Municipal budgetary preschool educational institution

general education kindergarten with a priority focus on activities for the artistic and aesthetic development of children No. 14 “Belochka”

approval by the pedagogical council No. 1 Head of the Municipal Budgetary Educational Institution “Combined Kindergarten No. 14 “Belochka”

from “___” ___________ 2016 T.A.Korendyaseva

Work program for the implementation of the educational field “Cognitive Development”

Type of organized educational activity:FEMP, Familiarization with the natural world, subject environment, socialworld, development of cognitive research activities.

Age group: 2-3 years

Information about the developers:

Raldugina Nadezhda Nikolaevna, teacher

2016 - 2017 academic year

Morshansk

Explanatory note

In the third year of life, children become more independent.

Subject activities and business cooperation between the child and the adult continue to develop; perception, speech, initial forms of voluntary behavior, games, visual-effective thinking are improved, at the end of the year the basics of visual-figurative thinking appear.

In the course of substantive activities together with adults, understanding of speech continues to develop. The word is separated from the situation and acquires an independent meaning. Children continue to master the names of surrounding objects, learn to fulfill verbal requests from adults, orienting themselves within the immediate environment.

The number of words understood increases significantly. The regulation of behavior is improved as a result of adults addressing the child, who begins to understand not only the instructions, but also the adult’s story.

The work program for the implementation of the educational area “Cognitive Development” for a group of children aged 2 to 3 years was drawn up in accordance with federal state standards preschool education, with an approximate basic general education program “From birth to school, ed. T.S. Komarova, N.E. Veraxes.

The work program is focused on the use of the educational and methodological complex:

1.O. A. Solomennikova. Getting to know nature in kindergarten. The second group is of early age.

1. K. Yu. Belaya. Forming the basics of safety in preschoolers.
2. O. V. Dybina. Familiarization with the subject and social environment.
3. I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age"

Program implementation mode

No.	List of direct educational situations based on games	Quantity (hours)
		week	year
	Cognitive development: FEMP.
	Cognitive development:Familiarization with the natural world, the subject environment, the social world, the development of cognitive and research activities.

Target: development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness.

Main tasks:to form elementary mathematical concepts, primary ideas about the basic properties and relationships of objects in the surrounding world: shape, color, size, quantity, space.

To develop children's cognitive interest, expand their experience of orientation in the environment, sensory development. Form primary ideas about the objects of the surrounding world, about the properties of objects.

Familiarize yourself with the objective world (name, function, purpose, properties and qualities of the object). Form primary ideas about the diversity of the subject environment.

To familiarize children with the surrounding social world, broaden their horizons, and form an idea of ​​a holistic picture of the world.

Get to know nature and natural phenomena. Develop the ability to establish cause-and-effect relationships between natural phenomena. To form primary ideas about the natural diversity of planet Earth. Form elementary ecological ideas. Develop the ability to behave correctly in nature. To cultivate a love for nature and a desire to protect it.

Formation of elementary mathematical concepts.

Quantity: involve children in forming groups of homogeneous objects. Learn to distinguish the number of objects (one - many).

Size: attract children's attention to objects of contrasting sizes and their designation in speech ( big house- small house,

big balls - small balls, etc.).

Form: learn to distinguish objects by shape and name them (cube, brick, ball, etc.).

Orientation in space:continue to accumulate children's experience in practical development of the surrounding space (group premises and kindergarten area).

Expand the experience of orientation in parts of your own body (head, face, arms, legs, back).

Learn to follow the teacher in a certain direction.

Development of cognitive and research activities.

Sensory development.Continue work to enrich the direct sensory experience of children in different types activity, 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.To enrich the sensory experience of children in games with didactic material (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 pcs.) 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 sounds?”, etc.); tactile sensations, temperature differences (“Wonderful bag”, “Warm - cold”, “Light - heavy”, etc.); fine motor skills (toys with buttons, hooks, zippers, lacing, etc.).

Familiarization with the subject environment.

Arouse children's interest in objects of their immediate environment: toys, dishes, clothes, shoes, furniture, vehicles.

Encourage children to name the color, size of objects, the material from which they are made (paper, wood, fabric, clay); compare familiar objects (different hats, mittens, shoes, etc.), select objects by identity (find the same one, pick a pair), group them by method of use (drink from a cup, etc.), reveal various ways of use items.

To contribute to the realization of the child’s need to master actions with objects. Exercise in establishing similarities and differences between objects that have the same name (same blades, red ball - blue ball; large cube - small cube). Encourage children to name the properties of objects: big, small, soft, fluffy, etc.

To promote the appearance of general concepts in children’s dictionaries (toys, dishes, clothes, shoes, furniture, etc.).

Introduction to the social world.

Remind children the name of the city in which they live.

Arouse interest in the work of close adults. Encourage them to recognize and name some work actions (the teacher’s assistant washes the dishes, brings food, cleans the room, etc.). tell that adults show hard work, it helps them successfully perform work activities.

Introduction to the natural world.

Introduce children to accessible natural phenomena.

Learn to recognize domestic animals and their babies in nature, in pictures, and in toys and name them. Recognize some wild animals in the picture and name them.

Together with the children, watch the birds and insects on the site, and the fish in the aquarium; feed the birds.

Learn to distinguish between vegetables and fruits by appearance.

Help children notice the beauty of nature at different times of the year.

Cultivate a caring attitude towards animals. Teach the basics of interaction with nature (examine plants and animals without harming them; dress for the weather).

Seasonal observations.

Autumn. Draw children's attention to autumn changes in nature: it has become colder, the leaves on the trees have turned yellow and are falling. Form the idea that many vegetables and fruits ripen in the fall.

Winter. Form ideas about winter natural phenomena: it became cold, it's snowing. Encourage participation in winter activities (downhill and sledding, snowball fights, building a snowman, etc.).

Spring. Form ideas about spring changes in nature: it’s warmer, the snow is melting; puddles, grass, insects appeared; the buds are swollen.

Summer. Observe natural changes: bright sun, hot, butterflies flying.

The program is compiled in accordance with thematic cycles, which creates the basis for the development of children’s cognitive and creative abilities andinterdisciplinary connections by section

1. “Speech development” - the development of monologue speech when describing one’s works.
2. "Reading fiction"- drawing based on the impressions of read fairy tales, literary works.
3. “Formation of a holistic picture of the world” - broadening one’s horizons in the process of various observations, classes to familiarize oneself with the environment (people, nature, the world), as well as familiarization with the structure of objects.
4. “Formation of elementary mathematical concepts” - familiarization with the names and characteristics of the simplest geometric shapes, an idea of ​​the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less).

Early childhood education targets.

• The child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strive to be persistent in achieving the results of their actions.
• Uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strive to demonstrate independence in everyday and play behavior; demonstrates neatness skills.
• Shows a negative attitude towards rudeness and greed.
• Follows the rules of basic politeness (either independently or when reminded, says “thank you,” “hello,” “goodbye,” “ Good night"(in the family, in the group)); has primary ideas about the basic rules of behavior in kindergarten, at home, on the street and tries to follow them.
• Possesses active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys. Speech becomes a full-fledged means of communication with other children.
• Strive to communicate with adults and actively imitate them in movements and actions; games appear in which the child reproduces the actions of an adult. Emotionally responds to the game proposed by adults and accepts the game task.
• Shows interest in peers; observes their actions and imitates them. Knows how to play next to peers without disturbing them. Shows interest in cooperative games not in large groups.
• Shows interest in the natural world around him and participates with interest in seasonal observations.
• Shows interest in poems, songs and fairy tales, looking at pictures, and strives to move to music; responds emotionally to various works of culture and art.
• He follows the actions of the puppet theater characters with understanding and shows a desire to participate in theatrical and role-playing games.
• Shows interest in productive activities (drawing, modeling, design, appliqué).

• The child has developed gross motor skills and strives to master various types of movements (running, climbing, stepping, etc.). Participates with interest in outdoor games with simple content and simple movements.

Thematic planning:

Formation of elementary mathematical concepts

No.
	Quantity
	Magnitude
	Form
	Orientation in space
	Total

TO calendar-thematic planning

	Planned deadlines passerby - Denia	Actually what deadlines passing nia				Implementation of themes in regime moments and free activities
			Subject	Program tasks	Additional methodical security
	14.09.16		"Quantity"	Development of objective actions		Ball games
	28.09.16		"Form"	Development of objective actions	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 10.	Game "Wand - toy"
	12.10.16		"Form"	Formation of the ability to distinguish objects by shape and name them: cube, ball. Develop the ability to perform actions with objects: tracing the shape of an object, rolling, placing	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 11.	Game exercise “What rolls, what doesn’t roll”
	26.10.16		Form	Formation of the ability to distinguish objects by shape and name them: brick, cube. Develop the ability to construct simple buildings	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 13	Games in the play corner. Examination of doll furniture items. Building furniture from cubes.
	09.11.16		Magnitude	Develop the ability to distinguish objects of contrasting sizes and designate them with words: big, small		Game situation “Collecting toys for a walk”
	23.11. 16		Magnitude	Develop the ability to distinguish objects of contrasting size and designate them with words: big, small. Improving subject actions	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 15	Game exercise “Round dance of nesting dolls”
	07.12.16		Magnitude	Develop the ability to distinguish objects of contrasting sizes: cubes and balls. Formation of the ability to group objects by size	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 18	Game situation “Toys for dolls”
	21.12 16		Quantity	Development of the ability to form groups of homogeneous objects: many - one.		Game situation “Game with nesting dolls”
	11.01.17		Quantity	Development of the ability to form groups of homogeneous objects: many - one.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 19	Game situation “Collecting leaves in a vase”
	25.01.17		Quantity	Development of the ability to form groups of homogeneous objects, to distinguish the number of objects: many - many. Formation of the ability to use singular and plural nouns in speech	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 20	Game situation “Playing with flags”
	08.02.2017		Quantity	Development of the ability to form groups of homogeneous objects, distinguish them by quantity: many - few, few - many	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 22	Game situation “We welcome guests”
		Holidays 20.02-26.02.17
	01.03.17		Form	Formation of the ability to distinguish objects by shape and name them: cube, ball Development of the ability to distinguish the number of objects: many - many	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 24	Game situation “Let’s give toys to the bunny and the bear”
	22.03.17		Quantity	Development of the ability to form groups of homogeneous objects, distinguish their quantity and denote them with words: many - one, one - many, many - many	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 25	Game "Find a Pair"
	05.04.17		Orientation in space	Development of the ability to distinguish objects that are contrasting in size and shape, to form them into groups by quantity and designate them in speech: large, small, cube, ball, many, many. Formation of the ability to produce the simplest groupings of objects by size. Developing in children the ability to follow the teacher in a certain direction.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 26	Game situation “Roll the ball into the house”
	19.04.17		Orientation in space	Formation of the ability to distinguish objects by shape (cube, brick) and color. Developing the ability to distinguish and show parts of your body. Developing the ability to construct simple buildings.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 29	Game situation “Let's build sofas for dolls
	03.05.17		Orientation in space	Development of the ability to hear and name spatial prepositions and adverbs, correlate them with the location of a specific object.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 31	Game exercise “Where the toys are hidden”
	17. 05.17		Orientation in space.	Development of the ability to form groups of homogeneous objects, distinguish their quantity and denote them with the words: many - one, one - many, many - many. Developing the ability to follow an adult in a certain direction.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 32	Game exercise “Train travel”
	31.05.2017		Magnitude	Formation of the ability to distinguish objects by size and designate them with words: big, small. Development of objective actions.	I. A Pomoraeva “Formation of elementary mathematical concepts. Second group of early age” p. 35	Game “Making Easter cakes big and small”

Thematic planning:

Familiarization with the natural world, the subject environment, the social world, the development of cognitive and research

activities.

No.	Topics of developing educational situations based on games	Volume of teaching load (hours)
	Getting to know nature
	Familiarization with the subject and social environment
	Forming the foundations of security
	Total

Calendar and thematic planning

	Planned deadlines passerby - Denia	Actually what deadlines passing nia	Organized educational activities			Implementation of themes in regime moments and free activities
			Subject	Program tasks	Additional methodical security
	07. 09. 16		Carrot from the bunny	Expand children's understanding of vegetables (carrots). Develop a friendly attitude towards others.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 20.	Excursion to the garden. Examination of vegetables and fruits, illustrations depicting them. Games with dummies. Modeling carrots. P. and. "The little white bunny is sitting"
	21.09.16		Transport	Teach children to identify and distinguish between transport, types of transport, and identify the main features (color, shape, size, structure).	O. V. Dybina “Acquaintance with the subject and social environment” p. 19.	Looking at pictures depicting different types of transport. Drawing a path for a car.
	05.10.16		Leaf fall, leaf fall, leaves yellow ones are flying	Give to children elementary representations about autumn changes in nature. To develop the ability to determine the weather by external signs and consistently, according to the season, dress for a walk. Learn to identify the trunk, branches and leaves of trees.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 21.	Observations of wind, rain, sun, sky. Looking at autumn leaves. Games “We are autumn leaves”, “Sun and rain”. Drawing sun and rain. Drawing autumn leaves.
	19.10.16		A fish swims in the water	Give children a basic understanding of aquarium fish. Generate interest in the inhabitants of the aquarium.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 23.	Looking at shells and pebbles in an aquarium. Finger game “Fish swims in water.”
	02.11.16		Furniture	Teach children to identify and distinguish furniture, types of furniture, highlight the main characteristics of pieces of furniture (color, shape, size, structure).; group objects according to characteristics.	O. V. Dybina “Acquaintance with the subject and social environment” p. 20.	Games in the play corner. Examination of doll furniture items. Building furniture from cubes.
	16.11. 16		Dad, mom, me - family	Form initial ideas about the family. To instill in children an interest in their own name.	O. V. Dybina “Acquaintance with the subject and social environment” p. 21	Conversations with children on the topic “Your family.” Looking at photo albums.
	30.11. 16		At the feeder	Give children a basic understanding of bird feeders. Shape good attitude to birds, a desire to take care of them.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 24.	Observation of birds flying to the site. Drawing “Bird food”. Outdoor games “Birds are flying”, “Birds in nests”, “Sparrows and a car”.
	14.12. 16		Cloth	To train children in the ability to identify and distinguish clothes, to highlight the main characteristics of items of clothing (color, shape, structure, size); group objects according to characteristics.	O. V. Dybina “Acquaintance with the subject and social environment” p. 23	Looking at doll clothes. Games with dolls in the play corner.
	28.12.17		Snowman and Christmas tree	Expand children's understanding of trees. Show properties of snow. Develop a friendly attitude towards the world around you.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 26.	New Year's holiday. Learning poems about nature. Drawing a Christmas tree. Modeling a tumbler and a snowman.
	18.01.17		Rules for safe behavior on the streets	Develop skills for safe behavior on the street. Form a behavioral culture as the basis for safety on the roads and streets.	K. Yu. Belaya “Formation of the foundations of security” p. 40.	Examination of illustrations depicting the street and various types of transport. Games with cars.
	01.02.17		Kitty Fluff	Give children an idea of ​​domestic animals and their babies. Introduce Russian life. Develop a kind attitude towards animals.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 27.	Looking at illustrations of pets. Drawing a ball for a kitten. Telling the nursery rhyme “The cat went to Torzhok.”
	15.02.17		Wonderful pouch	Give children the idea that some objects are made by human hands, while others are created by nature.	O. V. Dybina “Acquaintance with the subject and social environment” p. 24.	Examination of illustrations and plot pictures. Observations on walks. Making riddles.
		Holidays 20.02-26.02.17
	15.03.17		Cockerel and his family	Expand children's understanding of domestic animals and their characteristics. Create a desire to take care of poultry.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 29.	Games with toys - hen, rooster, chicks. Pet monitoring. Reading the poem “Cockerel” by G. Lagzdyn.
	29.03.17		Who lives in the house	Teach children to remember the names of comrades, pay attention to character traits, features appearance and behavior.	O. V. Dybina “Acquaintance with the subject and social environment” p. 25.	Children playing together. Conversations. Looking at photo albums.
	12.04.17		Sunshine, sunshine, look out the window	Give children ideas about spring changes in nature. To develop interest in natural phenomena. Learn to convey the image of the sun in a drawing.	O. A Solomennikova “Acquaintance with nature in kindergarten” p.31.	Looking at illustrations of the sun. Reading the nursery rhyme “Sunshine, bucket.” Observing spring changes in nature. Games “Sunny Bunny”, “Sunshine and Rain”. Drawing the sun.
	26.04.17		My hometown	Teach children to name their hometown. Give basic ideas about your hometown. Bring children to understand that there are many streets, multi-storey buildings, and different cars in the city. Cultivate love for your hometown.	O. V. Dybina “Acquaintance with the subject and social environment” p. 38.	Looking at photographs of the city of Morshansk. Conversations.
	10. 05.17		Dandelions bloom here and here, here and here	To form children's ideas about dandelion. Learn to highlight characteristic features dandelion, name its parts. Develop a desire to respond emotionally to the beauty of the surrounding nature.	O. A Solomennikova “Acquaintance with nature in kindergarten” p. 33.	Observation of spring phenomena in nature. Looking at illustrations of dandelions. Drawing dandelions.
	24.05.17		Dangerous items	To form ideas about objects that are dangerous to life and health that are found in everyday life. Teach to follow certain rules.	K. Yu. Belaya “Formation of the foundations of security” p. 11.	Looking at illustrations. Making riddles.

Relevance:

“...Give them (children) the right to explore something on their own - only then will they begin to really learn something. Everything else is senseless violence against a child.” M.A. Balaban.
The Federal State Educational Standard for Pre-2013 considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as the main principle of preschool education.

Explanatory note:
The relevance of the problem of improving the quality of preschool education in modern stage is confirmed by the state's interest in the education and development of preschool children. An example is the adoption of the Federal State Educational Standard for Preschool Education (FSES DO). This document regulates the educational activities of preschool educational organization(preschool educational institution) and allows us to consider issues of cognitive development of preschool children differently.

The Federal State Educational Standard for Pre-2013 considers the formation of a child’s cognitive interests and cognitive actions in various types of activities as the main principle of preschool education. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. This document interprets cognitive development as an educational area, the essence of which is revealed as follows: the 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 oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.), about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

A relevant method of cognitive development of preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at learning the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively explores the world around him, using various forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity. A child learns about the world in the process of any of his activities, but it is in cognitive and exploratory activities that a preschooler gets the opportunity to directly satisfy his inherent curiosity (why? why? how does the world work?)

“How, why and why?” - a variable part of the work program, the development of which was carried out in accordance with federal state standards of preschool education and is intended for children from 3 to 7 years old.

This work program is based on the program:

1. “From birth to school” edited by N.E. Veraks
2. The educational program of the MKDOU kindergarten No. 4 No. Raduga" in the town of Nema - in accordance with the Federal State Educational Standard for preschool education.

Target: development of children's cognitive activity through experimental activities.

Tasks:

Educational:

• To develop children’s ability to see and identify the problem of an experiment.
• Develop the ability to accept and set the goal of an experiment.
• To develop the ability to select tools and materials for independent activities.
• To develop children’s ability to establish cause-and-effect relationships
• Introduce the child to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, etc.).
• Introduce the main types and characteristics of movement: speed, directions.

Educational:

• Develop cognitive activity in the process of experimentation.
• Generate interest in search activities.
• Develop personal qualities: dedication, perseverance, determination, curiosity, activity.
• Develop ideas about basic physical phenomena: magnetic and terrestrial attraction, electricity, reflection and refraction of light, etc.

Educational:

• To foster independence in everyday life, in various types of children's activities.
• Develop the ability to strictly follow the required sequence of actions.
• Develop the ability to organize your work place and clean up after yourself.
• Foster a caring attitude towards nature.
• To develop experience in following safety rules when conducting experiments.

The principles are based on:

• The principle of psychological comfort.
• The principle of conformity to nature.
• The principle of a differentiated approach.
• The principle of integration.
• The principle of science.
• The principle of accessibility.
• The principle of the developmental effect of content. Systematic principle.

Planned results:

The child can:

• see and define a problem, accept and set a goal, solve problems, analyze an object or phenomenon, highlight essential features and connections, compare various facts, put forward various hypotheses, select tools and materials for independent activity, carry out an experiment, draw certain conclusions;
• show initiative, independence, cooperate with others, defend your point of view, coordinate it with others;
• construct your answers to questions grammatically correctly, ask questions, follow the logic of your statements, construct demonstrative speech;
• take a lively, interested part in the educational process.

Approximate types of integration of the “Cognitive Development” area in the program:

Research activities ensure the development of children's personality, motivation and abilities in all educational areas:

"Cognitive Development"

"Speech development"

"Social and communicative development"

"Artistic and aesthetic development"

"Physical development".

Children's experimentation is closely related to such types of activities as: observation, work, speech development, visual activity, and the formation of mathematical concepts.

The development of speech can be clearly seen at all stages of the experiment - when forming a goal, during a discussion of the methodology and progress of the experiment, when summing up the results and verbally reporting what was seen.

The connection between children's experimentation and visual activity is also two-way. The more strongly a child’s visual abilities are developed, the more accurately the result of a natural history experiment will be recorded. At the same time than deeper child will study an object in the process of becoming familiar with nature, the more accurately he will convey its details during visual activity.

3blocks:

1. Wildlife- characteristic features of the seasons, the diversity of living organisms, as an adaptation to environment etc.;

2. Inanimate nature - air, water, soil, light, color, heat, etc.;

3. Man is an organism; man-made world: materials and their properties, transformation of objects and phenomena, etc.

Objectives of experimental research activities for children of the younger group:

• To foster in children an interest in natural phenomena. Give basic ideas about the properties of sand, water, stones, and air.
• To develop children's cognitive activity, voluntary attention, memory, speech, fine motor skills and tactile and kinetic sensitivity.
• Show the relationship between man and nature. To foster a culture of behavior in children in nature. Teach to be careful and respect the natural environment.

with younger children

Month	Subject	Forms of activity
September	"Air is Everywhere" give the concept of air, introduce some properties of air.	Problem situation “What’s in the bag?” Observing leaves on trees. Observation of flying objects. Game "Paper Whirlwind".
	"Radiant Sun" give an idea that the sun emits heat, development of sensory sensations (warm-cold).	Reading the fairy tale “The Tale of a Ray of Sunshine” Game exercise “Hide in the shadows” Drawing "Sun", Problem situation “The doll is cold.”
	"Water, water..." introduce children to some properties of water (transparent, flowing, etc.),	“Water, water, wash my face” Conducting the “I see you” experiment Game "Funny Boats" Problem situation “The doll is sick”
	"The pranks of winter-winter" continue to introduce the properties of water, show how water changes color.	Conversation “Where is the water” Experience "Let's warm the snowflake" "Colored Ice" Game "Hide the toy" Drawing “White snow fluffy”
	“Paper, its qualities and properties” teach to recognize objects made of paper, introduce the properties of paper (it tears, wrinkles, gets wet, etc.)	Problem situation “What’s rustling?” “Such different paper” Paper “dog” design (origami) Snowball game (made of paper).
	"Snow-snowball" introduce the properties of snow depending on air temperature; develop observation skills.	“Making a snowman” (dry-wet snow) “Whose trace?” Working with an encyclopedia (animal tracks). ICT cartoon “Masha and the Bear” series - “Footprints in the snow”
	"My body" introduce children to the human body; develop a desire to learn something new.	"What are eyes for" "Helping Hands" Monitoring the work of the janitor. Didactic game"Know by smell"
	"Grow, grow, sprout" give the concept of living objects, bring children to what a plant needs to grow.	“A poplar branch meets spring” Experiment “Friendship of a bean with water” Caring for indoor flowers.
	"Sand and its properties" introduce the properties of dry and wet sand, develop the ability to play with sand.	Reading the fairy tale "Masha and the Bear" Problem situation “How to help Masha?” Individual conversations “Do you guys like to pour sand?”

Objectives of experimental research activities for children of the middle group:

• To cultivate in children a love of nature and interest in its diverse phenomena.
• Expand children's knowledge about living and inanimate nature. Continue to introduce the properties of water, air, sand, clay.
• Develop cognitive activity in children. Ability to analyze and draw conclusions. Continue to develop fine and gross motor skills, attention, memory, and speech of children.
• Through interaction with other types of activities, systematize children’s elementary ecological ideas.

Long-term work planning

on experimental research activities

with middle school children.

Month	Subject	Forms of activity
September	"Sand Country" continue to introduce children to objects of inanimate nature; give an idea that sand is many grains of sand.	Problem situation “How to get clean sand?” Construction of a sand castle. Drawing on the sand. "Colored Sand"
	"Air" continue to introduce children to the properties of air; pay attention to air movement.	Observations of the rotation of the turntable, the movement of the flag. Determine the direction of the wind. “The air works” (sailing ships, hot air balloons, etc.) Games “My funny ringing ball”, “Whose boat is faster?”
	"Properties of materials (wood)" Introduce children to wood products; Study some properties of wood.	Conversation “What are we made of?” (chair, table, etc.) "Let's swim across the river" D/I “Find an object made of wood.” D/i “Good-bad”. Playing with wooden spoons.
	give children an idea of ​​the buoyancy of objects; give an idea that water can set other objects in motion.	Joint experimentation “Floats and sinks” "Changes Shape" "Water mill" “I am a magician” (dry napkin in a glass)
	“Can water be solid?” reveal that ice is a solid substance, floats, melts, and consists of water. determine that ice melts from heat; takes the shape of the container in which it is located.	Observation "Frozen water" Joint experiment “Melting Ice” “Is the blanket warm?”
	"Magnet Tricks" introduce children to magnets; find out what objects are attracted by a magnet.	Conversation “Magic Item” Experiment “Why does a paper clip move?” "Useful" magnets The game “Whose catch is bigger?”
	we study the properties of stones;	Joint experimentation “Light - heavy” "Smooth - rough" Review of the encyclopedia of stones.
	"Magic Glass" introduce children to the concept of “reflection” introduce the properties of a mirror. "Light - Shadow" introduce light sources - natural and artificial. introduce the formation of a shadow from an object (for example, a tree); establish the similarity between the shadow and the object; introduce the shadow at different times of the day.	Looking at reflections in the mirror. "Catch the Sun Bunny" "Light Everywhere" Observation “When does the shadow appear?” Game "Catch Your Shadow" P/game “Day - Night”
	"Device - helpers" introduce children to magnifying glasses Plants	Problem situation “How to see him?” "Big Insects"

Objectives of experimental research activities for children of the senior group:

• To educate a preschooler’s ecological culture through a love of nature and knowledge of the world around him.
• Expand children's understanding of the properties of water, air, sand, clay and the diversity of inanimate nature.
• To develop the ability to establish relationships between certain natural phenomena, to develop thinking, and the ability to draw independent conclusions.
• Demonstrate to children the dependence of plant growth on the composition of the soil, the presence of light, water and heat.
• Cultivate a desire to protect the earth and clean it of garbage.

Long-term planning of work on experimental research activities with children of the senior group.

Month	Subject	Forms of activity
September	"The Adventures of a Grain of Sand" continue to introduce children to the properties of sand; develop cognitive interest. « Amazing clay » introduce children to the properties of clay compare the properties of sand and clay.	"The Adventure of a Grain of Sand and Sugar" Research project “What are we made of?” (dishes) Presentation “Journey to a career” "Building a strong house" Modeling “Let's Help Fedora”
	"Amazing Sounds" form ideas about the characteristics of sound; learn to compare sounds. "Air is invisible" Give an idea of ​​the sources of air pollution; create a desire to care about clean air.	“What does it sound like?” "The Sound of a Glass of Water" Listening to the sounds of nature. Musical instruments. Game situation “Who’s there?” Conversation: “Invisible air.” Experiments: "Rocket Ball", "Air Expansion", "Magic Glass", "Heavy Newspaper or Air Pressure". Walk “Why does the wind blow?” Conversation " Clean air». Didactic game “Properties of Air”.
	"Water Magician" To form in children knowledge about the importance of water in human life; Continue learning about the properties of water "World of Stone"	Conversation: “Water Sorceress” Experiments: “An amazing substance - water”, “Dry from the water” “Water can be warm, cold and hot,” “Measuring rain.” Work assignment “Washing toys.” View the presentation “Miracle Water”.
	"Transformations of a droplet" Give children the idea that water can be in three states: liquid, solid (ice), gaseous (steam). "Look how big it is" introduce children to measuring instruments; learn to choose your own measurements.	Collaborative experimentation “What kind of cloud is this?” "Liberation from Ice Captivity" "Why does snow warm" Examine a snowflake through a magnifying glass. View the presentation “The Three States of Water.” Reading G. Oster's fairy tale “38 Parrots” “Measuring the length of the carpet” "Whose path is longer"
	"I am a man" To develop children's knowledge about own body, about the ways a person reacts to the world around him, the importance of each organ in human life.	Experiments: “Fashionable hairstyle” "The tricks of inertia." Conversation “Basic systems of our body” Problem situation “How to help the cook?” Drawing “Our body” Didactic game “Healthy food”.
	"Visiting Carnation and Pencil" Introduce children to the concept of magnet. Form an idea of ​​the properties of a magnet. Activate children's knowledge about the use of magnet properties by humans.	Conversation: “Magic” properties of a magnet. Experiments: “Attracting objects to a magnet”, “Light everywhere”, “Magic disk”, “Attracting objects to a magnet through objects”.
	"Miracles of Plants" Give children the idea that a plant obtains water through its root system. Help determine that all parts of the plant are involved in respiration.	Experiments: “Plants “drink” water”, "Breath of a Leaf" “Do the roots need air?” "Plant care." "Vegetable garden on the window." “How Cipollino made friends with water” Work in an environmental diary (experience “Check whether light is needed for plant life”).
	"The earth is our common home" form ideas about planet Earth; Enrich children's knowledge about the properties of soil. Establish the need for soil for plant life, the influence of soil quality on the growth and development of plants.	Teacher's story: “What sets objects in motion?” Conversation “What is a globe” Drawing “Portrait of the Earth”. Experiments: “The rotation of the Earth around the Sun”, “Builders of the soil”, “Through sand and clay”, “Looking for air in the soil”. Work in an environmental diary (experience “What is the importance of soil for plants”).
	“Sunny, sunshine, look out the window”	Conversations and reasoning with children: “How is light produced? The meaning of light in human life? Experiments: "Impact" sunlight for life on Earth" “Water evaporates faster in the sun than in the shade.” Observing the sun.

Objectives of experimental research activities for children of the preparatory group:

• To cultivate an ecological culture in children through love and interest in nature, through knowledge of the world around them.
• To form in children a simple idea of ​​the solar system. Continue to involve children in research activities. Develop thinking and memory. Develop the ability to set a goal, find ways to implement it and draw independent conclusions.
• Through experiments, give children a basic understanding of some physical properties of objects (magnet, compass, thermometer). Clarify ideas about the properties of water, air, sand, clay, soil. Introduce children to the protective properties of snow.
• To help children understand the place of man in nature, and to show the results of the positive and negative impact of man on nature.

Long-term planning of work on experimental research activities with children of the preparatory group.

Month	Subject	Forms of activity
September	"Sun - Star" deepen your understanding of the sun and its parameters. “Soil - living, non-living” To form ideas about soil, its structure, meaning	Educational conversation “Day - Night”; Experiment “Far - Close”; Experiment “The closer, the faster”; Didactic game "Day - Night". Conversation “What is soil?” Reading educational literature “Tales of the Magic Pantry”; Experiment “Such a different land”; Experiment “Earth after rain”;
	“Air is a necessary condition for life on earth” To form an idea of ​​air as a component of inanimate nature. Its significance for living organisms. Develop the ability to determine the presence of air in practice. "Minerals" Form ideas about some minerals (coal, shell rock)	Experiment “How to see air?”; Experiment “How to hear the air?”; Experiment "Air Movement". "Why do we breathe" “Looking at material with a magnifying glass”; Obtaining information about minerals from the encyclopedia.
	"World of Fabric" Introduce various types fabrics; help to understand that the properties of a material determine the way it is used. "Reflections"	Conversation “doll clothes” Didactic game “We are fashion designers” Surprise moment "Unusual letter" “How to raise one?”
	"Water in human life" Cultivate a caring attitude towards the environment "World of Plastics" consolidate children's understanding of the types and properties of plastics.	Conversation “What is water for?” “Let’s give Ivanushka clean water” “How to remove water from the table” Looking at illustrations of wastewater treatment plants Search method for determining the properties and qualities of plastic
	"Earth Magnet" introduce the action of the Earth's magnetic forces. develop the ability to reason, compare the results of checks and observations. teach to follow safety precautions.	Experiment “how to see attraction” Games with magnets
	"Electricity" Give children an idea of ​​electricity Reinforce concepts about inanimate nature. Experiencedly help children understand interesting phenomenon- thunder and lightning. Learn to build hypotheses and draw conclusions Develop interest in stones, the ability to examine them and name their properties (strong, hard, uneven or smooth, heavy, shiny, beautiful). To give an idea that stones come from rivers and seas, that many stones are very hard and durable, which is why they are widely used in the construction of buildings, bridges, and roads.	Experience "Revived Hair" Conversation “Electrical Appliances” Game situation “Buying a household appliance” “A stone born of a tree. Coal and chalk" "The History of the Light Bulb" "Pantry of the Earth" “Why are mountains destroyed?” Vulcan Experience
	"World of Metals" introduce the properties of metals; use of metals. "See the world through a magnifying glass" Continue to introduce children to magnifying glasses.	Examination of metal objects, identifying their properties. Didactic game “What is it made of?” "An Unusual Letter" Game situation “Find the object”
	“Vegetation - meaning in the lives of people and animals” form ideas about vegetation, its benefits, introduce the importance of plants to humans.	Experiment “What does a plant breathe?” Conversation “Forest Defender” Germination of peas, beans and cereals seeds; Examination of leaves (types of venation: palmate, parallel) “This is such a necessary word - oxygen”
	Monitoring

Literature:

1. N.E. Veraksa, O.R. Galimov “Cognitive and research activities of preschool children.” For classes with children 4-7 years old.--- M.: Mozaika-Sintez, 2014.—80 p.
2. E.V. Lyskova “Development of cognitive and research activities in preschool children.” From work experience. ---SPb.: Publishing House "CHILDHOOD-PRESS", 2013.--- 128 p.
3. O.V. Dybina “Child in the world of search: A program for organizing the search activities of preschool children / edited by O.V. Dybina.-M.: TC Sfera, 2009, __64 p. —(DOW programs).
4. O.V. Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., revised, - m.: TC Sfera, 2014.--- 128P. (Child in the world of search).
5. O.V. Dybina Man-made world: Games - activities for preschoolers. - 2nd ed., additional. and corrections, - M.: TC Sfera, 2014.--- 128P. (Child in the world of search).
6. O.V. Dybina What objects are made of: Games - activities for preschoolers. - 2nd ed., revised, - M.: TC Sfera, 2014.--- 128P. (Child in the world of search).
7. O.V. Dybina Introducing adults to the world: Games - cooking classes for children / Edited by O.V. Dybina.-M..: TC Sfera, 2014.--- 128P. (Child in the world of search).
8. O.V. Dybina We create, change, transform: Games - activities for preschoolers. - 2nd ed., revised, - m.: TC Sfera, 2015.--- 128P. (Child in the world of search).
9. Zubkova N.M. A cart and a small cart of miracles. Experiences and experiments for children from 3 to 7 years old.—SPb.: Rech, 2013. --- 64S., illus.
10. Teacher’s work program: daily planning according to the program “From birth to school” edited by N.E. Veraksa, ... first junior group / author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, --216 p.
11. Complex classes according to the program “From birth to school” edited by N.E. Veraksa, ... first junior group / author - compiler N.N. Gladysheva (and others). - Volgograd: Teacher, 2015, -2015, --292 p.

Introduction

1. Explanatory note to the work program for research activities "I'm exploring the world"

1. 1. Program goals

1. 2. Main objectives of the program

1. 3. Objectives are being implemented

1. 4. The program includes
2. Methodological recommendations for the use of children's search activity games
3. 1. Recommendations for parents on organizing sand games (basic principles of playing in the sand, what you need for playing in the sand.)
4. 2. Recommended games
5. General content and tasks:
6. 1 Objectives of experimental research activities for children
7. Long-term planning of experimental research activities
8. Literature

Explanatory note to the work program for research activities "I KNOW THE WORLD" .

Studying the latest in teaching literature and observing children, teachers paid attention to a wonderful tool intellectual development preschoolers - children's experimentation.

By older preschool age, the child’s ability to be proactive increases noticeably. It is at this age that cognitive activity is expressed in search and research activities, which are aimed at "opening" new and which develops productive forms of thinking. As psychologists emphasize, what is decisive for a child’s development is not the abundance of knowledge, but the type of its assimilation, determined by the type of activity in which knowledge is acquired.

A Chinese proverb says: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.” . Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the relevance of introducing children's experimentation into practice. preschool work. Educators are placing increasing emphasis on creating conditions for independent experimentation and search activity of the children themselves. Research activities are of great interest to children. Research provides the child with the opportunity to find answers to questions themselves. "How?" And "Why?" . The child acts as a full-fledged subject, independently building his own activities: setting goals, looking for ways and means to achieve them. Children experience great joy, surprise and even delight from their little and big "discoveries" that give children a feeling of satisfaction from the work done.

Program goals:

• Development of cognitive activity in children through search activity.
• Enriching children's knowledge about the world around them.
• The child’s assimilation of ideas about the relationship between nature and man.
• Development of the child's personality.

Main objectives of the program:

• Formation of dialectical thinking in children.
• Expanding the long-term development of children’s search and cognitive activity by including them in thinking, modeling and transformative actions.
• Maintaining initiative, intelligence, inquisitiveness, criticality, and independence in children.

These tasks are implemented:

• Classes to familiarize yourself with the environment through search activities.
• Observations.
• Experiments.
• Conversations.
• Games.

• Explanatory note.
• Methodological recommendations for the use of games in children's search activities.
• Tasks for older age groups.
• Long-term plan
• Recommendations for parents on organizing sand games
• List of suggested literature.

Practice has shown that to work under this program it is necessary:

• the presence of a corner for children's experimentation, for independent and free activity and individual lessons.
• demonstration laboratory equipment.
• didactic material, games aimed at developing search activity.

To organize games and conduct experiments, it is advisable to have:

• assistant instruments: magnifying glasses, scales, compass, hourglass, magnets.
• various vessels made of different materials (glass, metal, plastic) different volumes and shapes.
• natural material: pebbles, earth, clay, sand, shells, cones, moss, seeds, etc.
• waste material: wire, corks, etc.
• technical materials: nuts, paper clips, bolts, nails, etc.
• different types of paper: plain, cardboard, carbon, etc.
• dyes: food and non-food (gouache and watercolors).
• medical materials: microscope, pipettes, flasks, syringes, measuring cups and spoons, rubber bulbs, wooden sticks.
• other materials: mirrors, soap and balloons, colored and transparent glass, sieve, wax candles, sets of toys for water and sand, etc.

Additional equipment:

• children's dressing gowns, oilcloth aprons, towels, containers for storing bulk and small items.
• a diary of observations and experiments, in which the date of the experiment is written, the name is marked and marked independently or together with the teacher.

Recommendations for organizing sand games. Principle "sand therapy" was proposed by Carl Jung, a psychotherapist and founder of analytical therapy. Sand has the property of allowing water to pass through. In this regard, psychologists say that it absorbs "negative" psychic energy and interaction with it cleanses the energy. Observations show that playing with sand has a positive effect on the emotional well-being of children and adults, and this makes it an excellent tool for the development and self-development of a child.

Basic principles of sand games.

• Create an environment in which the child will feel comfortable and protected while being creative.
• Real "accommodation" , playing out all sorts of situations together with the heroes of fairy-tale games.

What do you need to play in the sand?

Practice has shown that it is most acceptable to use a plastic container measuring 60cm -45cm. This size corresponds to the optimal field visual perception. The sand must be clean and sifted. It should not be too large or too small. For sand games it is better if it is wet. It is recommended to cover the sand with a lid to prevent dust and contamination. Once a month it is necessary to treat the sand. To play with sand you need to have a variety of "collection" miniature figurines (kinders, little animals, sand sets, funnels, etc.), which are processed in accordance with Sanpin and stored in special designated accessible places. For a variety of games, you can make flat figurines of houses, buildings, animals, plants, fairy-tale characters, etc. Natural objects: shells, twigs, stones, etc. In a word, everything that is found in the world around us can take its rightful place in yours. "collections" .

Now, you have everything to go with your child into the fascinating world of travel, where you will see the creative flight of his imagination. The world around us multifaceted and amazing. It is on the sand that we can create different worlds: travel through time, to different countries and planets. At the same time, not only to imagine, imagine, fantasize, but also to actually create and live. For example:

• Using figures of prehistoric animals and people, we introduce the child to the life of the Ancient Earth.
• Laying out beautiful shells and figures of sea inhabitants in the sand, we go to the underwater world.
• figurines of transformers and astronauts will help us visit other planets.
• figures of animals, insects, vehicles, trees, lakes, fields, rivers, etc. will help us get acquainted with the world around us.
• exotic trees and animals will help us find out how people and animals live in different corners planets.

There should be enough game material.

“Whose traces?” , "Stone Path" , "Hide the toy" .

"Guess by touch" , "Draw a pattern" , "Underground City" ,

"Sand Castle" , "Secrets" , "Flight to the Moon" , "Lake in the Sand" , "Plant a tree" , "Gift for Friends" , "Sand Race" ,

"Underwater World" , "Journey to the Desert" .

Tasks of experimental research activities for children of older groups.

• To educate children about environmental culture through knowledge of the world around them. Contribute to the development of independence, aesthetic taste and communication skills.
• Promote the development of the child’s creativity. Develop mental operations, the ability to put forward hypotheses, plan your activities, and draw conclusions.
• Through experiments and experiences, give children a basic understanding of natural phenomena: the daily cycle of the Earth’s rotation around its axis, the process of cloud formation when warm air cools, the formation of a rainbow

Introduce children to the manifestation of static electricity, to different types of fabric, paper, glass.

• Teach children to understand the importance of air, water and light in the life of humans and plants.
• To cultivate in children a love of nature and a kind attitude towards the world around them through research activities
• Develop mental operations in children: identify and pose a problem, put forward hypotheses, resolve problematic situations, draw conclusions based on observations, make generalizations.
• To acquaint children with the functioning of the human body, with materials and their properties, with the transformation of objects. Introduce the diversity of living organisms and adaptation to the environment.

1. Topic: Air

How much does air weigh?

Purpose: Acquaintance with the properties of air. Reveal with children that air has weight.

2. Topic: Air

Submarine No. 1 made from grapes"

Goal: Reveal that air is lighter than water, it has force and displaces water. Air helps lift objects from the bottom and makes them buoyant.

3. Theme: Air

Submarine No. 2 from an egg"

Goal: Determine with the children by what principle a submarine floats. Introduction to the properties of salt and fresh water.

4. Topic: Water

Making a cloud"

Goal: To identify with children the process of cloud formation when warm air cools. Find out where the rain comes from.

1. Topic: Air

"Wind, wind - you are powerful" (game-competition)

Goal: Reveal that air has different forces and with the help of this force moves various objects.

2. Topic: Paper

"Lotus Flowers" (experiments with paper and water)

Purpose: Acquaintance with the properties of paper.

3. Subject: Fabric

"Magic Jacket" (experiments with fabric)

Goal: Acquaintance with the properties and types of fabrics.

4. Theme: Air

"Blow up the bubble" A playful experimental activity with soap bubbles.

Goal: To identify with children what is in each soap bubble there is air inside and how it gets there.

1. Topic: Water

“What does water smell like and what color is it?”

Goal: Reveal with children that water absorbs the smell of the object that was placed in it.

2. Topic: Water

"Tricky Pencil"

Goal: Identify with children how water can distort objects.

3. Topic: Substances. Late. Drawing on milk.

"Flowers bloomed in milk"

4. Topic: Water

"I don't have enough space"

Goal: Discover with children how water expands and changes shape when cooled.

5. Topic: Substances

"Letter to Santa Claus"

Goal: Find out how a secret letter can be created using milk and how the letter appears when heated.

1. Topic: Air

“Is the air ever cold?

Goal: to discover that air contracts when cooled and occupies less volume.

2. Topic: Air

"Dancing Coin"

Goal: Discover with children that air expands when heated and can control light-weight objects.

3. Topic: Center of gravity

"Why Leaning Towers Don't Fall"

Purpose: To introduce children to the concept of center of gravity

4. Topic: Center of gravity

I am a magician"

Goal: Find out with the children why the center of gravity is needed and how it works.

1. Topic: Magnetic forces. "We are wizards"

Goal: to identify materials that interact with magnets. Identify the properties of a magnet: the passage of magnetic forces through various materials and substances.

2. Topic: Magnetic forces.

"Live Paper Clip"

Purpose: Determine the ability of metal objects to be magnetized.

3. Topic: Magnetic forces.

"Sailing Regatta" /game-entertainment/

Goal: To identify the properties of a magnet: attracting magnetic objects, the ability to control them, and act through an obstacle.

4. Topic: Magnetic forces.

"Skier" /entertainment game/

Goal: Explain the action of magnetic forces, use knowledge to create a picture.

1. Topic: Substances. Unconventional drawing

"Gift for Mom"

Goal: Find out how to draw on fabric using flower petals.

2. Topic: Substances. Unconventional drawing on milk. Late.

"The flowers have bloomed"

Goal: To identify with children how the interaction of two substances occurs and how they can be controlled.

3. Theme: Galaxy

“Where does the sun spend the night?

Goal: Find out with the children that the Earth rotates around its axis in 24 hours, and this time is called a day. Find out how day and night replace each other.

4. Topic: Substances.

“Where did the sugar go when I stirred it with a spoon...”

Goal: Identify reactions with children various substances which are often encountered in everyday life.

5. Theme: Shadow

“Why does the shadow move or “Sundial” »

Goal: To identify with children what a shadow is and how it depends on the light source. That the size of a shadow depends on the distance between the light source and the object.

1. Topic: Shadow. “Drawing a shadow portrait”

Goal: To reveal with children that shadows follow the contours of various objects and the human body, including

2. Topic: Substances

“What is my island like?” /Game-entertainment/

Goal: To introduce children to the properties of wax. Find out how wax interacts with water. Develop imagination.

3. Topic: Substances

"Growing a Crystal"

Goal: Conduct research with children on growing a crystal from table salt. Find out how salt crystallizes at home

4. Topic: Light.

"Sunny Bunny"

Goal: Identify with children how light and the image of an object can be reflected multiple times. that is, to see it where it should not be visible.

5. "Let's play detective"

Goal: To reveal that each person has his own pattern on his fingers - "imprint" and it does not repeat itself and by this fingerprint you can find a person.

1. Topic: Static electricity

"Smart ball"

Goal: To identify with children the cause of the formation of static electricity. Find out which substances are electrified.

2. Topic: Static electricity

"Dancing Foil"

Goal: Identify how objects can be controlled using static electricity.

3. Topic: Static electricity"

"Flexible water"

Goal: Reveal with children how static electricity can change the trajectory of a stream of water.

4. Topic: Sound.

"Match Phone"

Purpose: To introduce children to the concept "sound waves"

5. Theme. Water.

"Room of laughter" /entertainment/

Goal: Reveal how you can create funny images and distort objects using water and a mirror.

Work program

on COGNITIVE DEVELOPMENT

for middle group children

Educational field "COGNITION"

36 periods of direct educational activities

(1 period per week)

Compiled by: teacher

Gracheva R.M.

2013-2014 academic year. MBDOU "Cheburashka"

Explanatory note.

Cognitive development ensures a child’s full life in the surrounding world (nature, society). The formed ideas, their ordering, understanding of existing patterns, connections and dependencies ensure further successful intellectual and personal development child.

When drawing up a work program for the section “Cognitive Development” for preschool children from 4 to 5 years old (middle group), we took into account prerequisite: fulfillment of the content of psychological and pedagogical work in the educational area “Cognition” of the main general education program of preschool education “Steps of Childhood”.

The work program aims to form elementary natural-scientific ideas about the world around us (a comprehensive idea of ​​nature, the diversity of its objects and manifestations):

develop the ability to initially systematize ideas about living and inanimate nature as a whole;

systematize ideas about seasonal changes in living and inanimate nature;

clarify children’s ideas about objects and their essential features. Learn to distinguish surrounding objects, know their purpose, characterize the materials from which they are made.

introduce some anatomical features person, to form primary ideas about him professional activities, introduce the norms cultural life and establish rules of conduct in public places.

develop initial appointments logical thinking(to form the ability to observe, compare, generalize, classify, establish patterns, integrate information). Develop speech as a means and form of mental activity.

cultivate curiosity, love and interest in the native land, Motherland, nature, respect for working people; creative creative attitude towards nature.

The program also provides opportunities for the formation of general educational skills, universal methods of activity and key competencies in students, as provided for in the educational standard.

Excursions (to different rooms of the kindergarten and group, around the territory of the kindergarten and group area;

Games - experiments;

Research activities;

Problem and game situations;

Consideration;

Educational games;

Conversations.

The principles for selecting basic and additional content are related to the continuity of educational goals during the transition from one age group to another, the logic of subject connections, as well as with age characteristics development of pupils.

The program is designed taking into account integration with the following areas:

"Health" (expanding the horizons of children in terms of ideas about healthy way life)."Physical culture" (formation and consolidation of spatial orientation, temporal, quantitative concepts in outdoor games and physical exercises).

"Socialization" (formation of a holistic picture of the world and expansion of horizons in terms of ideas about oneself, family, society, state, world).

"Work" (formation of a holistic picture of the world and broadening one’s horizons in terms of ideas about the work of adults and one’s own labor activity).

"Safety" (formation of a holistic picture of the world and broadening one’s horizons in terms of ideas about the safety of one’s own life and the safety of the surrounding natural world).

"Reading fiction" (usage works of art to form a holistic picture of the world).

"Communication" (development of cognitive, research and productive activities in the process of free communication with peers and adults).

"Music", "Artistic Creativity" (usage musical works, productive activities of children to enrich the content of the “Cognition” area).

The work program implements a regional component, which is represented by the following topics:

"My hometown"

"How I spent my summer"

"Autumn in Yamal"

“Who prepared for winter”

"Winter"

"Birds in Winter"

“Acquaintance with the Red Book of Yamal”, etc.

The program provides for 36 periods of direct educational activity per year, 1 per week, the duration of one period is 20 minutes.

The program provides for:

“Human World” - 17 (directly educational activities);

“The World of Nature” - 18 (directly educational activities).

Pedagogical monitoring (diagnostics) is carried out 2 times a year (introductory - in September, final - in May).

The program consists of the following sections:

Explanatory note.

Calendar and thematic planning.

Diagnostics.

List of literature.

Intermediate result:

Name a variety of objects that surround them indoors, on the site, on the street; know their purpose, name the properties and qualities available for perception and examination.

It’s a pleasure to talk about family, family life, and traditions.

Knows how to talk about his hometown (village).

He talks about his desire to acquire a certain profession in the future (to become a policeman, doctor, military man, cook, etc.).

Participate in observations of plants, animals, birds, fish and in feasible work to care for them; share your knowledge about living and nonliving things; do not tear or break plants, treat living beings with care and do not harm them.

use survey activities and sensory standards;

determine changes in the properties of objects as a result of actions with them; establish cause-and-effect relationships.

independently experiment with objects and their properties, transform them;

use forms of mental experimentation (for example, when solving problem situations, analyzing literary works and composing your own statements);

use social experimentation aimed at studying various life situations in a group, family and some public places.

use in different types of activities ideas about objects, phenomena and events, both the immediate environment and those beyond the limits of direct perception;

establish elementary connections and dependencies based on existing ideas;

highlight the grounds for classification;

express individual cognitive preferences, needs and interests;

use various sources of information (person, educational literature, magazines, film and video products, computer, etc.).

Diagnostic criteria for cognitive development.

High level:

The child independently copes with the proposed tasks.

Intermediate level:

the child copes with the proposed tasks with the help of an adult.

Low level:

The child’s ideas are fragmentary.

Learning Tools:

sets of pictures for grouping and generalization (up to 8 - 10 in each group;

sets of subject pictures of the “lotto” type from 6-8 parts (of the same theme, including a comparison of realistic and conventionally schematic images);

a set of paired pictures for correlation (comparison: find the difference (in appearance), errors (in meaning);

sets of subject pictures for grouping by different signs(2 - 3) sequentially or simultaneously (purpose, color, size);

a series of pictures (4 - 6 each) to establish the sequence of events (fairy tales, literary plots, social and everyday situations);

a series of 4 pictures “Seasons” (natural and seasonal activities of people);

subject and subject pictures (with various themes) in large and small format;

cut (folding) cubes with plot pictures (6 - 8 parts);

cut plot pictures (6 - 8 parts).

Local history materials: photographs of the native land, herbariums.

Didactic visual materials;

subject and subject pictures, etc.

book corners with age-appropriate literature;

“Wonderful bag” with various items.

indoor plants of the same type as in the younger group (4-5 species) with beautiful leaves of various shapes, flowering;

pie chart of the seasons;

image of natural phenomena (sun, cloudy, wind, rain, snow, etc.) with an arrow.

a set for experimenting with water: containers of the same and different sizes (5 - 6), various shapes, measuring cups, objects made of different materials (“sinks - doesn’t sink”), scoops, nets, funnels;

kits for experimenting with sand: molds of different configurations, containers of different sizes (4-5 pcs), implements different sizes, shapes, designs;

List of used literature :

Grizik T.I. “Cognitive development of children 4–5 years old”, Moscow 1997

“Program for parents and educators on the health and development of children aged 4-7 years.” T.N. Doronova, L.G. Golubeva, N.A. Gordova, T.N. Grizik.

"Nature is all around us." M.A. Fisenko.

“Familiarizing preschoolers with their surroundings.” N.V. Aleshina.

"Walks in nature." V.A. Shishkina, M.N. Dedulevich.

"Developmental walks for children." G.V.Lapteva.

“What doesn’t happen in the world?” O.M.Dyachenko, E.L.Agaeva.

“We introduce preschoolers to the world around them.” Yu.A. Akimova.

“Development of ideas about man in history and culture.” I.F.Mulko.

"The ABC of physical education minutes." V.I. Kovalko.

Cognitive development

Middle group

Teachers: _______________________________________

No.

Last name, first name of the child

Human world

Natural world

Program execution level

Physiology

person

Man-made

world

Social

development

Live

nature

Inanimate

nature

Connection

alive and

not alive

Rules for safe behavior in nature

HIGH

AVERAGE

SHORT

Date

(month)

Lesson topic

Purpose of the lesson

Contents of the lesson

Learning Tools

Basic program

National-regional component

SEPTEMBER b

OCTOBER.

NOVEMBER.

DECEMBER.

JANUARY.

FEBRUARY.

MARCH.

APRIL.

MAY.

10.

"My hometown"

"City - village"

"Pets"

"Autumn"

"How I spent my summer"

"Introduction to the nanny profession"

"My Family"

"Miracle - vegetables"

Conversation about vegetables.

"Miracle - fruit"

Excursion:

"Introduction to the profession of a cook"

"Introduction to the concept of sequence"

“My caring assistants (introduction to the main parts of the body).”

“Autumn in Yamal” (final lesson)

"Excursion to the post office."

"Talk about pets."

“Who prepared for winter.”

"Holidays in our lives ( New Year knocks on the door."

"Excursion: Introduction to the profession of a doctor (nurse)."

"Birds in Winter"

“Who has what kind of fur coats?”

"We have guests."

Conversation: “The Most Favorite.”

"Festival of Brave People"

“Winter” (final lesson).

“Excursion: Congratulations to the kindergarten staff on the upcoming holiday of March 8.”

"Housework"

“How Snowmen searched for the truth about spring”

"Planting flower seedlings."

Excursion: “Introduction to the profession of a janitor”

“Lesson – walk on the topic: “My street”

"Glass".

Lesson-workshop on the topic: “My green friends (story about indoor plants).

"The work of people."

"Acquaintance with the Red Book."

“What will summer give us?”

“Introducing children to the general concept of “transport”

Clarify children's knowledge about the name of their hometown. Introduce them to the most important city attractions. To evoke in children a feeling of admiration for the beauty of their hometown. Cultivate a love for your hometown and a sense of pride in it, a desire to make it even more beautiful.

Introduce children to the concepts of city and village. Teach children to find differences: in the city there are multi-storey buildings, many streets, little transport. To acquaint children with the peculiarities of work of people in the city and village.

To introduce the characteristic features of the appearance, behavior, and lifestyle of domestic animals; with the general concept of “pets”. Learn to recognize them by description. Cultivate a caring attitude towards animals.

Introduce the characteristic signs of autumn; learn to notice the changes occurring in nature with the arrival of autumn; teach to identify the main signs of the arrival of autumn based on independent observations.

Summarize and systematize the idea of ​​summer, its typical signs. To consolidate an understanding of the life activity of plants and animals, children’s games in summer, and the work and rest of adults. Learn to establish simple connections between environmental conditions and the state of living objects. Foster a desire to share your knowledge and memories with peers.

Introduce children to the profession of an assistant teacher; with the professional actions of the nanny; with objects that help in the work of a nanny. To foster in children a sense of gratitude and respect for other people’s work (through the formulation of the rules “Our help to the nanny”).

Introduce the concept of “family”. Teach children to name their family members. To know that everyone in the family cares and loves each other. Give an idea of ​​moral behavior in relations between adults and children. Cultivate a kind attitude towards adults. Build respect, trust, mutual understanding and desire for mutual assistance.

Form generalized ideas about vegetables. Clarify ideas about the variety of vegetables. To develop the ability to generalize according to essential features, to reflect the result of generalization in a detailed speech judgment. To cultivate grateful feelings for nature and people who, thanks to their work, receive harvests.

Enrich and improve children's understanding of fruits; teach to recognize fruits by touch, taste, smell; according to the description, develop auditory and visual attention, thinking; learn to use the general word “fruit”.

Introduce children to the profession of a cook; with the professional actions of the cook; with items - cook's assistants.

To instill in children a sense of gratitude and respect for the work of others (through the formulation of the rules “Our gratitude to the cook”).

Introduce children to the meaning and role of the concept of “consistency” in the life of man and nature. To form in children an idea of ​​the inextricable connection between man and nature. Teach children to distinguish natural objects from artificial ones created by man. Cultivate a grateful feeling for nature.

Introduce children to the main parts of the human body and their purpose in life; bring children to the understanding that people should take care of their bodies. Start to form a “body diagram” and the directions associated with it. Cultivate a caring attitude towards your body.

To form a generalized idea of ​​autumn, the state of plants in autumn and its causes, and the characteristics of animal life. Consolidate knowledge about people's work in the fall. Foster a caring attitude towards the nature of your native land.

Introduce children to the post office; with one of the main functions of mail. Tell children how to properly prepare a letter for sending. Foster respect for the work of adults.

Generalize a specific idea about domestic animals and form the concept of “pets”. Learn to establish essential signs for generalization: they live with a person, they are useful, the person cares about them. Cultivate love and caring attitude towards pets, the ability to complement the answers of peers.

Expand and deepen your understanding of the wintering habits of animals, birds, fish, and insects. Learn to find the causes of changes in the lives of animals in changes in their living conditions, to establish cause-and-effect relationships. Foster a love for animals and a desire to help in difficult conditions.

Discuss the concept of “holiday” with children; celebrate the significance of holidays in people's lives; highlight some characteristic features of the holiday (paraphernalia, attitude and mood, rules of behavior); consolidate the received ideas using the example of the New Year holiday.

Introduce children to the profession of a doctor (nurse); introduce some of the professional actions of a doctor; introduce objects that help in the work of a doctor. Cultivate a kind attitude towards those who care about their health.

Give children an idea of ​​clothing that protects a person from the cold and the “clothing” of animals that helps to endure cold winter, protects and disguises from enemies. Cultivate interest in animals and curiosity.

To consolidate knowledge about the culture of behavior when guests come, the ability to plan their actions. Teach children coherent, polite speech. To cultivate politeness, generosity, and hospitality in children.

Strengthen children's ideas about the people closest to them. Show children that each person has his own circle of close people. Discuss the concept of “close person” (special relationship). To instill in a child joy and pride in the fact that he has a family and close people. Build respect, trust, mutual understanding.

Form an idea of ​​“courage”; talk about professions where people are required to be brave and courageous (firefighter, policeman, military man). To instill in children a good attitude towards such people, to evoke a feeling of pride and joy for noble deeds. The desire to imitate and improve your physical abilities.

To consolidate and organize the ideas about winter accumulated by children. Teach children to compare different seasons, noting the characteristic features of each, to clarify that the seasons naturally come one after the other. Foster a love for the nature of your native land.

Introduce children to kindergarten staff and their professions; congratulate women on the upcoming holiday; practicing the culture of congratulations.

Cultivate a kind attitude towards adults, a desire to please them.

Strengthen children's ideas about domestic work (work for the family); introduce some objects that help in household work. Encourage children to help as much as possible at home. Foster respect for the work of adults.

Clarify and systematize knowledge about the characteristic signs of spring. Show the impact of spring changes in nature on people’s lives and activities. To cultivate a caring attitude towards the awakening of nature, towards its individual phenomena.

Clarify the idea that plants grow from seeds.

To introduce children to an “effective relationship with nature” - to the cultivation of “beautiful”; give an idea of ​​the life of a plant. Equip yourself with some ways to grow seedlings. Cultivate an interest in growing plants.

Introduce children to the work of a janitor. Instill an interest in the work of adults, cultivate a desire to help the janitor, develop a desire to maintain cleanliness and order in their area. Introduce some professional activities; with objects that help in work.

Expand and consolidate children’s understanding of the concept of street; begin to form the concept of a city (village, etc.). Review the rules of behavior in public places (on the street). Foster mutual respect and mutual assistance.

Introduce children to man-made material – glass; talk about some of the properties and qualities of glass. Formulate rules for handling glass objects based on the ideas received. Foster a caring attitude towards glass products.

Continue to develop children's interest in flora based on indoor plants. Give an idea of ​​the structure of the plant (main parts: root, shoot - stem with leaves and flower). Make children want to take care of indoor plants. Cultivate a caring attitude toward indoor plants and responsibility for their life.

To consolidate the elementary ideas children have acquired about the diversity of human labor. Cultivate respect for work and the desire to take part in it as much as possible.

Give an idea of ​​rare and endangered animals. Expand children's knowledge about living nature. Develop speech skills, hearing and listening skills. Foster a caring attitude towards nature.

Strengthen children's ideas about summer. Aim children to observe summer manifestations in nature and in human life. Draw children's attention to the fact that summer is a time not only for active recreation (mainly for people), but also a time of great work.

Introduce children to the general concept of transport. Teach children to highlight various signs objects, compare them, find essential features and, based on characteristics, generalize objects into one generic concept.

The teacher's story about the difference between a city and a village. Looking at pictures, illustrations, writing short stories.

Making riddles about pets, looking at paintings depicting pets. Physical minute. Did. game “Find Mom”, reading a poem by L.G. Paramonova.

Introduction to the topic. Telling riddles about autumn. Recall the main changes in nature, their sequence. Autumn changes in the life of animals and birds. Attitude to autumn.

Part 1 The teacher's story about how and where he rested (accompanied by a demonstration of photographs and a video). Part 2. Children tell how they spent their summer. Part 3. Creating an album or newspaper on the topic: “How I spent my summer.” As the children arrive after summer holiday The album is being updated with new materials.

Introduction to the topic.

Part 2. The teacher's assistant's story about his profession; examination of supporting objects. Children helping the nanny clean the group room.

Part 1. Looking at family photographs of the teacher. Part 2. Conversation with children about the family (children ask questions, teacher answers). Part 3. Each child talks about his family. At the end of the lesson, children draw their family.

The teacher brings a tray of vegetables to the group. Children look at them and make conclusions about the differences between vegetables in shape, color, size, and what the surface feels like. Making riddles about vegetables. Didactic game: “Guess the taste”, “Tops and roots”.

The lesson is conducted similarly to the previous one about vegetables.

Part 1. Introduction to the topic. Part 2. The cook's story about his work activity. Part 3. Excursion to the kitchen; demonstration of some helper items; demonstration of the cook's clothing and explanation of its purpose; a story about making soup.

Part 4 Treats for children.

Part 1. Introduction to the topic. The teacher tells a fairy tale about two travelers.

Part 2. Explanation of the concept of "sequence". Children express their guesses; joint discussions, coming to a common opinion. Part 3. Fixing the material.

1 hour Introduction to the topic. The teacher tells and displays pictures depicting a mole and a man. 2 hours. Introduction to the main parts of the human body; introduction of the names right and left and associated directions. 3 hours. Explanation of the main purposes of body parts named by children.

1 hour Introduction to the topic. Reading the poem “Autumn” by M. Khodakov. 2 hours. Recall the main changes in nature, their sequence. 3 hours. Autumn changes in human life. 4 hours. Attitude to autumn.

Making a riddle, showing pictures of a goat, sheep, cow, horse, bear. D/game "Who's the odd one out." What's the use of a house? do animals bring to people? Clarifying children's answers.

1 hour Introduction to the topic. Find out with your children what winter has brought with it. 2 hours Reading the work of K.D. Ushinsky (in parts) “The Mischief of the Old Woman of Winter.” 3 hours Discussion of the work, conversation.

1 hour Introduction to the topic. The teacher invites the children to discuss why people love holidays? Why do people need them? Answers-assumptions of children; generalization of answers by the teacher.

2 hours Conversation about holidays (paraphernalia, attitude and mood, rules of behavior).

1 hour Introduction to the topic. The teacher clarifies who do people turn to when they have health problems? Clarify children's answers. 2 hours. A story about the profession of a doctor, the arrival of a nurse.

Excursion to the medical office, familiarization with assistant objects and professional actions. 3 hours summary of the lesson.

1 hour Introduction to the topic.

2 hours. A story about the winter difficulties of birds. How can we help birds? Answers and suggestions from children.

3 hours. Practical work - making feeders.

Conversation with children, asking riddles about animals.

Didactic game with diagrams “Feed the animals.”

The teacher brings a telegram saying that guests are coming to visit them. He asks the children what they should do? How to prepare for the arrival of guests? Children's answers, discussion, clarification.

1 hour. The teacher invites the children to talk about their most beloved, closest people. Discuss the concept of “close person”. Reading of A. Kondratiev’s poem “Mom is Nearby.” 2 hours Why we love them (conversation, discussion),

1 hour Introduction to the topic. The teacher suggests answering the question: “What is “courage”?” Answers are children's guesses. Leading questions, summarizing answers. 2 hours. A story about professions. 3 hours February 23 – Day of Defenders of the Fatherland.

1 hour Introduction to the topic. The teacher suggests remembering what changes winter brought to the life of nature and people. 2 hours. Winter changes in the life of nature. 3 hours. Winter changes in human life.

Summary of the lesson.

Teachers and children walk along a pre-planned route through the kindergarten and congratulate the staff.

1 hour Introduction to the topic. The teacher asks the children what kind of work this is at home (housework)? Do their parents work at home after work? 2h. Items are helpers. The game exercise “Home Helpers” is carried out; discussion targets items. 3 hours. Summing up.

1 hour Introduction to the topic. The teacher and the children remember how they made snowmen during a walk. A story about funny snowmen. 2 hours. Signs of spring in nature. 3 hours. Spring in people's lives. Summing up.

1 hour “Theoretical” - a story about the sequence of plant growth and the conditions necessary for this. 2 hours Practical – sowing seeds.

1 hour Introduction to the topic. 2h. A story about the profession. 3h. Familiarity with some subjects - assistants and professional actions.

Walking with children along the street where it is located

kindergarten. Conversation, looking at houses, discussing children's opinions. A game exercise to reinforce the concept of a city: “In the city or in the forest?”

1 hour Introduction to the topic. The teacher tells the children a legend about the accidental opening of glass. 2h. Qualities and properties of glass. 3h. Use in human life. 4h. Rules for handling glass and glass objects.

1 hour Introductory. Looking at a houseplant that needs help. 2h. Introduction to the main parts of the plant.

3h. Planting a plant

The teacher discusses with the children where and how people work. Work for society, work for yourself and family, hobbies and interests (work for the soul). At the end of the lesson, the teacher concludes that a person’s life is filled with work - very different, very important.

Conversation with children about plants, animals, birds that live and live in the North.

Reading the poem by K. Ibryaev “Hello, summer!”

The teacher's story about what changes occur in the life of plants and people in the summer. The teacher aims the children to meet after the summer holiday, when everyone will exchange impressions about the summer spent. Invites children to make sketches and photographs during the summer.

The teacher's story about how they will soon have a holiday in the city. Ask the children what holiday it is, what day it is celebrated, what interesting things happen on the holiday dedicated to the day cities.

Material selection

1. Explanatory note.

3. Targets.

5. Educational and thematic plan.

6. Forms for summing up the results of work with children in the additional educational program.

7. Methodological support of the program.

1. Explanatory note.

The Federal Law “On Education in the Russian Federation” dated December 27, 2012 No. 273 identifies the main guidelines for updating the content of education within preschool. It provides guidance on the personal uniqueness of each child, on the development of each person’s abilities, broadening the child’s horizons, transforming the subject environment, ensuring independent and joint activities children in accordance with their desires and inclinations.

According to the Order of the Ministry of Education and Science Russian Federation(dated October 17, 2013 N 1155 Moscow "On approval of the federal state educational standard of preschool education" the content of the educational field "Cognitive development" includes experimental activities of preschool children.

This work program for additional education is a regulatory and management document of an educational institution, characterizing the system of organizing the educational activities of a teacher for the development of experimental activities of children.

The work program for additional education is built on the basis of taking into account specific conditions, educational needs and developmental characteristics of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of federal state educational standards for preschool education.

Relevance of the program is that children's experimentation as a form of activity is not used widely enough in practice, although it is an effective means of developing important personality qualities, such as creative activity, independence, self-realization, and the ability to work in a team.

Such qualities contribute to the successful learning of children at school, and participation in the pedagogical process on an equal basis with adults is an opportunity to design one’s life in the space of a kindergarten, while showing ingenuity and originality.

Experimental activities are aimed at the child’s need to understand the world around him, at new impressions that underlie the emergence and development of inexhaustible research (search) activity. The more diverse and intense the search activity, the more new information the child receives, the faster and more fully he develops.

Significance.

Children by nature are explorers of the world around them, therefore the organization of children's experimentation is aimed at creating conditions in which objects most clearly reveal their essence, hidden in ordinary situations.

The most important condition for the formation of knowledge about the relationships in nature is the presence in children of a certain supply of factual information obtained as a result of sensations and perceptions of objects and phenomena. Establishing the relationships that exist in nature helps the child explain the observed phenomenon, and therefore understand it.

To establish by children the causes of certain phenomena, connections and relationships between objects or phenomena, elementary experiments are used.

Satisfying his curiosity in the process of active cognitive-research activity, the child, on the one hand, expands his ideas about the world, on the other hand, begins to master the fundamental cultural forms of ordering experience: cause-and-effect, spatial and temporal relationships that make it possible to connect individual ideas into a holistic picture.

In older preschool age, children achieve great success in mastering knowledge about nature. They learn not only facts, but also quite complex patterns underlying natural phenomena. Experimental work arouses the child’s interest in research, develops mental operations (analysis, classification, generalization), stimulates cognitive activity and curiosity, and activates perception educational material on familiarization with natural phenomena, with the basics of mathematical knowledge and with ethical rules in the life of society. Everyone knows that an important criterion in preparing a child for school is cultivating his internal need for knowledge. And experimentation is the best way to shape this need through the development of cognitive interest.

The regulatory and legal basis for the development of the work program is:

• Education Law 2013 - federal law dated December 29, 2012 N 273-FZ “On education in the Russian Federation”.
• Order of the Ministry of Education and Science of the Russian Federation “On approval of the federal state educational standard for preschool education” dated October 17, 2013 No. 1155.
• Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 “On approval of the procedure for organizing and implementing educational activities in basic general educational programs- educational programs for preschool education.”
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 N 26 "On approval of SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational organizations."

The program is designed taking into account the implementation of the integration of educational areas:

Social and communicative development:

• Introduction to basic generally accepted norms and rules of relationships with peers and adults.
• Formation of independence, focus and self-regulation.
• Development of social and emotional intelligence.
• Formation of readiness for joint activities.

Cognitive development:

• Development of interests, curiosity and cognitive motivation.
• Formation of cognitive actions, formation of consciousness.
• Development of the child’s intellectual, speech and general abilities.

Speech development.

• Mastery of speech as a means of communication and culture.
• Enrichment of the active vocabulary.
• Development of coherent, grammatically correct dialogical and monologue speech.
• Improving intonation expressiveness of speech and diction.
• Development of speech creativity.

Artistic and aesthetic development.

• Perception of music.
• Development of children's productive activities.

Physical development.

• Correct formation of large and fine motor skills.
• Preservation and strengthening of physical and mental health.

Program additional education on cognitive development “Get to Know” was compiled for children 5-6 years old.

2. Goals and objectives of the program implementation. Principles of program implementation.

Purpose of the program: To promote the formation and development of children’s cognitive interests through experimental activities.

Main tasks:

Educational objectives:

• Stimulate children's activity to resolve a problem situation.

Developmental tasks:

• Develop the ability to examine objects and phenomena from different angles,

identify dependencies.

• Develop mental operations, the ability to put forward hypotheses, and draw conclusions.
• Develop fine finger motor skills in children through finger gymnastics, carry out self-massage of the hands with non-traditional objects, etc.

Educational tasks:

• Promote the development of independence and activity.

Achieving the set goal and solving problems is carried out taking into account the following principles:

1. The principle of compliance of the content and methods of organizing classes with age and functional features preschool children.

2. The principle of complexity - in each lesson it is necessary to pay attention to solving each of the problems.

3. The principle of consistency - only as knowledge accumulates and skills and work technology are mastered, the content of classes expands and deepens.

4. The principle of compliance of the form of organization of classes with the leading type of activity of children of a given age group - play.

5. Staged, dosed presentation of the material.

6. Development of the creative potential of all children and the individual capabilities of each.

7. The principle of taking into account personal characteristics.

8. The principle of the developmental approach (based on L. S. Vygotsky’s idea of ​​the “zone of proximal development”), which consists in the fact that learning should lead to the development of the child.

9. The principle of a multifunctional approach, providing for the simultaneous solution of several tasks in the structure of one lesson.

10. The principle of consciousness and activity of children, which means that the teacher must provide in his work methods for activating the cognitive abilities of children. The child must be given cognitive tasks, in solving which he relies on his own experience. This principle promotes more intensive mental development of preschool children and provides for the child’s understanding of the material and its successful application in practical activities in the future.

11. The principle of clarity, which ensures close interconnection and broad interaction of all analytical systems of the body in order to enrich the auditory, visual and motor images of children.

3. Targets.

As a result of mastering the content of the program for additional education on cognitive development “Get to Know”, it is assumed:

• formation of stable natural science knowledge and ideas in students;
• formation of research skills, as well as independence in the process of experimental activities, application of knowledge in practice.
• formation of skills empirically prove the properties of water (transparent, odorless, has weight, has no shape);
• developing the ability to experimentally prove the properties of air;
• developing the ability to experimentally prove the properties of sand;
• developing the ability to experimentally identify the properties of objects, mass, size;
• developing the ability to draw conclusions based on the results of experiments based on previously obtained ideas and one’s own assumptions;
• mastery in different ways knowledge, including experimentation, contributing to the development of an active, independent, creative personality.

4. Curriculum. Lesson mode. List of children.

The program of additional education on cognitive development “Get to Know” was developed on the basis of methodological recommendations:

Implementation period: The program is designed for 1 year of study.

The implementation of the program is designed for 30-32 calendar weeks, and includes 2 classes of direct educational activities per week, 8 classes per month, 60-62 classes per year. Duration of one lesson in senior group– 25 min. (according to SanPiN). When organizing classes on cognitive development, it is important to remember that for children to successfully master skills and abilities, it is necessary to take into account age and individual characteristics children, their desires and interests.

Forms of training:

• experimentation;
• conversations;
• solving problem situations;
• experiments;
• research activities ;
• classes;
• group and individual work;
• collective creative work;
• working with parents.

Teaching methods:

• visual;
• practical;
• explanatory and illustrative;
• publication of information on the website of MBDOU, group;
• creating a game situation;
• pronouncing sounds;
• conversation;
• teacher demonstration;
• display of video materials, illustrations;
• observation.

Working hours

5. Educational and thematic plan.

1. “Child in the world of search” O.V. Dybina. – Sphere, M. 2005
2. "The unknown is nearby. Entertaining experiences and experiences for preschoolers" O.V. Dybina. – Sfera, M. s. 2013
3. Young ecologist. Environmental education program in kindergarten by S. N. Nikolaev. – Mosaic Synthesis, M. 2010
4. “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014

Week	Topics of classes. Program content	Literature
October
I	1. "Sand Country"	With. 5.
	2. “Why does sand flow well?”	With. 45.
II	3. “Clay, what is it?”	With. 5.
	4. "Magic Stuff"	With. 45.
III	5. “Sand and clay are our helpers”	With. 5.
	6. “Properties of wet sand”	With. 5.
IV	7. "Wind and Sand"	With. 5.
	8. "Hourglass"	With. 5.
November
I	9. "Stubborn Air"	With. 52.
	10. "Search for Air"	With. 5.
II	11. "Wind in the Room"	With. 5.
	12. “What’s in the package?”	With. 35.
III	13. “Sailing Races”	With. 5.
	14. “Blowing up the balloon”	With. 30.
IV	15. "Dry out of water"	With. 52.
	16. “Air expands when heated”	With. 5.
December
I	17. “How does sound travel?”	With. 54.
	18. “Why does everything sound?”	With. 40.
II	19. “Where does the echo live?”	With. 54.
	20. “Where does the voice come from?”	With. 40.
III	21. "Boat"	With. 41.
	22. “How to make the sound louder?”	With. 54.
IV	23. “Box with a secret”	With. 54.
	24. “Why did Mishutka squeak?	With. 54.
January
III	25. “Where does water come from?”	With. 51.
	26. “What properties?”	With. 51.
IV	27. “Helper water”	With. 51.
	28. “Making colored ice floes”	With. 28.
February
I	29. “How many ears”	With. 55.
	30. “Let's check your hearing”	With. 55.
II	31. “Our helpers are the eyes”	With. 55.
	32. “Big - small”	With. 55.
III	33. “Whose eye is sharper?”	With. 55.
	34. “Taste it”	With. 55.
IV	35. “Identify by smell”	With. 55.
	36. “Recognize by voice”	With. 55.
March
I	38. “Solid - Liquid”	With. 22.
	39. “How to measure heat?”	With. 54.
II	40. “How are they similar?”	With. 25.
	41. "Delicious Experience"	With. 54.
III	42. “Where did the water go?	With. 4.
	43. “The sun dries things out”	With. 54.
IV	44. "How a thermometer works"	With. 4.
	45. « Water cycle in nature"	With. 4.
April
I	46. ​​“Attracted - not attracted”	With. 53.
	47. "Magnetic Forces"	With. 53.
II	48. “How to see magnetic forces?”	With. 53.
	49. "Two Magnets"	With. 53.
III	50. “We are magicians”	With. 39.
	51. "Unusual Paperclip"	With. 53.
IV	52. “Does a magnet draw or not?”	With. 53.
	53. "Soaring Plane"	With. 53.
May
I	54. “Wood, its qualities and properties”	With. 55.
	55. « Paper, its qualities and properties"	With. 50.
II	56. “Fabric, its qualities and properties”	With. 52.
	57. “Glass, its qualities and properties”	With. 47.
III	58. "Relatives of Glass"	With. 23.
	59. “Metal, its qualities and properties”	With. 48.
IV	60. “Rubber, its qualities and properties”	With. 48.
	61. “Plastic, its qualities and properties”	With. 49.

6. Forms for summing up the results of work with children in the additional educational program:

• exhibition;
• contest;
• festival of arts and crafts;
• reporting exhibitions;
• reporting concerts;
• open lessons;
• conducting a master class among teachers.

7. Methodological support of the program.

1. “Child in the world of search” O.V. Dybina. – Sphere, M. 2005
2. "The unknown is nearby. Entertaining experiences and experiences for preschoolers" O.V. Dybina. – Sfera, M. s. 2013
3. Young ecologist. Environmental education program in kindergarten by S. N. Nikolaev. – Mosaic Synthesis, M. 2010
4. “From birth to school” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva. – Mosaic Synthesis, M. 2014