Educational field “cognitive development. Document Microsoft Word (2).docx - Educational area “Cognitive development” List of sources used
What is an object We are surrounded by many objects: trees, houses, people, cars, the sun, stars, mountains, lakes, etc. These objects are material and have form. But there are objects that do not have a specific shape: sand, water, snow and others. An object is also what is created as a result of human mental activity: poetry, music, school essays, text on the computer, drawings. The objects are natural phenomena: lightning, rainbow, eclipse. An object is some part of the surrounding world, considered by a person as a single whole.
Properties and parameters of an object When we pronounce a familiar word, we mentally imagine the corresponding image of the object. And if you say the word: “Leaf fall” - And yellow leaves fly, And, as if in reality, You see autumn: A yellow garden And wet grass. A. Barto Consider the object “car”. To distinguish it from other objects (not machines), you need to list its properties. Do this yourself and write it down in a table in your notebook. Properties of an object are its characteristics, for example, shape, color, weight, area of application.
Object Parameter A property of an object that can be represented by a specific value is called a parameter. Parameters that describe quantitative characteristics (weight, size, age) are called magnitude. Parameters that describe the qualitative characteristics of an object (color, shape, taste, material) are called features. Parameter is a feature or value that characterizes some property of the object and takes on different values.
Action as a characteristic of an object To describe the actions of an object, you need to answer the question: “What can it do?” Objects can perform actions on their own or under the influence of other objects. Object State 1 Object State 2 action If two objects are involved in performing an action, then one performs the action, the other experiences its influence. An action is a change in the state of an object
A sequential change in the states of an object is called a process Examples of processes: Making a sculpture from stone Movement of a car Cooking Information processes (collection, storage, processing and transmission of information) Man has given names to some processes: combustion, aging, growth, construction, etc.
Processes are characterized by Properties and Parameters. For example, movement is characterized by: speed, duration, distance. The formula connecting these parameters S=V t Process Parameter Filling a pool with water Amount of water per unit of time Manufacturing of parts Number of parts per hour Selling goods Amount of goods sold Process parameters
Environment of existence of an object Environment - conditions of existence of an object Examples of environment of existence Climatic zones of the Earth - each is characterized by temperature, humidity, flora and fauna. Animal habitats - they live in the ground, water, forest, desert, etc. Each object has its own environment in which it exists. The environment of existence influences the object, therefore, when the environment of existence changes, the object changes its properties
Development of cognitive research activities. Development of children's cognitive interests, expansion of experience of orientation in the environment, sensory development, development of curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects in the surrounding world (shape, color, size, material, sound, rhythm, tempo, causes and effects, etc.). Development of perception, attention, memory, observation, ability to analyze, compare, highlight characteristic, essential features of objects and phenomena of the surrounding world; the ability to establish the simplest connections between objects and phenomena, to make the simplest generalizations.
Introduction to sociocultural values. Familiarization with the surrounding social world, broadening the horizons of children, forming a holistic picture of the world.
Formation of primary ideas about small homeland and Fatherland, ideas about sociocultural values our people, about domestic traditions and holidays. Formation of elementary ideas about planet Earth as the common home of people, about the diversity of countries and peoples of the world.
Formation of elementary mathematical concepts.
Introduction to the natural world.
Content psychological-pedagogical work
Development of cognitive and research activities
Exercise in establishing similarities and differences between objects that have the same name (same blades; red ball - blue ball; large cube - small cube).
Teach children to name the properties of objects: big, small, soft, fluffy, etc.
Sensory development. Continue work to enrich children’s direct sensory experience in various types of activities, gradually including all types of perception. Help examine objects, highlighting their color, size, shape; encourage to include hand movements on an object in the process of getting to know it (circling parts of the object with your hands, stroking them, etc.).
Didactic games. Get rich in games with didactic material sensory experience of children (pyramids (turrets) of 5-8 rings of different sizes; “Geometric mosaic” (circle, triangle, square, rectangle); cut pictures (of 2-4 parts), folding cubes (4-6 pieces) and etc.); develop analytical abilities (the ability to compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory attributes - color, shape, size).
Conduct didactic games to develop attention and memory (“What’s missing?”, etc.); auditory differentiation (“What does it sound like?”, etc.); tactile sensations, temperature differences (“Wonderful bag”, “Warm-cold”, “Light-heavy”, etc.); fine motor skills hands (toys with buttons, hooks, zippers, lacing, etc.).
Primary ideas about objects in the surrounding world. To develop the ability to focus attention on objects and phenomena of the subject-spatial development environment; establish the simplest connections between objects and phenomena, make the simplest generalizations. Learn to determine the color, size, shape, weight (light, heavy) of objects; their location in relation to the child (far, close, high). Introduce materials (wood, paper, fabric, clay) and their properties (strength, hardness, softness).
Encourage research interest and carry out simple observations. Teach methods of examining objects, including simple experiments (sinking or not sinking, tearing or not tearing). Learn to group and classify familiar objects (shoes, clothes; tea, table, kitchen utensils).
Sensory development. Enrich children's sensory experience, develop the ability to record it in speech. Improve perception (actively including all senses). Develop figurative ideas (using epithets and comparisons when characterizing objects). Create conditions for children to become familiar with the color, shape, size, tangible properties of objects (warm, cold, hard, soft, fluffy, etc.); develop the ability to perceive the sound of various musical instruments and native speech. Strengthen the ability to highlight color, shape, size as special properties of objects; group homogeneous objects according to several sensory characteristics: size, shape, color.
Improve the skills of establishing the identity and difference of objects according to their properties: size, shape, color.
Tell children the names of shapes (round, triangular, rectangular and square). Didactic games. Select objects by color and size (large, medium and small; 2-3 colors), assemble a pyramid of rings decreasing in size, alternating 2-3 colors in a certain sequence; assemble a picture from 4-6 parts. In joint didactic games, teach children to follow gradually more complex rules.
Primary ideas about objects in the surrounding world. Create conditions for expanding children's understanding of the world around them, developing observation and curiosity.
Learn to identify individual parts and characteristic features of objects (color, shape, size), continue to develop the ability to compare and group them according to these features. Form generalized ideas about objects and phenomena, the ability to establish simple connections between them.
Encourage children to try to independently examine objects using familiar and new ways; compare, group and classify objects by color, shape and size.
Continue to acquaint children with the characteristics of objects, teach them to determine their color, shape, size, weight. Talk about the materials from which objects are made, their properties and qualities. Explain the feasibility of making an object from a certain material (car bodies are made of metal, tires are made of rubber, etc.).
Help children establish a connection between the purpose and structure, purpose and material of objects.
Sensory development. Continue work on sensory development in various activities. Enrich sensory experience by introducing children to a wide range of objects and objects, with new ways of examining them. Strengthen previously acquired skills in examining objects and objects.
Improve children's perception through the active use of all senses (touch, vision, hearing, taste, smell). Enrich sensory experience and the ability to record received impressions in speech.
Continue to introduce geometric shapes(circle, triangle, square, rectangle, oval), with colors (red, blue, green, yellow, orange, purple, white, gray). Develop your sense of touch. To become familiar with various materials by touch, by touching, stroking (characterizing sensations: smooth, cold, fluffy, hard, prickly, etc.).
Form figurative ideas based on the development of figurative perception in the process various types activities.
Develop the ability to use standards as generally accepted properties and qualities of objects (color, shape, size, weight, etc.); select items based on 1-2 qualities (color, size, material, etc.).
Project activities. Develop primary skills in design and research activities, provide assistance in formalizing its results and creating conditions for their presentation to peers. Involve parents in participating in children's research activities.
Didactic games. Teach children games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects according to external signs, group; make a whole from parts (cubes, mosaics, puzzles).
Improve children's tactile, auditory, and taste sensations (“Identify by touch (by taste, by sound)”). Develop observation and attention (“What has changed?”, “Who has the ring?”).
Help children master the rules of the simplest printed board games (“Dominoes”, “Loto”),
Primary ideas about objects in the surrounding world. Strengthen ideas about objects and phenomena of the surrounding reality. Develop the ability to observe, analyze, compare, and identify characteristic, essential features of objects and phenomena of the surrounding world.
Continue to develop the ability to compare objects, establish their similarities and differences (find objects in a group of the same shape, the same color; how these objects are similar and how they differ, etc.).
To develop the ability to select pairs or groups of objects that match a given characteristic (long - short, fluffy - smooth, warm - cold etc.).
Develop the ability to identify the materials from which objects are made. Learn to compare objects (by purpose, color, shape, material), classify them (ware - porcelain, glass, ceramic, plastic).
Sensory development. Develop perception, the ability to identify various properties and relationships of objects (color, shape, size, location in space, etc.), including the senses: vision, hearing, touch, smell, taste.
Continue to introduce the colors of the spectrum: red, orange, yellow, green, blue, indigo, violet (chromatic) and white, gray and black (achromatic). Learn to distinguish colors by lightness and saturation, and name them correctly. Show children the features of the arrangement of color tones in the spectrum.
Continue to introduce various geometric shapes, learn to use planar and volumetric shapes as standards.
Develop the ability to examine objects different shapes; during the examination, include hand movements on the object. Expand ideas about the texture of objects (smooth, fluffy, rough, etc.). Improve your eye.
Develop cognitive and research interest by showing entertaining experiments, tricks, and engaging in simple experiments.
Project activities. Create conditions for children to implement three types of projects: research, creative and normative.
Develop research-type project activities. Organize project presentations. To form in children ideas about the authorship of the project.
Create conditions for the implementation of creative type project activities. (Creative projects at this age are individual in nature.)
Promote the development of project activities of a normative type. (Normative project activity is a project activity aimed at children developing norms and rules of behavior in a children's team.)
Didactic games. Organize didactic games, uniting children into subgroups of 2-4 people; learn to follow the rules of the game.
To develop children's memory, attention, imagination, thinking, speech, and sensory abilities through games. Learn to compare objects, notice minor differences in their characteristics (color, shape, size, material), combine objects according to common characteristics, make a whole from a part (folding cubes, mosaics, puzzles), identify changes in the arrangement of objects (in front, behind, to the right , left, under, above, in the middle, on the side). To form a desire to act with a variety of didactic games and toys (folk, electronic, computer, etc.).
Encourage children to be independent in play, causing them to have an emotional and positive response to the play action.
Teach to obey the rules in group games. Foster creative independence. Develop qualities such as friendliness and discipline. Foster a culture of fair competition in competitive games.
Primary ideas about objects in the surrounding world. Continue to expand and clarify children’s ideas about the objective world; about the simplest connections between objects in the immediate environment.
Deepen understanding of the essential characteristics of objects, properties and qualities various materials. Expand your understanding of the quality of the surface of objects and objects.
Learn to use various methods of examining objects (overlay, application, comparison by quantity, etc.).
Develop cognitive and research interest by showing entertaining experiments and tricks; engage in simple experiments and observations.
Sensory development. Develop vision, hearing, smell, touch, taste, sensorimotor abilities.
Improve hand-eye coordination; develop fine motor skills in a variety of activities.
Develop the ability to contemplate objects and phenomena (peer, listen), directing attention to a more subtle distinction of their qualities.
Learn to identify several qualities of objects in the process of perception; compare objects by shape, size, structure, position in space, color; highlight characteristic details, beautiful combinations colors and shades, various sounds (musical, natural, etc.).
Develop the ability to classify objects according to general qualities (shape, size, structure, color).
To consolidate children's knowledge about chromatic and achromatic colors.
Project activities. Develop project activities of all types (research, creative, regulatory).
In research project activities, develop the ability to pay attention to analyzing the effectiveness of information sources. Encourage discussion of the project among peers.
Promote creative project activities of an individual and group nature.
When working on normative projects, encourage children to discuss situations relevant to these projects and the negative consequences that may arise if established norms are violated.
Help children symbolically display the situation, experience its main meanings and express them in figurative form.
Didactic games. Continue teaching children to play various educational games (lotto, mosaic, spillikins, etc.). Develop the ability to organize games and play the role of a leader.
Learn to coordinate your actions with the actions of the leader and other participants in the game. Develop intelligence in the game, the ability to independently solve a given problem. Involve children in creating some didactic games (“Noisemakers”, “Rustlers”, etc.). Develop and strengthen sensory abilities.
To promote the manifestation and development in the game of qualities necessary for preparing for school: voluntary behavior, associative-figurative and logical thinking, imagination, cognitive activity.
Introduction to sociocultural values
First junior group (from 2 to 3 years old)
Continue to introduce children to objects in their immediate environment. To promote the appearance of generalizing concepts in children’s dictionaries: toys, dishes, clothes, shoes, furniture, etc.
Familiarize yourself with the vehicles in your immediate environment.
Second junior group (from 3 to 4 years old)
Continue to introduce children to objects in their immediate environment and their purpose. To introduce the theater through mini-plays and performances, as well as through dramatization games based on works of children's literature.
Familiarize yourself with the immediate environment (the main objects of urban/village infrastructure): house, street, store, clinic, hairdresser.
Tell children about professions that they understand (teacher, assistant teacher, music director, doctor, salesman, cook, driver, builder), expand and enrich their understanding of labor actions and the results of labor.
Middle group(from 4 to 5 years)
Create conditions for expanding children's understanding of the world around them.
Expand children's knowledge about public transport(bus, train, plane, ship).
Expand your understanding of the rules of behavior in public places. Form initial ideas about the school.
Continue to introduce cultural phenomena (theater, circus, zoo, opening day), their attributes, people working in them, rules of behavior. To give basic ideas about life and the peculiarities of work in the city and in rural areas, based on the experience of children. Continue to introduce various professions (driver, postman, salesman, doctor, etc.); expand and enrich ideas about labor actions, tools, and results of labor.
To form elementary ideas about changes in types of human labor and life using the example of the history of toys and household items. Introduce children to money and the possibilities of using it.
Senior group(from 5 to 6 years)
Enrich children's understanding of the world of objects. Talk about objects that make a person’s work easier in everyday life (coffee grinder, mixer, meat grinder, etc.) and create comfort (sconces, paintings, carpet, etc.). Talk about the fact that any thing was created by the work of many people (“Where did the table come from?”, “How did the book turn out?”, etc.). Expand children's ideas about professions.
Expand ideas about educational institutions (kindergarten, school, college, university), spheres of human activity (science, art, production, agriculture). Continue to introduce cultural phenomena (circus, library, museum, etc.), their attributes, significance in the life of society, professions associated with them, rules of behavior.
Continue to introduce money, its functions (a means of paying wages, making payments for purchases), budgets and family capabilities.
To form elementary ideas about the history of mankind (the Ancient world, the Middle Ages, modern society) through familiarity with works of art (painting, sculpture, myths and legends of the peoples of the world), reconstruction of the lifestyle of people of different times (clothing, utensils, traditions, etc.).
Tell children about the professions of educator, teacher, doctor, builder, agricultural workers, transport workers, trade workers, communications workers, etc.; about the importance and significance of their work; that a variety of equipment is used to make work easier.
To introduce labor to people of creative professions: artists, writers, composers, masters of folk arts and crafts; with the results of their work (paintings, books, sheet music, objects of decorative art). Preparatory group for school (from 6 to 7 years old) Expand and clarify children’s ideas about the objective world. To form ideas about objects that make people’s work easier in production. Enrich your understanding of modes of transport (ground, underground, air, water).
Continue introducing libraries and museums.
To deepen children’s ideas about further education, to form basic knowledge about the specifics of school, college, university (if possible, visit the school, get to know the teachers and students, etc.).
To expand children's awareness in the areas of human activity (science, art, production and services, agriculture), ideas about their significance for the life of the child, his family, kindergarten and society as a whole.
Through experimentation and practical activities, give children the opportunity to get acquainted with the elements of professional activity in each of the listed areas (conduct and explain simple experiments with water, air, magnet; create a collective panel or drawing, prepare something; help assemble
walk junior group; grow an edible plant, care for pets).
Expand understanding of the elements of economics (money, its history, importance for society, family budget, different levels of people’s wealth, the need to help less wealthy people, charity).
To form elementary ideas about the evolution of the Earth (the emergence of the Earth, the evolution of the flora and fauna), the place of man in the natural and social world, the origin and biological validity of various; to dissolve elementary ideas about the history of mankind through familiarity with works of art (painting, sculpture, myths and legends of peoples peace), play and productive activities.
There are many things on Earth to tell children that the Earth is our common home. different countries; about how important it is to live in peace with all peoples, to know and respect their culture, customs and traditions.
Expand your understanding of your belonging to the human community about the childhood of children in other countries, about the rights of children in the world (Declaration of the Rights of the Child), about domestic and international organizations involved in the observance of children’s rights (guardianship authorities, UNESCO, etc.). To form elementary ideas about personal freedom as an achievement of humanity.
“FORMATION OF PRIMARY IMPLICATIONS ABOUT THE PROPERTIES AND RELATIONSHIPS OF OBJECTS IN THE AROUND WORLD IN THE EDUCATIONAL ACTIVITY OF PRESCHOOL CHILDREN”
Samara 2014
Introduction………………………………………………………………………………….3
1. The problem of forming primary ideas about the properties and relationships of objects in the surrounding world in educational activities preschoolers in scientific and methodological literature……………………….…4
2.Development of a summary of educational activities for the formation of primary ideas in preschoolers about the properties and relationships of objects in the surrounding world……………………………………………………………………..5
Conclusion……………………………………………………………...........12
List of sources used……………………………………………………….13
Introduction
The issue of forming primary ideas about the properties and relationships of objects in the surrounding world in the educational activities of preschoolers has always been relevant. Our difficult time requires a large amount of knowledge from children already at preschool age, and the development of preschoolers in play activity no one has canceled yet. Therefore, it is important to structure educational activities so that children receive the maximum amount of knowledge about the world around them while playing. After all, when they go to school, this knowledge will be very useful to them. And everyone knows that the largest amount of information can be invested in a child before the age of five. At this time, he absorbs everything like a sponge. Consequently, the need to structure educational activities so that the child both plays and learns increases.
Goal: to develop a summary of educational activities for the formation of primary ideas in preschoolers about the properties and relationships of objects in the surrounding world.
- To concretize the essence of the process of forming primary ideas about the properties and relationships of objects in the surrounding world in the educational activities of preschool children.
- Select means and content for the formation of primary ideas about the properties and relationships of objects in the surrounding world in the educational activities of preschool children.
1. The problem of forming primary ideas about the properties and relationships of objects in the surrounding world in the educational activities of preschool children in scientific and methodological literature.
How to tell a preschool child about the properties of the world around him? This explanation should be interesting, not boring, and visual, so that the child can try to do everything himself during educational activities. That is why experimental activities will, perhaps, be of maximum interest for the child.
Experimentation is a rather complex activity. But it is as complex as it is interesting. Such educational activities involve immersing children in an atmosphere of adulthood; children themselves, in practice, decide in their own form of work - play - to carry out the tasks assigned to them. Experimental activities maximally expand children's knowledge about the properties of water. Since children preschool age have visual-figurative thinking, i.e. the child remembers better new material when he sees it, and when what he sees is accompanied by experimental activity, therefore, the use experimental activities promotes memorization and better formation of knowledge about the properties of water and fosters a caring attitude towards it.
2.Development of a summary of educational activities for the formation of primary ideas in preschoolers about the properties and relationships of objects in the surrounding world.
Subject: Experiments with water.
Target:
Promote the development of children's cognitive activity.
Tasks for children:
1. Developmental tasks:
Strengthen the cognitive attitude through the desire to learn new things and make an effort to do so (Cognitive);
Develop passive and active vocabulary based on deepening and expanding children’s ideas about the world around them (Communication);
Develop interest in music, cultivate emotional responsiveness to round dance songs (Music).
2. Learning tasks:
- enrich and expand children's understanding of the properties of water (Communication);
To train children in the ability to experiment (Cognition).
3. Educational tasks:
Involve children in experimentation (Cognitive);
Support and encourage children's initiative in communicating with adults and other children (Socialization, Communication);
Introduce children to a culture of relationships (Socialization, Communication).
Methodological support:
1. Handouts: glasses of water; glasses of milk; bowls; spoons; pipettes; salt; bowls with butter; bowls with dishwashing liquid; powder paint; oil burner; candle; cotton swabs; ice cubes; a piece of glass or mirror; matches; tubes.
2. Demonstration material:
Tables covered with tablecloths;
Musical accompaniment:
Recording of the song “Oh, snowflakes are flying, snowflakes are flying”;
Recording the sounds of water.
Preliminary work with children:
Conversation about water;
Singing round dance songs;
Driving Russian folk round dances;
Looking at illustrations about water.
Interaction with parents:
Conduct consultations for parents on selecting and reading literature about the properties of water;
Organize an exhibition of works in a corner of nature;
Invite to take part in purchasing the necessary attributes for the event.
OD move:
Educator: Guys, what do you know about water?
Children: Answers.
Educator: And I suggest you not just talk, but test all our knowledge during the experiment. Let us turn into scientists today, and our hall will be a mini laboratory.
Educator: So, colleagues, today we will study two aspects of water: its state and properties.
The teacher records the aspects being studied on an easel.
Educator: What form do you think water comes in?
Children: Answers.
Educator: Look, colleagues, there is a glass of water in front of you. What is she like?
Children: Answers.
Educator: Absolutely right. It's liquid.
The teacher brings ice cubes on a tray.
Educator: Guys, what is in front of you now?
Children: Answers.
Educator: That's right - it's ice. Try tapping it with a spoon. What is he like?
Children: Answers.
Educator: That's right, colleagues, he is solid. That is, you and I are convinced that there is what kind of water?
Children: Answers.
Educator: Absolutely true liquid and solid. Let us record this on our easel. Water also comes in the form of gas or steam. And now we will check how all this happens.
Experience:
Educator: So, colleagues, let's get started. Mikhail, place the aroma lamp in the middle of the table. Igor, I suggest you install a candle. Now we will demonstrate all three states of water and how they transform into each other. Maria, put a piece of ice in a bowl. And I'll light the candle.
The ice melts, then the water heats up and evaporates.
Educator: What's going on colleagues?
Children: Comment on each stage.
Educator: So let's recap. What states of water have we studied?
Children: Answers.
Educator: That's right. Let's fix it. Well, we have studied the conditions of water. Let's move on to its properties. So, there are two glasses in front of you. What's in them?
Children: Answers.
Educator: Correctly, one contains milk, and the other contains water. Please lower one tube into each glass. What do you see, colleagues?
Children: Answers.
Educator: That is, we came to the conclusion that the water is transparent. This is the first property of water.
The teacher writes down the property on the easel.
Educator: Now taste the water. What can you say about her?
Children: Answers.
Educator: Yes, it really is tasteless, and this is the second property of water. Let's write it down. Colleagues, what can you say about its color?
Children: Answers.
Educator: That's right, it is colorless, and this is another property of water.
And now, I suggest you take each of the molds and pour water from a glass into them.
Children pour water into molds.
Educator: Colleagues, I invite you to speak out on this issue. Victoria let's start with you. What shape did your water take?
Children take turns speaking.
Educator: From this experience, we were convinced that water is very fluid and in a liquid state fills any space. This property of water is called fluidity. I suggest you play a little. The game is called trickle. The rules are as follows: we cling to each other and, to the music, we begin to move, flow like a stream. It is important that the stream is single and does not break off.
The game begins.
Educator: Well, we had a little rest. I suggest returning to our experiments.
The children sit at the tables.
Educator: Colleagues, let's explore the following property of water. To do this we need a container of water and powder paint. Please take some cotton swabs and add some paint to a container of water. Your opinion about what is happening.
Children: Answers.
Educator: That is, we came to the conclusion that the paint begins to dissolve in water. So, colleagues, we can say that water is a solvent. This is also a property of water. Do you think water can dissolve all substances?
Children: Answers.
Educator: That’s right, colleagues, not all of them. Water has an enemy and it is...
The teacher distributes containers with vegetable oil to the children.
Children: Answers.
Educator: Yes, colleagues, you are right - this is oil. Oil is the enemy of water. Water cannot dissolve oil. Let's demonstrate this experimentally. Take pipettes and add a few drops of oil to bowls of water. What's happening?
Children: Answers.
Educator: And now the secret ingredient. Take the pipettes again and add this ingredient to our container. Let's discuss the resulting reaction.
Children: Answers.
Educator: So, when we added oil to water, drops of oil appeared on the surface of the water. And when a secret substance was added, and it was dishwashing liquid, the drops dissolved. That is, water has a friend who helps it fight fat. As a result, we identified another property of water. Which?
Children: Answers.
Educator: That's right, water doesn't dissolve fat. Let us fix this property. Now let's relax a little and play. We have discovered that water is a good solvent. So let's secure this. Guys, stand in a circle. Let's choose three participants with a counting rhyme. How many of you know counting rhymes?
Children choose two participants with a counting rhyme.
Educator: Selected participants will paint. Everyone else will be a big drop in water. And we, the drop, will not just stand, but dance in a circle. And our colors will penetrate into the round dance and dissolve in it. Remember how the paint dissolved slowly and beautifully in water? So your task is to dissolve beautifully. We will dance in a round dance to the song “Oh, they are flying, snowflakes are flying.” Does everyone remember the words? Well, then we started.
Children play and dance together with the teacher.
Educator: But I didn’t just suggest that you remember the song about snowflakes. You and I are scientists, so now we will grow a snowflake ourselves, although winter has not yet arrived. Let's go back to the tables. And let's continue our experiment. We have already found out that water dissolves some substances. In front of you is a snowflake, salt and a glass of hot water. Take spoons and add five tablespoons of salt to a glass and start stirring thoroughly. What happens to salt?
Children: Answers.
Educator: That's right, water dissolves salt. Now our saline solution is ready. Take the snowflake blanks and slowly lower them into the container with the solution. In an hour you will see what happens. In the meantime, let's remember once again what properties and states of water we learned about today.
The teacher approaches the easel and focuses on each property studied.
Educator: Well, an hour has passed, it's time to see what we got.
Children take out snowflakes.
Educator: Look what snowflakes you have made. Snowflakes will be a gift for your mothers. But you won’t be left without a gift either. Your mothers will also prepare a surprise for you. Which one is still a secret.
So, dear colleagues, the work in our laboratory is finished. Thanks everyone.
Conclusion
As a result of the educational activities, the children not only immersed themselves in the game, but also gained a number of knowledge, such as: the properties of water, its condition, and gained experience in independent experimentation.
In the process of conducting educational activities, the following methods were used:
- conversation,
- game,
- show,
- explanation,
- experimentation.
The result of the work was the acquisition of knowledge by children in game form, and this result was achieved.
List of sources used
- Bolotina L.R. Preschool pedagogy/ L.R.Bolotina, T.S. Komarova.- M.: Academy, 1998.- 240 p.
- Vasilchenko L.V. Education and development of preschool children / L.V. Vasilchenko.-M, 2000.
- Education and training in kindergarten/Ed. A.V.Zaporozhets. - M.: Education, 1976. - 302 p.
- Raising and teaching children of the sixth year of life / L A Paramonova. O. S. Ushakova. M., 1987.- 340 p.
- Vygotsky L.S. Pedagogical psychology / L.S. Vygotsky.- M., 1996.- 420 p.
Svetlana Mezhenina
Abstract of GCD Formation of primary ideas about the properties and relationships of objects in the surrounding world (color, shape, size, ...)
Integration of educational regions: "Socially - communication development» , "Cognitive Development", « Speech development» , "Physical development"
Tasks:
Formation of skills to examine objects, highlighting size, include hand movements subject in the process of getting to know him;
Formation of skills to name the properties of objects: big, small;
Practice identifying similarities and differences between objects having the same name (big ball- small ball);
Development of the ability to distinguish quantities items: many - one (one - many);
To develop in children a desire to play simple outdoor games together with the teacher;
Formation ability to answer questions, repeat simple phrases;
To cultivate a desire to listen to poems, to accompany the reading of poetic works with playful actions.
Planned results:
Distinguish between one and many items.
Can form a group of homogeneous items.
Communicates in dialogue with adults.
Listens to poems that are accessible in content.
Emotionally respond to the game offered by an adult, imitate his actions, accept the game task.
Able to walk and run without bumping into other children.
Working methods:
Artistic word;
Showing and explaining how to perform an action;
Independent performance of actions;
Questions;
Toy display;
The child repeats words and phrases after the teacher;
Encouragement;
Enabling hand movement subject;
Outdoor games;
Independent performance of actions.
Materials: basket with large and small balls (for each child); two boxes of different quantities; musical accompaniment; sound reproducing equipment.
Progress of direct educational activities
Activities of the teacher Activities of children
The teacher reads a poem and hits the ball off the floor.
We hit the ball with our palm
Friendly, fun together.
Ball, ball, my friend,
Voiced, sonorous, sonorous side.
We hit the ball with our palm
Friendly, fun together.
I throw the ball and catch it.
I love to play with the ball.
E. Zheleznova
The teacher shows the children the ball.
Children, what is this?
How many balls do I have?
The teacher shows the children large and small balls lying in the basket.
Look what's in the box?
Look, the balls in the basket are big and small. This is a small ball. I take it and squeeze it in my palm. The ball hid in the palm.
Which one the size of this ball?
Take the ball with both palms, Arina. Hide it in your palms!
Arina has a small ball in her hands. Arina, what the hell the size of this ball?
Guys, what's the size the ball hid in Arina’s palms?
Children, use your palms to show how big the small ball is.
The teacher shows a big ball.
This is a big ball. Maxim, take it with your palms.
Is there a big ball hidden in your palms?
I can't hide the ball in my palms. The ball is big, it doesn't fit in your palms. Hug the ball with your hands.
Which one the size of this ball?
Show everyone with your hands how big the ball is.
Children sit on chairs in a semicircle
Children's answers - ball
(many)
Children's answers. (balls)
Individual and choral responses of children.
Child's answer: Small
Small
Individual and choral responses of children
Children put their hands together ball shape.
The child's answer is no.
The child takes the ball with both hands and presses it to himself.
Individual and choral responses of children. (big)
Children join their hands in a ring in front of them, showing the size of the ball.
Sort balls by size
Guys, look, I have two boxes: big and small.
Which one the size of this box?
What kind of box is this?
Let's put big balls in a large box, and small ones in a small box.
I take the ball and put it in a large box. Which box did I put the big ball in?
Dasha, take one ball.
Which one the size of the ball was taken by Dasha?
Put it in a box. Which time size box will you put the ball?
This is a big box.
This is a small box
Big
Small
To the small one
Children's choral and individual responses.
A teacher with children sorts balls by size, putting them in large and small boxes. At the same time, the teacher encourages children to use phrases in their speech "big ball", "small ball", "big box", "small box" using individual and choral responses from children.
When the children arrange the balls, the teacher shows an empty basket.
How many balls are in the basket?
Everyone took one ball, and there was not a single ball left in the basket. We put the balls in different boxes: big balls were put in large boxes, and small balls were put in small boxes.
Well done, you did well.
Let's play with small balls now.
Children's answers
Let's play.
Sedentary game "Let's collect the balls"
The teacher points to the balls in the box, easily throws one ball over the box and reads a poem.
You catch my bright ball
And give it back, don't hide it.
Ball, jump, don't rush
And make the kids laugh.
N. Pikuleva
The teacher says: "Once! Two! Three! Catch the balls!”- and asks the children to count with her.
Music is playing. The teacher throws the balls high up, they scatter throughout the room.
Children repeat the words after the teacher.
Children collect balls and bring them to the teacher.
Publications on the topic:
Formation of primary ideas about the family in children 5–6 years old in the activities of an educational psychologist Modern society needs to restore traditional values, including caring for the family and promoting the family image.
“Formation of primary ideas about the properties and qualities of objects in the process of the educational field “Speech Development” The topic of my publication is “Formation of primary ideas about the properties and qualities of objects in the process of the educational field “Speech.
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In life, a child encounters a variety of shapes, colors and other properties of objects, in particular toys and household items.
And of course, every child, even without targeted education, perceives all this. But if assimilation occurs spontaneously, without reasonable pedagogical guidance, it often turns out to be superficial and incomplete. Solving this problem by teachers preschool institutions carried out within the framework of sensory development.
The sensory development of a child literally from the first days of his life is the key to successful implementation different types activities, the formation of various abilities, the child’s readiness for schooling.
Success mental, physical, aesthetic education largely depends on how perfectly the child hears, sees, and touches the environment.
That is why it is so important that sensory education is systematically and systematically included in all moments of a child’s life, primarily in the processes of learning about the surrounding life: objects, their properties and qualities.
As you know, the main form and content of organizing children’s lives is play; play is the most favorite and natural activity of preschoolers. “For preschool children, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of understanding the environment,” said N. K. Krupskaya.
Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child’s perception characteristic features items. All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.
Thus, the problem of forming primary ideas about the properties and relationships of objects in the surrounding world is a priority, is of paramount importance in the development of a child and requires close attention.
The purpose of our work is the formation of children’s primary ideas about the properties of objects, the development of children’s analytical perception through didactic games.
In our work we set the following tasks:
- Create conditions for the formation of primary ideas about the properties of objects.
- Form ideas about the properties of objects, space and time, causes and effects.
- To cultivate primary volitional character traits in the process of mastering purposeful actions with objects.
- Involve parents in the process of forming children’s primary ideas about the properties and relationships of objects in the surrounding world.
Our work was carried out in three stages.
- 1. Stage.
At the first stage, we studied the pedagogical literature and analyzed the research of scientists on sensory education of preschoolers.
The idea of using sensory standards belongs to A.V. Zaporozhets. Standards are considered as tools for carrying out perceptual and identification actions. “Standards mediate these actions, just as practical activities is mediated by a tool, and the mental one is mediated by the word.”
Our main task was to create a subject-spatial environment in the group.
When creating a subject-spatial environment, we focused on age characteristics children.
When designing the environment, we were guided by the following principles:
Informative, providing a variety of topics of materials and equipment.
Multifunctionality, which provides for the provision of all components of the educational process and the possibility of varied use of various components of the subject-development environment.
Pedagogical expediency, which makes it possible to provide for the need and sufficiency of filling the subject-development environment, as well as to provide the opportunity for self-expression of students.
Transformability, providing the possibility of changes in the subject-development environment, allowing one or another function of space to be brought to the fore.
The group's furnishings were selected in such a way that they reflected the variety of colors, shapes, sizes, materials, and harmony of the surrounding world. Much space is given to natural and different waste material. To develop fine motor skills of the hands, there are special didactic toys: inserts, pyramids, nesting dolls, lacing. The toys are selected in pure colors, clear, simple shapes, and different sizes.
- 2. Stage.
The main stage of the work was to identify the level of knowledge and ideas of children on this topic.
Children were offered tasks of varying difficulty levels, for example:
1. Invest geometric shapes into the slots of the corresponding plane.
2. Group objects by color, for example, red, yellow, blue and green cubes. (or colored stripes with a more complex spectrum of colors - pink, turquoise, purple).
3. Fold the nesting doll.
4. Fold three pyramids of different colors from rings of decreasing size.
5. Fold the subject picture, cut vertically into 4-5 parts.
Table 1 provides data on the possibility of the subjects performing each of the proposed activities:
The “+” sign marks tasks that the child completed independently (or after demonstration).
The “–” sign marks tasks that were not completed by the child (or completed with an inaccurate match).
We found out that children did not have a complete understanding of shape and size, did not know how to analyze, compare, generalize, or examine objects, were reluctant to play didactic games, did not follow the rules, some children even had difficulty naming primary colors.
A survey of parents showed that not all parents pay due attention to the sensory development of children, due to a lack of knowledge on this topic.
Based on the results obtained, we developed a system of didactic games:
Didactic games for the development of tactile and taste sensations:
“Wonderful bag”, “Identify by touch”, “Handkerchief for a doll”, “Recognize the figure”, “Find a pair”, “Guess what you ate? ", "What, how does it happen? ", "Heavy-light", "Warm-cold" and others.
Didactic games and exercises to reinforce the concept of form:
“What figures does it consist of?”, “Find an object of the same shape”, “Which figure is the odd one out”, “Make an ornament”, “Magic train”, “Wonderful bag”, “Complete the house”, “Mand your pants”, “Geometric lotto” ", "What's in the bag", "Whose houses are similar?", "Find the same pattern", "Find by touch", "Find by description" and others.
Didactic games and exercises to develop orientation in space and time.
“Stamp your right (left) foot”, “Take the toy in your left (right) hand”, “Put the watch on left hand", "Show your right pocket", "Listen to how your heart beats", "Button up the top button", "Put the toy to your left", "Button up the top button", "Put the toy on the right, left", "Show where your head, legs, back..”, “Show me where the doll’s head, legs, arms, chest, back are,” “Let’s dress the doll for a walk,” “Let’s give the doll a bath,” “Find the same size toy.”
Didactic games and exercises to reinforce the concept of quantity.
“Compare objects by height”, “The longest, the shortest”, “Arrange the multi-colored mugs in descending, ascending order”, “Which box?”, “Farther - closer”, “Harvest”, “Match the cup to the saucer”, “Assemble a nesting doll”, “Assemble a turret”, “Pick up clothes for dolls”, “Let’s line up for exercise”, “Broken staircase”, “Sticks in a row” and others.
Didactic games and exercises for fixing colors.
“What color is missing? ", "What color is the object? "", "Collect beads", Multi-colored lotto", "Colored trains", "Name the shades of color", " Balloons"", "Arrange the shapes by color", "Collect the vegetables", "Lay out according to the pattern", "Choose your neighbor", "Which tree is the leaf from", "Fold the pyramid", "Let's decorate the Christmas tree", "Fold the rainbow", "Striped rug”, “Hide the mouse”, games with mosaics and others.
Didactic games and exercises were used both as one of the methods of conducting educational activities, and in order to expand, clarify and consolidate the knowledge and skills acquired by children. In order for work to be carried out in the system (from simple to complex), we have compiled long-term plan, distributing games by month. For example, September, didactic games “Colored backgrounds”, “Multi-colored balls”, “Close the window for the mouse”, “Match the cup to the saucer”, “Collecting berries”, “Arrange the balls”, “Place the berries on plates”). October, didactic games “Assemble a pyramid”, “Three squares”, “Sifting through a sieve”. (Example: in September, the children were introduced to the game “Multi-colored balls”; the children had to choose only red ones from a variety of colored balls; then, when the children began to cope with the task easily, the rules of the game became more complicated. The children found red circles.... Big, red circles) .
In October, the task “Three Squares” is offered. When children must build a tower of squares in a certain sequence: the largest square is at the bottom, on top of it is a smaller square, and at the bottom is the smallest one. When the children have mastered a series of 5 subjects, it is proposed to increase their number (8 subjects for weaker children, 10 subjects for stronger ones).
November. Next, children learn the rules for measuring objects using a single point of reference. The game “Who is taller” is played, in which a performance is held: dolls - girls are measured in height. It is proposed to resolve a problematic situation: is it possible to correctly determine who is taller if one of the girls stands on the floor and the other on the cube. By resolving it, children come to the conclusion that a single reference point is necessary for accurate measurement.
In the game “Let's Complete the Houses,” children select roofs of the appropriate width for the houses. At this stage, training in various size parameters is introduced, in particular, the width of objects. The selection of width parameters is also facilitated by the game “Journey to a Forest Clearing”, where on the way you have to cross rivers (narrow and wide).
Familiarity with the length of objects occurs in the games “Who will roll the ribbon most quickly”, “Let's tie bows for the bears”. In the first case, children notice during the game that the one with the shorter ribbon wins, and, accordingly, the player who chose the long ribbon loses.
To introduce children to the parameters of height, a ball game is played. Children enjoy finding the ball located at different heights and selecting methods. How to get it if it lies high. When all the parameters of the quantity are considered, knowledge is consolidated on the material of the games “Shop” and “What has changed?” in the store, the purchase is given to the child if he correctly describes the item he was thinking about (for example, a thick book, a wide bow, etc.).
In order for all the children to fully understand the material, we repeatedly repeated what had already been covered, while either complicating the tasks or using new materials for illustration.
In parallel, work was carried out with parents: individual conversations (“Games and exercises that promote sensory development and education”, consultations (“The role of sensory education in the development of young children”, “Acquaintance with sensory standards, methods of examining objects”, “Didactic game as a means sensory education of children", parent meetings, surveys to identify parents’ level of knowledge about sensory education. Folders were prepared (for example, “Didactic sensory games for children 2-4 years old”), and parents were also involved in the production and purchase of didactic material.
Stage 3.
Thus, the data obtained during my work confirm the fact that didactic game is of great importance in sensory education, didactic game is the most acceptable and effective way communicating knowledge to the child. It helps the child learn how it works the world around us and broaden his horizons, contributes to the formation of personality.
It was the use of didactic games that helped me increase the level of sensory education in children and build knowledge on sensory development. Through didactic play, children became familiar with sensory standards and ways of examining objects. Children have developed the ability to accurately, completely and clearly perceive the properties of objects; they have learned to analyze and compare objects. The children began to pay more attention to didactic games, they had a desire to play didactic games and use the game in everyday life. Children have become more attentive, diligent, and maintain friendly relationships during games.
In addition, parents also learned and expanded their knowledge about what sensory education is, what its significance is in the development of a child, and what role didactic play plays in sensory education.
A survey of parents showed that:
80% of respondents noted that children’s mood improved in the morning and evening, children are happy to go to kindergarten;
all parents saw positive changes in sensory development their children;
75% of parents note that children have become more active at home after attending kindergarten;
the level of parental participation increased from 55% to 70% in educational process children;
90% of parents noted that their level of competence in matters of raising and developing children has increased;
effective forms of working with parents are exhibitions, competitions (85%), individual consultations and conversations (60%), information and visual campaigning (61%).
Therefore, we can conclude that in order to form ideas about the properties and relationships of objects in the surrounding world for preschool children, it is necessary to systematically conduct classes using didactic games, as well as use didactic games in the free activities of children.