Experimental activities in the senior group. Card file with goals

Organization of experimental activities in the senior group

Experimental activity in the senior group is a particularly important process that allows preschoolers to form or expand existing ideas about objects of inanimate and animate nature, which is possible through independent knowledge.

This technique is characterized by its implementation in almost all cases of the teacher’s work, from walks and extracurricular activities, to certain leisure activities based on the topic of the conversation.

Such a research process significantly increases the overall motivation of students, because in this case there is a scientific methodology - preschoolers experience bright and positive emotions that develop as a result of a sense of self-worth and responsibility within the framework of a certain work.

In addition, the preschooler enthusiastically expects visible results from his own work and tries to gain more information and experience from the teacher and the world around him.

Objectives of experimental activities

Qualities characteristic of research activities are observed in a child from the age of 2. In this case, experiments with objects or phenomena are carried out using the simplest actions: smear paints on a sheet, test something for strength, taste it.

The child reaches out to each object with only one purpose - to explore it.

The development of fine motor skills and general coordination of movements allows the child to conduct his own research much more intensely, while the factor of spontaneity in the experiment is preserved in children up to 5-6 years old.

Preschoolers in the middle group are distinguished by longer observations, through which they can develop vocabulary, due to which there is a desire to use independent activities with the help of which they learn acquired skills.

Therefore, the main goals pursued by experimental activities in a children's institution are characterized and subsequently introduced into the pedagogical process based on the main typology of the task.

Task description:

During direct exploration, preschoolers acquire important skills that allow them to experiment with objects or the environment. They also learn to draw various conclusions and conclusions based on the experiments performed.

Progress of the lesson.

Playback The next experiment is called “Birds and Oil”

.

There is a bird feather in front of you.

You need to throw a feather, blow on it and carefully follow it. What's happening? That's right, it floats in the air. Now dip it in the rast. Oil (oil also has an oily structure)

and throw it up again.
What's happening to him? That's right, it falls down quickly. The structure of feathers allows birds to fly by “pushing” the air down with their wings, while they themselves rise up. When a waterfowl (duck, gull, loon, swan)
lands on water covered with an oil film, its feathers become dirty. They stick together and lose the ability to “repel” air, which means the bird cannot take off and may die or become easy prey for predators. From this we can conclude that we need to help birds and other animals and not pollute the environment.

Methods and techniques of experimental activities in preschool educational institutions

Experimental activities in the senior group are characterized by the presence of many techniques and methods that make it possible to improve teaching activities, as well as develop children’s independence skills.

The most relevant of them are:

• Search-problem technique. In this case, through the efforts of the teacher, a problematic situation is created that the preschooler must solve, including putting forward his own hypotheses and methods. This technique is one of the leading methods, which characterizes the high efficiency of modern education. Thus, by searching for a problem, children’s motivation is improved through direct communication with the teacher. The child strives to obtain a high-quality result, thereby increasing his activity in research.
• Observation activity of the object. The perception or sensation of certain objects can be organized both on the street and in a preschool institution. So, directly on a walk, the child begins to immerse himself in the environment, exploring new visual, auditory or tactile images. Such observation refers to one of the most active methods of interaction.
• Experiments and experiences . With the help of various experiences and experiments (throwing things on the floor, trying to break something, make a sound, etc.), the child learns to understand the basic features, properties and qualities of objects or individual phenomena. Students are very enthusiastic about the substance being studied, especially if they already know it. In this case, the preschooler begins to take the initiative and tell other peers about his own experience. This technique can effectively develop activity, observation and independence in a child. It also helps create a friendly, team atmosphere.

The above methods and techniques must be used together. When they are used separately from each other, the main pedagogical goal is significantly lost, which leads to a deterioration in the research process.

Modern pedagogical practice indicates the high efficiency of using these methods in relation to various natural phenomena. In this case, it is especially effective for children to observe living plants, animals or various phenomena.

A good teacher will definitely try to introduce such a feature into educational topics, which will significantly increase the quality of education.

CHILDHOOD GUIDE

Consultation for teachers “Organization of experimental research activities with children of senior preschool age”

Shipareva Nina Ivanovna, teacher of MBDOU No. 1, Apatity, Murmansk region.

Currently, the latest developments, technologies, and methods are being formed and successfully applied in the preschool education system. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimentation . The main advantage of experimental research activity is that it is close to preschoolers (preschoolers are natural researchers) and gives children real ideas about the various aspects of the object being studied, about its relationships with other environmental objects.

During the experiment, in addition to the development of cognitive activity , there is a development of mental processes - enrichment of memory, speech, activation of thinking, mental skills . Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking. Therefore, experimental research activities, like no other method, satisfy age characteristics.

When organizing experimental activities with children in kindergarten, it is necessary to take into account the following: 1. Compliance with the basic principles of education when organizing children's experimentation: - connection between theory and practice; — the developmental nature of education and training; — individualization and humanization of education; — conformity with nature — emphasis on the psychological and age characteristics of preschool children; — integrity and consistency of the learning process; — interaction of three factors: preschool, family, society.

2. An algorithm for preparing for experimentation with children, which includes: - preliminary work with children: excursions, observations, conversations, reading fiction, looking at illustrative materials; — determination of the type and type of subject of the experiment; - choosing goals and objectives with children; — preparation of manuals and equipment; — consolidation of the rules of safe behavior when conducting an experiment or experiment.

3. Thematic content of objects of experimental research activity: Wildlife. 1. Plants and animals: their general characteristics, similarities and differences, specific needs (for heat, water, air, soil). 2. Structure, functions and significance of plant parts, modification of plant parts, its connection with the function performed. 3. Features of the structure and functions of some parts of the body and organs in animals. 4. The diversity of living organisms, their adaptation to their habitat, to the season, to the natural (climatic) zone. 5. An idea of ​​the main components of habitats (land, air, water). 6. Factors of inanimate nature (water, light, heat, soil) and their influence on living nature. 7. Characteristic features of the seasons (seasons). 8. Interconnections and interdependence of objects and natural phenomena. Inanimate nature 1. Properties and characteristics of substances: water, air, sand, clay, stones, soil. 2. Three states of aggregation of substances (gaseous, liquid, solid).

4. When implementing experimental activities with children, use different forms of work: - directly educational activities; - independent activities of children; — observations in nature; — examination of albums, educational literature, photographs; — educational conversations on the topic of the experiment; — targeted excursions, walks; — visit to the “Living Corner”.

5. Use the following classification of experimental activities, which are distributed: 1). According to the nature of the objects used in the experiment: - experiments with plants; — experiments with inanimate objects; - experiments, the object of which is a person. 2). At the location of the experiments: - in a group room; - Location on. 3). By number of children: - individual (1-4 children); — group (5-10 children); - collective (the whole group). 4). Due to their holding: - random; - planned; — carried out in response to a child’s question. 5). By the nature of inclusion in the pedagogical process: - episodic (conducted from case to case); - systematic. 6). By duration : - short-term (from 5-15 minutes); - long-term (over 15 minutes). 7). By the number of observations of the same object: - one-time; - multiple or cyclic. 8). By place in the cycle: - primary; - repeated; - final and final. 9). By the nature of mental operations: - ascertaining (allowing one to see one state of an object or one phenomenon without connection with other objects and phenomena). - comparative (allowing you to see the dynamics of a process previously studied at individual stages). 10). According to the nature of children’s cognitive activity: - illustrated (children know everything and the experiment only confirms familiar facts); — search (children do not know in advance what the result will be); — solving experimental problems. eleven). By method of use in the classroom: - demonstration; - frontal.

6. When conducting experimental research activities with children, follow the safety rules : - experimental work is always under the supervision of an adult; - take all substances necessary for the experiment only with a spoon; - do not put your hands in your mouth, do not touch your eyes with dirty hands.

In my practice of conducting experiments and experiences with children, I had a need to draw up safety rules , I compiled them together with the children, they are very simple, but they help organize children in the right direction: - “take only the necessary material for work”; — “experimental work is not a game”; - “you can taste the substance only with the permission of the teacher”; — “work with water, with bulk materials, with glass only on a tray or oilcloth”; - “Put all materials back in their place after work.”

Preparation for carrying out planned experiments begins with the teacher identifying current didactic tasks. Then an object that meets the requirements is selected, the goal or task that must be solved during the experimental activity is communicated, and the methodology and course of the experiment are discussed. The final stage of the experiment is summing up the results and drawing conclusions.

The methodology for conducting experimental activities with children involves : 1. Taking into account the structure of conducting experiments: - setting, formulating a cognitive task; — thinking through the experimentation methodology; - making assumptions, selecting verification methods put forward by children; — predicting the results of a future experiment; — compliance with safety rules; — performing work, summing up, formulating conclusions; — recording the results (weather calendar, nature calendar, observation diary); — analysis of the data obtained, a verbal report of what was seen. 2. The use of basic methods and techniques in teaching children to experiment: - heuristic conversations; — raising and solving problematic issues; — observations, experiments; — modeling (creating models about changes in inanimate nature); — recording the results: observations, experiences, experiments, work activities; — “immersion” in the colors, sounds, smells and images of nature; - imitation of voices and sounds of nature; - use of artistic words; — didactic games, game-based educational and creative learning situations; - work assignments, actions. 3. Preparation and equipment of an experimentation corner, taking into account the age of the children in the group, which includes a list of items and materials: - transparent and opaque vessels of different configurations and volumes (plastic bottles, glasses, ladles, bowls); - measuring spoons and beakers, sieves and funnels of different sizes and materials; — rubber and silicone bulbs of different volumes; - pipettes with rounded ends, plastic syringes without needles; — flexible plastic and silicone hoses and tubes, cocktail straws; — hygienically safe food dyes; soluble aromatics (vanilla); food products (salt, sugar, coffee, tea); — natural material: stones (pebbles, gravel, expanded clay); shells; cones; acorns; nuts; seeds: flowers, trees; shell; pieces of bark; leaves; twigs; fur; feathers; fluff; herbarium (plants growing in our area and on the territory of the Kola Peninsula; samples of sand; clay; - waste material: paper of different color textures; pieces of materials: foam leather, rubber, plastic; metal objects; - magnets; magnifying glasses; microscope; rulers ; clocks: sand, mechanical; scales; mills: sand, water; - didactic material: card files of environmental riddles, experiments and experiments; cards-schemes of experiments, experiments; models - panels; didactic games; illustration material.

In conclusion, I would like to write a wonderful poem: He pestered the adults with the question “Why?” He was nicknamed “Little Philosopher” But as soon as he grew up, they began to present him with answers without questions. And from then on, he no longer asks anyone the questions “Why?”

I wish everyone good luck!

References: 1. Ivanova A.I.
Methodology for organizing environmental observations and experiments in kindergarten: a manual for preschool workers. - M.: TC Sfera, 2004. 2. Kokueva L.V. Education of preschool children through familiarization with nature: a methodological guide. - M.: ARKTI, 2005. 3. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten. - M., 2007. 5. Ivanova A.I. Ecological observations and experiments in kindergarten. - M., 2004. 6. Nikolaeva S.N. Methods of environmental education in kindergarten. - M., 2001. 7. Novoselova S.L. Developing subject environment. — M., 1995. Abstract of integrated educational activities for children of senior preschool age Project activities in local history education for children of senior preschool age Development of fine motor skills of the hands of children of senior preschool age when preparing their hands for writing Creation of conditions for the speech development of children of senior preschool age when learning to read and write >

Main types of experimental activities

Types of preschool experimentation differ based on the main purpose and purpose or problem that needs to be solved.

Also, experimental activity may differ in the case of the method of application, stage or characteristic features of cognitive operations:

Experimental activities in the senior group are carried out through the systematic improvement of the child’s intellectual and practical skills.

If, during the process of observation, the preschooler was able to obtain new information and knowledge, the experimental work is identified as a cognitive system.

In addition to the main types of classes, based on the methodology, there are varieties in pedagogical practice that directly take into account the process of experimentation.

These are the following classes:

• Game experiments. Since the main activity of preschoolers is gameplay, research can be carried out in conjunction with it. These classes often feature a character from a favorite cartoon or fairy tale who provides children with important information or asks for help. Through this technique, students understand what is said better and act more responsibly.
• Modeling. An understanding of the basic properties or features of an object can be obtained through the process of constructing small copies of real-life objects or phenomena. Most often, children build volcanoes, rivers or small construction complexes. So, a teacher can invite preschoolers to model a vortex flow using pieces of paper.

  
  An example of experimental activity in a senior group - modeling a volcanic eruption

• Experiments. Conducting various studies or experiments is the basis of a child’s activities. Absolutely all skills acquired in kindergarten are taught through this teaching method. Preschoolers can perform various experiments with liquid, air, magnets or earth. All this can quickly expand your understanding of certain features of the world around you.

The formation of important skills or abilities through experimentation allows you to teach your child how to work with various devices and tools . In this case, experimental activity significantly accelerates the learning process.

It is important that the approach to research activities is exclusively comprehensive. In this case, the child can strengthen the existing basic knowledge about certain phenomena and objects. This pedagogical method is the basis of any preschool education.

Organization of experimentation work in older preschool age

Alevtina Korablina

Organization of experimentation work in older preschool age

Municipal State Preschool Educational Institution kindergarten No. 5 of a general developmental type in the urban district of Novovoronezh

Organization of experimentation work in older preschool age

Prepared by: teacher Korablina A.V.

2019

Experimentation is the main type of indicative research (search)

activities.
It is believed that experimentation claims to be a leading activity during preschool childhood , the basis of which is cognitive orientation; that the child’s need for new impressions underlies the emergence and development of inexhaustible research activities aimed at understanding the world around him. Children’s experimentation is closely related to other types of activities - observation, speech development (the ability to clearly express one’s thoughts makes it easier to carry out experiments, while replenishing knowledge promotes speech development).
Experimentation can be organized in three main directions: independent activity of children, joint activity of a teacher with children, specially organized training . The purpose of the experimental lesson is to model a natural or physical phenomenon, a visual demonstration of the process of its occurrence and the properties of interacting objects, which allows the child, as a result of his own observations and reflections, to come to independent conclusions.

Objectives of the experimental activities of senior group :

to form experience in observing the rules of safe behavior in the process of experimentation ;

introduce the nature of physical phenomena (light refraction, magnetism, reflection)

;

to form specific ideas about the properties of sand, water, clay, air, and other natural and artificial materials (wood, leather, rubber, foam, plastic)

;

introduce some properties of chemicals: soda, dye, acetic acid;

learn to trace elementary cause-and-effect relationships in the natural world;

stimulate cognitive activity;

introduce the rules of safe behavior with household chemicals (washing powders, soaps, shampoos)

;

cultivate a caring attitude towards the natural world around us;

develop curiosity, logical thinking, memory and attention.

Types of experimentation in the senior group :

familiarization with the properties of sand and clay;

air, its properties and meaning;

studying the properties of water;

conducting experiments on snow and heat;

formation of knowledge about the human body;

natural and artificial materials, their essential features and properties;

observation of the phenomenon of magnetism;

soil, its properties and influence on the life and growth of plants.

Examining the seeds of different plants, observing the appearance of sprouts.

Planting seeds with and without sprouts and observing their growth.

Observations of plants and water, plants and light, plants and heat.

Studying the man-made and non-man-made world through a magnifying glass (magnifying glass)

.

Techniques that are used in classes on experimental activities :

Observation - contributes to the formation of knowledge about the properties and qualities of objects, and also helps to track the transformation of objects.

Game ( experimental game , didactic, active)

- used in combination with explanations, demonstration, clarifying and leading questions. Example of didactic games:

• "Taste it"

;

• “Identify by smell”

;

• "Recognize by voice"

;

• “Let’s dress the doll for a walk”

;

• "Where the Water Lives"

Experience is the transformation of an object in order to identify hidden properties and establish cause-and-effect relationships. Rules for conducting the experiment:

• establish a goal (why the experiment is being conducted)

;

• prepare material and equipment;

• think through step-by-step instructions;

• summarize;

• explain in words accessible to the child why this or that phenomenon occurred.

Walk - observing plants and natural phenomena, conducting experimental games in natural conditions.

Equipment that can be used in older preschool age .

Schemes, tables, models with algorithms for performing experiments.

A series of paintings depicting natural communities.

Educational books, atlases.

Thematic albums.

Collections: mini-museum (themes vary, for example, “There are different watches”

,
"Stone Products"
.

Materials are divided into sections: “Sand, clay, water”

,
“Sound”
,
“Magnets”
,
“Paper”
,
“Light”
,
“Glass”
,
“Rubber”
.

Natural materials: stones, shells, sawdust and leaves of trees, moss, seeds, different types of soil, etc.

Recycled material: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.

Technical materials: nuts, paper clips, bolts, nails, cogs, screws, construction parts, etc.

Different types of paper: plain, cardboard, sandpaper, copy paper, etc.

Dyes: food and non-food (gouache, watercolors, etc.)

.

Medical materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles and other materials: mirrors, balloons, oil, flour, salt, sugar, colored and transparent glasses, candles, etc.

A sieve, funnels, halves of soap dishes, ice trays.

Helper devices: magnifying glass, hourglass, microscopes, magnifying glasses - oilcloth aprons, sleeves, rubber gloves, rags.

Hint cards (permissive - prohibitory signs)
“What is allowed, what is not allowed
.

Experimental lesson in the senior group

lesson in the senior group lasts 25–30 minutes and has its own logical structure:

Organizational stage - a motivating start in a playful way (up to five minutes)

.

The main stage is the most active practical part of the lesson, which includes:

conducting experiments;

didactic games;

physical education, finger exercises or gymnastics, which will help you relax, unwind, and relieve physical and intellectual fatigue.

Final, final stage (up to five minutes)

— conclusions, cleaning of
workplaces .
A variety of motivating means and pedagogical techniques will help to intensify cognitive interest, stimulate search activity and the attention of your little pupils:

a surprise moment - the introduction into a dialogue with children of a toy character, a favorite fairy-tale hero, who will ask for help, puzzle and delight, and invite children on an exciting journey.

video message from a fairy-tale or fictional character;

poems and riddles;

educational story;

dialogue with children;

problematic situation;

music, viewing pictures, demonstrating presentations, videos or animated films.

Motivating start to class

Preschoolers, by their nature of thinking, have a strong desire for the process of observation or direct study of the objects and phenomena being studied. It is also especially interesting for children to carry out experiments and experiments on their own.

If the group lacks the necessary motivation for learning, the teacher must organize a lesson on experimental activities in such a way that the main incentive is the desire to acquire new knowledge or skills.

Particular attention should be paid to the fact that the practical side of learning often causes too vivid experiences in a preschooler, which can reduce the overall value and joy from the result of the study.

Based on this, it is best, before starting the lesson itself, to emphasize that the main thing in the experience is the end result, and not the implementation itself.

For such purposes, various visual materials can be used: maps, posters, illustrations or individual images. The teacher should use didactic or outdoor games that will significantly increase the motivational component.

Many experts in the field of pedagogy have proven that short physical education breaks have an effective effect on the learning process itself, which is why preschoolers learn the material better and strive to complete the task.

This is due to the release of additional energy reserves.

Recording the results of experimental research activities in kindergarten

The process of recording the result when conducting experimental or research work is a particularly important component of any educational activity. Thus, the teacher needs to gradually accustom preschoolers to draw the conclusion of the study, which will significantly reduce the risk of losing the motivational principle.

Recording is especially important to ensure that the entire research process is imprinted in the child’s memory for a long time, including sensory, auditory, motor or visual.

The main recording methods often used in teaching practice:

• Graphic or visual . It is the simplest recording technique, in which the results are presented in the form of cards, diagrams, images or photographs. Despite the fact that this method is best used with younger groups, its use also shows significant effectiveness with older students. The teacher should provide the preschooler with the opportunity to choose the form of fixation that he likes best.
• Mental. In this case, various methods are used to influence the function of the child’s speech apparatus. Thus, a preschooler can tell the teacher about his own research results or point out any errors and discuss them further. This allows you to form a personal opinion and develop the quality of speech. During this process, the senior group improves the skill of generalizing and systematizing the information received about a phenomenon or object.
• Practical. It is characterized by recording the results of the study on paper, in which the child writes down or sketches the conclusion obtained. In this case, they most often resort to using drawings or simple symbols. To increase efficiency, you can keep a journal of observations, a diary of experiments, and also create a special calendar.

Experimental activities in the older group must be carried out in accordance with all the described methods of note-taking and recording, which systematically develops the child in all areas.

Card index of cognitive and research activities of older children

Oksana Malinnikova

Card index of cognitive and research activities of older children

Card index of cognitive and research activities for children of the senior group.

Card-1

"Flying Seeds"

Goal: to introduce children to the role of wind in plant life.

Procedure: Give the children one “flying”

seed and one
“non-flying”
.
Offer to raise your hands as high as possible and simultaneously release both seeds from your hands (for example: beans and maple seeds)
.

Conclusion: seeds have various adaptations for flight, the wind helps the seeds move.

Card-2

"Plant water requirements"

Goal: to form children’s about the importance of water for the life and growth of plants. Teach children to draw conclusions during experimentation and make logical conclusions.

Procedure: Choose one flower from the bouquet, you need to leave it without water. After some time, compare a flower left without water and flowers in a vase with water: how are they different? Why did this happen?

Conclusion: plants need water; without it they die.

Card-3

"How water gets to the leaves"

Goal: to show experimentally how water moves through a plant.

Procedure: Cut chamomile is placed in water tinted with ink or paint. After a few days, they cut the stem and see that it has become colored. Split the stem lengthwise and check to what height the colored water rose during the experiment. The longer the plant sits in the dye, the higher the colored water will rise.

Conclusion: water rises up the plant.

Card-4

"The sun dries things out"

Goal: observe the sun's ability to heat objects. Develop curiosity and expand your horizons. Teach children to draw conclusions .

Procedure: Hang the washed doll's clothes in a sunny area and watch how they dry during the walk. Touch the bricks from which the kindergarten building is built on the sunny side and the shady side.

Conclusion: the sun heats objects.

Card-5

"Transfer of the Sun Bunny"

Purpose: to show with an example how light and the image of an object can be reflected repeatedly. To develop the cognitive activity of children in the process of conducting experiments.

Material: mirrors.

Procedure: On a sunny day, children look at the “sunny bunny”

.
How does it work? (Light reflected from the mirror)
.
What happens if you
put another mirror
the sunbeam (It will be reflected again)
Card-6

"Rainbow"

Goal: to introduce rainbows as a natural phenomenon. Cultivate an educational interest in the natural world.

Material: basin with water, mirror.

Hod: Have you ever seen a rainbow after the rain? Do you want to see a rainbow right now? The teacher places a mirror in the water at a slight angle. It catches the sun's rays with a mirror and directs them to the wall. Turns the mirror until a rainbow appears on the wall. Water acts as a prism, decomposing the white color into its components. What does the word "rainbow"

? What is she like? Show the arc with your hands. From the ground, a rainbow resembles an arc, but from an airplane it appears to be a circle.

Card-7

"Air is invisible"

Purpose: to introduce the properties of air - it has no specific shape, spreads in all directions, has no odor of its own. Develop children's cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.

Move: the teacher offers to take (consistently)

scented napkins, orange peels, garlic and feel the odors spreading in the room.

Conclusion: Air is invisible, but it can transmit odors over a distance.

Card-8

"Air Movement"

Purpose: to show that you can feel the movement of air. Cultivate interest in experimental activities , love of nature. Continue to develop logical thinking and imagination.

Procedure: Invite children to wave their hand in front of their face. How does it feel? Blow into your hands. How did you feel?

Conclusion: air is not invisible, you can feel its movement by fanning your face.

Card-9

"Storm"

Goal: to prove that wind is air movement. Develop cognitive activity in the process of experimentation, expand knowledge about air, activate speech and enrich children’s (laboratory, transparent, invisible)

.

Progress: Children make sailing boats. Place them in a container of water. Children blow on the sails, the boats sail. Large ships also move thanks to the wind.

Questions: What happens to the boat if there is no wind? What if the wind is very strong?

Conclusion: Wind is the movement of air.

Card-10

"Looking at sand through a magnifying glass"

Purpose: determining the shape of grains of sand. of cognitive interest in , to develop observation and mental activity .

Material: sand, black paper, magnifying glass.

Hod: What is sand made of?

Conclusion: From very small grains - grains of sand. They are round and translucent. In the sand, each grain of sand lies separately and does not stick to other grains of sand.

Card-11

"Sand Cone"

Purpose: to introduce the property of sand - flowability. of cognitive interest in , to develop observation and mental activity .

Procedure: Take a handful of dry sand and release it in a stream so that it falls in one place. Gradually, at the place where the sand falls, a cone is formed, growing in height and occupying an increasingly larger area at the base. If you pour sand for a long time in one place, then in another, drifts occur; the movement of sand is similar to a current.

Conclusion: sand is a bulk material.

Card-12

"Properties of wet sand"

Purpose: to introduce the properties of sand . of cognitive interest in , to develop observation and mental activity .

Material: sand, molds.

Procedure: Pour dry sand into the mold and turn it over, what happens? Sprinkle a stream of sand onto your palm. Then wet the sand and do the same operations.

Conclusion: wet sand can take any shape until it dries. When sand gets wet, the air between the sand grains disappears and they stick together.

Card-13

“Soil condition depending on temperature”

Goal: to identify the dependence of soil condition on weather conditions. of cognitive interest in , to develop observation and mental activity .

Procedure: On a sunny day, invite the children to examine the earth, touch it with their hands: warm (it was heated by the sun, dry (crumbles in their hands, light brown. The teacher waters the earth from a watering can, invites them to touch it again, examine it (the earth has darkened, become wet, sticky , sticks together into lumps, cold water has made the soil colder)

Conclusion: changes in weather conditions lead to changes in soil condition.

Card-14

"Water and Snow"

Goal: to consolidate knowledge about the different states of water. of cognitive interest in , to develop observation and mental activity .

Move: Add snow and ice to the group - which will melt faster? Place loose snow in one bucket, compacted snow in the second, and ice in the third.

Conclusion: loose snow will melt first, then compacted snow, ice will melt last.

Card-15

"Snow melting"

Goal: introduce children to the properties of snow . Cultivate interest in experimental activities , love of nature. Continue to develop logical thinking and imagination.

Procedure: Collect snow in a glass jar while walking with your children. Bring to the group and place in a warm place. The snow melts and water forms. Draw children's attention to the fact that the water is dirty.

Conclusion: snow melts under the influence of temperature, turning into water.

Card-16

"The protective properties of snow"

Purpose: to introduce the properties of snow . To develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.

Procedure: Place jars with the same amount of water on the surface of the snowdrift, bury them shallowly in the snow. Bury deep in the snow. Observe the condition of the water in the jars.

Conclusion: The deeper the jar is in the snow, the warmer the water will be. The roots are warm under the snow and soil. The more snow, the warmer the plant.

Card-17

"Water Freezing"

Goal: to consolidate children's knowledge about the properties of water . Cultivate an educational interest in the natural world.

Procedure: Pour water into a bucket and onto a tray. Place in the cold. Where will water freeze faster? Explain why water on a tray freezes faster.

Card-18

"Transparency of Ice"

Purpose: to introduce the properties of ice . Develop curiosity and expand your horizons. Teach children to draw conclusions during experimentation and make logical conclusions.

Procedure: Place small items in a transparent container, add water and refrigerate. Consider with your children how frozen objects are visible through the ice.

Conclusion: objects are visible through ice because it is transparent.

Card-19

"Street Shadows"

Goal: to show children how a shadow is formed, its dependence on the light source and the object, and their relative position. Development of children's cognitive interest in the process of experimentation, establishing cause-and-effect relationships, and the ability to draw conclusions.

Progress: Examination of shadows from different objects. When does the shadow appear? (when there is a light source)

. What is a shadow? Why is it formed? (this is a dark spot, it is formed when light rays cannot pass through an object; there are fewer light rays behind this object, therefore it is darker)

Conclusion: a shadow appears in the presence of light and an object; the outline of the object and the shadow are similar; the higher the light source, the shorter the shadow; the more transparent the object, the lighter the shadow.

Card-20

"Measuring Image Dimensions Using Different Lenses"

Purpose: to introduce an optical device - a lens; form ideas about the property of a lens to magnify images. Teach children to draw conclusions during experimentation and make logical conclusions.

Material: magnifying glasses, glasses, various objects: feathers, blades of grass, twigs.

Progress: examining a magnifying glass, observing changes in the size of objects and images through a magnifying glass.

Conclusion: when viewing objects, their sizes increase or decrease depending on which lens is used.

Card - 21

“Funny Boats”
(buoyancy of objects)
Purpose: to teach to note the various properties of objects. To develop the cognitive activity of children in the process of conducting experiments.

Procedure: The teacher, together with the children, lowers objects made from different materials (wooden blocks, sticks, metal plates, paper boats) into the water. Observe which objects sink and which remain afloat.

Conclusion: not all objects float, it all depends on the material from which they are made.

Consultation with parents

In order to increase the effectiveness of teaching, the teacher is recommended to hold comprehensive meetings with parents of preschoolers several times a year, which highlight their achievements, the conclusions of experiments, as well as other important aspects.

The teacher must inform each of the parents about the main tasks and goals of setting up experiments and research, which will allow them to understand the significance and importance of such development for the child. It is best to conduct similar experiments at home, which will significantly strengthen the preschooler’s knowledge.

The experimental type of activity of preschoolers of the senior group can be supported by using the following tasks:

• motivating the child through personal example, which helps increase the authority of the parent;
• manifestation of real interest in classes at a preschool educational institution, which is characterized by frequent questions from the child about exercises, acquired knowledge and methods of conducting experiments;
• Stimulating the curiosity of a preschooler by creating experiments at home.

As part of the consultation, the teacher should present to parents the most effective or popular topics for conducting home experiments and research, including outdoor activities.

The parent also needs to point out the importance of reinforcing skills through dialogue or making joint decisions, as well as by taking notes on the results obtained. In this case, the child must choose for himself exactly how he should visualize the experiment.

Many psychologists point out that conducting experimental activities in the family circle, which includes not only parents, but also all relatives and friends, is not only the acquisition of important knowledge, but also bright, positive emotions and experiences for a preschooler from senior group.