusions are formulated.

A hypothesis is a representation given by the imagination to fill the void created by this need.

Jean Piaget

https://tsitaty.com/%D0%B0%D0%B2%D1%82%D0%BE%D1%80/%D0%B6%D0%B0%D0%BD-%D0%BF%D0%B8 %D0%B0%D0%B6%D0%B5/

If students experience difficulties at any structural stage of the study, the teacher guides them to the correct formulation/conclusion with the help of leading questions. However, the presence of the teacher should be felt by children not only in indirect or direct instruction. It is important for the child that his actions are appreciated, so the teacher encourages a positive attitude, a willingness to communicate in conversations, and the active manifestation of research abilities.

Children aged 4–5 years carry out practical research directly according to verbal instructions; they understand the adult’s instructions well. Gradually, it is worth teaching how to work using simple diagrams that show the experimentation algorithm (in pictures). In the middle group, pupils independently record the results of the study (filling out experience cards, keeping an observation diary).

Motivating start to class

Middle preschoolers have a visual-figurative type of thinking. This means that children better perceive the instructions and explanations that they visually represent. The transition to verbal-logical thinking will occur by the age of 6–7 years, but visualization will remain the main method of attracting interest in educational activities. Work carried out with game elements, thematic or plot, also turns out to be productive. How passionate the child is about the question and the topic of research at the beginning of the lesson depends on his activity during the actual experimental activity, the result of solving the problem posed and the degree of motivation to experiment in the future. The teacher organizes the beginning of classes in a variety of forms and predicts a positive attitude towards the techniques used in children.

Studying samples of rock paintings will arouse the interest of preschoolers in the lesson “What do we know about a simple pencil?”

Table: examples of a motivating start to a lesson

Table: card index of topics for research activities in the middle group

Lesson time plan

A GCD lesson or an integrated lesson with elements of research activity in the middle group lasts no more than 20 minutes. The course of the educational process is built taking into account the age characteristics of children, various types of work are carried out. Since cognitive and research activities require increased attention and mental stress, the plan necessarily includes sports and dance breaks, exercises and games for physical activity.

Cognitive activity requires a lot of mental effort from preschoolers, so physical education should be held in the middle of the lesson.

Approximate time plan for a lesson in the middle group:

• Organizational moment - 1 minute.
• Motivating start of the lesson - 4 minutes.
• Constructing a plan, talking through the stages of the study - 2 minutes.
• Physical activity - 3 minutes.
• The practical part of the work is 9 minutes.
• Formulation of research results, summing up – 1 minute.

Table: examples of temporary lesson plans

Table: example of a lesson plan for cognitive and research activities in the middle group

Summary of educational and research activities in the middle group

Summary of educational and research activities in the middle group Theme “Where you can find air.”
Author: Konstantinova M.F., teacher of the second qualification category of the Moscow State Preschool Educational Institution, Kindergarten “Valdai”, village of Staraya Toropa, Tver region, Zapadnodvinsky district. Goal: Systematize people’s knowledge about the properties of air through the organization of joint activities. Objectives: • Developmental: develop observation, curiosity, thinking, memory, speech, cognitive activity.
• Educational: expand children's horizons about air and its properties, using experiments and experiences (educational area - cognition). Develop free communication with adults and peers in the process of conducting experiments, enrich children's vocabulary, laboratory, transparent, invisible experiments (speech area). Strengthen interaction skills in a team, in a group (social-communicative area), form initial knowledge about a healthy lifestyle (physical development). • Educational: to cultivate a positive attitude towards the world around us, interest in cognitive activity, independence. Create a desire to help Parsley. Preliminary work: games “Blowers”, “Balloons”, reading fiction, making boats, fans. Materials and equipment: plastic bags, cups, peas, cocktail straws, garlic, soap bubbles, Parsley toy, plastic film. Progress of educational activities:

Organizational moment “Sunshine”. Educator: Children, let's say hello to the guests and warm them with our smiles. What else warms us up and improves our mood? Children: Sunny Teacher: That's right, sunny. Let’s imagine that our hands are rays of sunshine, touch each other’s fingers and give warmth to our friends (children stand in a circle, stretch their arms up, touching each other). Children: Sunshine, sunshine We are your rays! Teach us to be good people.

There is a knock on the door (Petrushka enters). Parsley: Hello guys, I'm Parsley. I want to tell you a riddle: We need him to breathe, to inflate the balloon. He is next to us every hour, but we cannot see him. Children: Air Parsley: Guys, I often hear this word too. I don’t know what it means. And I really want to find out. Educator: Are you interested in knowing where you can find air? Children: Yes. Educator: Then I invite you to our laboratory. Now we will do experiments like real scientists. What is a laboratory? That's right, this is a room where various experiments are carried out. All employees of our laboratory must follow a number of rules: Rule No. 1. Do not touch anything on the tables without permission. Rule #2. Maintain silence and do not disturb other children. Rule #3. Do not taste the contents of the vessels. Rule #4. Handle the equipment with care. Once done, put it back in its place. Rule #5. Remember - some experiments can only be carried out in the presence of adults. Children approach the tables.

Educator: Tell the guys to Parsley, do you see the air around us? Children: no, we don’t see it. Educator: If we don’t see him, what is he like? Children: The air is transparent, invisible, colorless. Parsley: Just about invisible, which means it’s not there at all.

Educator: Wait Petrushka, I didn’t see the air either, but I know that it is around us. Parsley: I don’t believe you. Now prove that this very air still exists. Educator: Guys, let's prove to Parsley that there is air. And for him to see him, he must be caught. Do you want me to teach you how to catch air? Children: Yes! Educator: Let's go to the tables. What's on my desk? Children: Plastic bags. Experiment No. 1 (with a plastic bag). Educator: Take plastic bags. What are they? Children: Empty, crumpled. Educator: Calmly draw air through your nose and slowly inhale it into the bag, and then wrap it so that it does not deflate. What has he become? Children: fat, bloated. Educator: Why did he become like this? What filled the bag? Of course we filled the bag with air and saw it. (children move to another table). Experience No. 2. On the table, each child has a glass of water, at the bottom there are peas, and there are straws for cocktails. Educator: What do you see in the cups Children: Water Educator: What kind of water? Children: Transparent Teacher: What lies at the bottom? Children: Peas Educator: Do you want to revive the peas? What will help us with this? Children: Air. Educator: What needs to be done for this? Children: Blow into the tubes. Educator: What's going on? Children: bubbles appeared. Educator: This is air. We saw him again. What are our peas doing? Children: They are moving. Educator: What helped us revive the peas? Children: Air. Educator: Well, of course, it’s air. We not only found him, but also saw how he made the peas move. (Parsley praises the children) Air game “Parachute”. Educator: I have a surprise for you. Look how big my piece of plastic film is. What is she like? Light and airy, obedient to the air. Do you know who parachutists are (children answer). And what opens up above their heads when they jump from a plane? Children: Parachute. Educator: Let's make a parachute too. And of course the air will help us with this (the teacher suggests standing in a circle and grasping the edges of the film) Together we all stood in a circle (stand up) We will make a parachute (grab the film) One after another we walk We carry the parachute in our hands (walk in a circle ) We raise our hands up (raise our hands) We inflate our parachute. This is our parachute, inflated with light air (lowered to the floor). Educator: did we have a great time playing with the air? Did you like it? Experience No. 3. Children approach the table, on which there is garlic on a plate. Educator: Guys, the air has a smell. Children: No Teacher: Come to the table and look what’s on my table. Children: Garlic. Educator: That's right, it's garlic. Let's smell it (sniff it). What can we say? Children: Garlic smells Educator: We can conclude that the smell is transmitted through the air. Now come to me. Did you like the experiments? Which of you liked what experience the most (children answer). Today we learned a lot of interesting things. (Teacher sums up) - There is air everywhere around us. - You and I breathe air. — Air is invisible, but it can be found in different ways. — The air made the peas move. - You can play with air. - Parsley, you liked it with us. Parsley: Yes guys, now I know where to find air. Thank you. As a souvenir, I give you soap bubbles. The children thank them, Petrushka leaves.

Game with soap bubbles.

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Work of a research group in kindergarten

Experimental research activities cause genuine delight among preschoolers. Thanks to experimentation at an early age, children develop and develop an interest in acquiring knowledge, and the desire to independently search for information increases. These qualities prepare a good motivational and experiential base for school learning. The functioning of a research circle develops the cognitive abilities of children and expands their understanding of the objects of the material world.

The teacher develops a program in which he notes the goals and objectives of the circle’s work, highlights the studied methodological literature on the topic, and draws up calendar and thematic planning. A separate room (experimental laboratory) can be allocated for the study group, or a research area can be organized. The teacher sets up a stand with the rules for conducting experiments with various materials. Pupils must be familiar with safety precautions in the laboratory, spell out the rules before performing research and follow them during the process.

Conducting any experiments requires compliance with the rules

The corner or laboratory must contain special materials and tools. They are kept within reach of children, in labeled drawers or boxes. Children can always take an item from the shelf for independent study. The material base of the circle may include:

• Natural materials: sand, stones, clay, soil, wood samples, leaves, grains.
• Equipment: magnets, magnifying glass, telescope, scales, microscope, thermometer, lamps.
• Vessels: jars, beakers, flasks, cups.
• Medical materials: rubber gloves, tweezers, syringe, cotton pads, gauze, pipettes.
• Substances: salt, potassium permanganate, food coloring, flour.
• Aprons, safety glasses, caps.
• Cards and journals for recording research results.

During experiments, children may need shoe covers, hats, aprons or gowns

Classes in the circle are conducted in the form of experimental games. The results of young research are presented in thematic mini-exhibitions in the kindergarten hall.

In a group of educational and research activities, children can get acquainted with the amazing microworld

Examples of organizing cognitive-search activities of middle preschoolers

We invite you to familiarize yourself with the experience of conducting classes on research and experimentation with children 4–5 years old.

Video: experimental research activity “Magic Magnet”

Video: organizing educational and research activities for children on the topic “Number and number 7”

Video: lesson on experimental activities “Properties of sand”

Video: Educational and research educational activity “Let’s help you find the Snow Maiden”

Video: experiments with water in the middle group

Photo gallery: examples of design of a research corner

Stands with materials and equipment in the research corner attract the attention of students

In some cases, to optimize group space, a research corner is combined with an environmental corner

In the laboratory, the guys enthusiastically conduct various experiments.

It is advisable that materials for experiments be neatly arranged in boxes or containers

In the laboratory, kids can conduct experiments with sand and water.

The organization of children's activities within the framework of cognitive and research orientation is an important mechanism for the diversified development of the individual. In the process of experimentation, preschoolers come into direct contact with the objects being studied, their memory is replenished by sensory experience, and the traits of a research type of thinking and analytical abilities are formed. By studying the features of natural phenomena and objects, children begin to better understand the complexity and beauty of the world around them.

Middle group. Junior preschool age. Children 4 - 5 years old

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