Larisa Tupikova
Cognitive plan research activities in the second younger group in accordance with the Federal State Educational Standard. I quarter

September

1 week: "Getting to know the sand"

Observation "Sand on the site". Purpose: During observation, draw the attention of children to where sand is used in the areas kindergarten: in sandboxes, in flower beds, on paths; determine the benefits of sand.

Discussion "Properties of sand" Purpose: To acquaint children with the different properties of sand: flowability, viscosity (stickiness); learn to name the properties of sand, answer the question "Which one?" - dry, soft, sticky.

Sand Properties Study Purpose: To acquaint with the properties of sand (consists of grains of sand, loose, fine, easily crumbles, passes water, traces remain on the sand).

Experiment "Why the Easter cake didn't work out?" Purpose: Familiarization with the properties of sand. The sand is dry - free-flowing, it is impossible to make Easter cakes from it; sand is wet, you can make Easter cakes from it.

Experience "Why does sand flow well?"

Purpose: To highlight the properties of the sand. Develop curiosity, thinking.

Experience "Dry and Wet Sand" Purpose: To consolidate the children's ideas that sand has properties, to develop tactile sensations, to foster interest in experimental activities.

Week 2: "What is air?"

Observing the air while walking.

Purpose: To bring to the understanding that there is air around and within us. Give an idea that it takes up space and has properties (invisible, light).

Conversation "What is air?"

Purpose: To acquaint with the quality characteristics of air (light, invisible, moving, feeling).

Experience "What's in the package?"

Purpose: Detection of air in the surrounding area.

Games with a straw and a balloon.

Purpose: To acquaint with the fact that there is air inside a person, and to discover it.

Air detection games.

Purpose: To acquaint children with the fact that a person breathes air. Give an idea that the wind is the movement of air.

Experience "Blowing Soap Bubbles".

Purpose: To acquaint with the fact that when air enters a drop of soapy water, a bubble forms.

Experiment "Jet Ball"

Purpose: To help identify the property of air - elasticity. Understand how air force (movement) can be used.

3 week: "Sunbeams".

Watching the sun while walking.

Purpose: To acquaint children with the sun - a source of heat and light. Develop curiosity, cognitive abilities.

Conversation "On a visit to the sun"

Purpose: To give children elementary representations about a natural object - the sun, its influence on the surrounding world.

Experience "Sunbeams".

Purpose: To acquaint children with the properties of the sun's rays. (Wet rubber balls are carried out into the area, the children watch the balls dry out gradually.)

Let's Play with the Sun Experiment Objective: To determine which objects heat up better (light or dark, where it happens faster (in the sun or in the shade).

Experience "Sunny" bunny. Purpose: To help understand that reflection occurs on smooth, shiny surfaces and only under light.

4 week: "Water, water ..."

Thematic conversation "Water, water."

Purpose: To remember with children the purpose of water, its use by a person, what properties water has: liquid, wet, soft, transparent.

Experiment "Water has no color, but it can be painted"

Purpose: To continue to acquaint with the properties of water: some substances dissolve in it.

Experience "Hot and Cold"

Purpose: To give children an idea that water tends to heat up and cool down, develop tactile sensations, foster a desire to experiment.

Study "Water can flow, but it can spray"

Purpose: To continue to familiarize with the properties of water: when it comes into contact with a solid surface, it splashes.

Experiment "Clear water can become cloudy"

Purpose: To continue to acquaint with the properties of water: paint dissolves in it and colors the water in different colors.

Experience "Wet wipes dry faster in the sun than in the shade" Purpose: To acquaint with the process of evaporation of water.

October

1 week: "Wind, wind, you are powerful ..."

Watching the wind while walking.

Purpose: To draw the attention of children to the fact that the wind is strong and weak; blowing from one side, then from the other, to tell how people determined the direction of the wind.

Thematic conversation "The wind blows in our faces ..."

Purpose: To acquaint with a natural phenomenon - the wind. Strengthen the knowledge of children about the characteristics of the wind: strong, weak, different direction, warm, cold.

"Games with fans and sultans"

Purpose: To acquaint children with one of the properties of air - movement; air movement is wind.

Let's Play with the Breeze Experimenting

Purpose: To acquaint with the properties of air (movement, direction).

Experience "Wind"

Purpose: To help identify the change in sand when interacting with wind and water.

Week 2: "Miracles from paper"

Observing the work of the teacher with paper (origami).

Purpose: To consolidate children's knowledge of paper and its properties, to continue to teach how to identify products made of paper, to educate the accurate handling of games made of paper.

Conversation "What do we know about paper?"

Purpose: To teach to recognize things made of paper, to determine some of its qualities (color, surface structure, degree of strength, thickness, absorbency) and properties (crumpled, torn, cut).

Games - fun "Magic Square"

Purpose: To acquaint children with the art of origami.

Experience "Property of paper"

Purpose: To teach to recognize objects made of paper and knowledge about its properties.

Research "Paper, its qualities and properties." Purpose: To continue to learn to recognize things made of paper, to determine some of its qualities (color, surface structure, degree of strength, thickness, absorbency) and properties (crumpled, torn, cut).

3 week: "Sorceress water".

Conversation "What is water for". Purpose: To expand and consolidate the knowledge of children about water, its properties, meaning, why it is needed and how to protect it. Promote a joyful atmosphere in kindergarten.

Study "Find out what kind of water" Purpose: To reveal the properties of water (transparent, odorless, fluid, substances dissolve in it).

Experiment "Steam is also water"

Purpose: To acquaint children with one of the states of water - steam.

Experience "Vodichka, vodichka."

Purpose: Consolidation of knowledge about the properties of water (transparency, odorless, pours).

D / game "We wash the doll's dress"

Purpose: To form in children the ability to name the temperature of the water.

Experiment "The water is liquid, therefore it can be poured from the vessel" Purpose: To reveal the properties of water (flowing).

4 week: "Rain, rain, drumming on windows"

Watching puddles after rain

Purpose: To draw the attention of children to where the puddles disappear, what happens when the rain stops; develop children's observation skills, attention, thought processes, the ability to compare and analyze, educate correct behavior on a walk in the rain.

Conversation "Why do you need rain?" Purpose: To consolidate the knowledge of children about the purpose of rain, its role in the life of nature, to identify the relationship between living and inanimate nature, to develop the ability to identify cause-and-effect relationships in nature, to foster a respect for nature.

AND research "Which puddle will dry faster?"

Objective: To determine how the size of the puddle affects the speed of drying.

Didactic game"Droplet".

Purpose: To train children in finding objects and pictures in life that need water. Enrich your vocabulary. Teach children to establish a connection between animate and inanimate nature.

Experience "Where does the water come from?"

Purpose: To acquaint children with the condensation process.

1 week: "The car is driving, the car is buzzing"

Observation of cars on a walk.

Purpose: To develop attention, visual memory, to cultivate a careful attitude to the road.

Thematic talk "Transport on the road"

Purpose: To consolidate with children knowledge about transport on the roads, to teach to identify and name the main characteristics of the movement of transport - forward, backward, faster, slower; develop an active vocabulary for children; to cultivate a cautious attitude towards city roads.

Experience "Clockwork Machines"

Purpose: To consolidate the knowledge of children about the properties of movement - fast, slow, forward, backward; to teach to define and name the characteristics of movement, to teach to draw certain conclusions during the experiment, to develop cognitive abilities, to cultivate a respectful attitude towards toys.

D / game "Let's assemble the car"

Purpose: To consolidate the knowledge of children about the parts of the car. Suggest to lay out a car from geometric shapes. Develop curiosity, the ability to experiment with forms.

Experience "Why does the car have round wheels?"

Purpose: To give children the knowledge that round shapes have no corners and can roll.

2 week: "Objects around us"

Conversation "Magic Chest"

Purpose: To acquaint children with various subjects that are in the group. Give knowledge that they are made from different materials.

Research "Wooden block".

Purpose: Acquaintance with some properties of wood (hard, does not break, light, does not sink).

Experience "Easy - Hard"

Purpose: To show that objects are light and heavy. To teach how to determine the weight of objects and group objects by weight.

Experiment "Our feet walk along a flat path."

Purpose: To form in children the skill of practical experimentation with different objects from different materials.

Experience "Sinks, does not sink, floats"

Purpose: To acquaint children with the properties of rubber, stones. Rubber is light, it floats in water. The stone is heavy - it sinks.

Experience: "What objects float on the water?"

Purpose: Using game situation, draw the attention of children to the fact that some objects stay on the water, others sink

Week 3: “Man. Let's get acquainted"

Conversation "Funny little men are playing."

Purpose: To acquaint with the structure of the human body: trunk, arms, legs, feet, fingers, neck, head, ears; face - nose, eyes, eyebrows, mouth, hair.

Research "Our assistants"

Purpose: To acquaint children with the sense organs and their purpose, with the protection of the sense organs.

Experience "What smells?"

Purpose: To teach children to distinguish between smells. Recognize the smells of familiar products, talk about the results of experimentation. Develop and enrich children's sensory experiences.

Experiment "Let's draw our own portrait"

Purpose: To acquaint with the structure of a person and the spatial arrangement of its parts.

D / game "Let's fix a toy"

Purpose: To continue to acquaint with the structure of the human body and the spatial arrangement of its parts. To acquaint with the signs of gender (hairstyle, name, clothing, etc., with the fact that a face can reflect a person's feelings (his mood).

4 week: "Late autumn".

Observation in nature "Dull time, charm of the eyes."

Purpose: To form an idea of ​​changes in the inanimate and wildlife in late autumn (it became even colder, all the leaves from the trees have fallen, the animals in the forest are preparing for winter).

Thematic conversation: "How animals prepare for winter."

Purpose: To form the ability to establish the simplest connections between seasonal changes in the nature and behavior of animals.

Research "What Autumn Gave Us".

Purpose: To teach children to examine vegetables and fruits by touch, color, smell.

Experience "Dependence of the state of water on temperature."

Purpose: To continue to introduce children to the properties of water.

Research "Multicolored boats - leaves"

Purpose: To teach children to examine the dried leaves of different trees, revealing their properties: multi-colored, light, do not sink in water.

Card file of experimental research activities in the second junior group.

1. Games with sand "I bake, bake, bake ..."

Objectives: to acquaint with the properties of sand, develop imagination, fine and gross motor skills of hands. Expand the hands-on experience of children.

2. Playing with turntables.

Objectives: to introduce children to the concept of "wind", to teach to notice the movement of trees during the wind, to create wind with the help of breathing.

3. Experience in identifying the properties of the sun's rays: wet rubber balls are taken out on a sunny day to the site, the children observe how the balls gradually dry out.

4. Fun game with soap bubbles.

Objectives: observation of the wind, prevention of neuropsychic stress during the adaptation period of children.

5. Experimenting with sand: to complement children's ideas about the properties of sand: dry-crumbles, wet-sticks, takes the form of a container (molds, Form elementary experimentation skills, develop logical thinking, curiosity.

6. Experiment: properties of dry and wet sand.

Objectives: to invite children to compare dry and wet sand, teach them to name them correctly, use the simplest comparison constructs. Enrich vocabulary, develop grammatical structure speech.

7. Sand games: "Treats for the dolls"

Objectives: to teach children to use their knowledge about the properties of sand, to choose molds for the implementation of their plans.

8. Experiments with turntables.

Objectives: To discuss why they are spinning, why are trees swaying?

9. Drawing on wet sand.

Objectives: To enrich the aesthetic experience of children.

10. Experiments with stones.

Objectives: To develop tactile sensations. The stones are warm from above, cold from below.

11. Work in the touch corner. Didactic game "Know to taste"

Objectives: To teach children to taste to identify a vegetable or fruit.

12. Consider the structure of a snowflake through a magnifying glass, tell that each snowflake consists of tiny pieces of ice.

13. Begin to acquaint with the properties of snow: the snow is fluffy, light. Throw snow up on your shoulder blades and watch how it falls, crumbling easily. The snow melts from the heat, take the snow in your palm and watch how it starts to melt (explain to the children that the palm is warm).

14. Consider puddles covered with a thin crust of ice, explain to children why this is happening.

15. Begin acquaintance with the properties of ice (ice is fragile and thin). To do this, break the ice with a spatula and examine the pieces of ice (ice melts from heat just like snow). To do this, put a piece of ice on your palm and watch how it starts to melt.

16. Experiments with snow.

Objectives: to help children identify the basic properties of snow (white, cold, melts from the warmth of the hand, to teach to convey the results of experimentation using high-quality adjectives. To develop curiosity, imagination.

17. Experience: "Drowning, not drowning."

Objectives: to continue to acquaint children with the simplest methods of examining objects, to teach to observe the course of the experiment, to talk about what is happening. Enrich the personal experience of children, teach them to draw the simplest conclusions.

18. Experience "Ice and Snow"

Objectives: to invite children to compare the properties of ice crust on puddles and snow, to identify similarities and differences. Tell the children that both snow and ice are made from water. Develop cognitive interest, enrich vocabulary.

19. Experiment with snow: collect snow in a jar and put it in a warm place. From room heat, the snow will melt, water is formed. Draw the attention of children to the fact that the water is dirty.

20. Experiment "Colored Snowman"

Objectives: to expand children's understanding of the properties of snow, to show that snow absorbs paint and takes on its color. To evoke aesthetic experiences from the beauty of winter nature, the joy of a walk.

21. Experiments with snow

Objectives: to continue to acquaint children with the properties of snow, to identify them with the help of simple actions (snow does not mold in frost, creaks underfoot, becomes fluffy)

22. Experimenting with water.

Objectives: to form children's ideas about objects of nature. Offer to consider water, describe its visible properties, acquaint with such properties of water as transparency, fluidity, the ability to freeze at low temperatures. To activate the vocabulary of children.

23. Games with snow: "I bake, bake, bake ..."

Objectives: to update children's knowledge of the properties of snow during the conversation, to propose to find out. Is it possible to make pies out of snow like out of sand? Organize the transfer of the children's experience of working with sand to actions with snow.

24. Competition "Snowball"

Objectives: to talk with the children about the properties of snow, to determine what kind of snow is free-flowing or wet today, to discuss whether it will be molded? Check the conclusions of the children - roll up the snowballs. Organize a competition - which team will get the biggest team. Collect snowmen from snow balls, come up with names for them.

25. Experience »What smells? "

Objectives: To teach children to distinguish between smells. Recognize the smells of familiar products, talk about the results of experimentation. Develop and enrich children's sensory experiences.

26. Experience: tinting water and freezing in molds to decorate the site.

27. Experience "Roll, balls, along the groove"

Objectives: to form the idea of ​​children that balls and balls can be rolled, to teach to observe the behavior of the test object and to convey the results of observations using speech.

28. Experience with clay.

Objectives: to acquaint children with the properties of raw clay - soft, plastic, wrinkles well. It easily changes shape under the influence of hands. Offer to hold and crush the clay in your hands. Enrich children's sensory experiences.

29. Experiments with tinted water on the site-drawing on the snow.

Objectives: To enhance the hands-on experience of children.

30. Experimenting with your shadow.

Objectives: to introduce children to the concept of "shadow". Pay attention to the fact that the shadows from the sun follow the contour of the reflected object.

31. Experiment “Where did the snow disappear? "

Objectives: to expand children's understanding of the properties of snow, to organize observation of its melting (first, the snow becomes loose, and then turns into water).

32. Experiment: "Where did the water go?" "

Objectives: To show children how a sponge absorbs water. Offer to tell what happened. Where the puddle has disappeared. Increase children's curiosity. Arouse the desire to experiment.

33. Experiment "Melting Icicles".

Objectives: to continue to acquaint children with the properties of water, to show. That in a warm room, water turns into water. Pay attention to the fact that after the icicles melt in the resulting water there are grains of sand and dirt, lead to the understanding that it is impossible to put snow and ice (icicles) in your mouth.

34. Experience: offer to touch the walls of the house on the sunny and shady side. Asking why the wall is cold in the shade and warm in the sun. Offer to substitute your palm for the sun, to feel. How they heat up. Explain that at this time winter seems to be fighting the coming spring.

35. Experiments with the sun: why is it painful to look at it? -the sun has become brighter.

36. Experiment "Soil properties"

Objectives: to free a small area of ​​soil from the remnants of snow and last year's foliage, to show the children that there is no vegetation yet, but the soil is well moistened, that the snow is melting and moisture goes into the ground. Continue to introduce the signs of spring.

37. Experience "Light-heavy"

Objectives: to teach children to determine the relative weight of objects (feather, stone, balloon, a metal spoon, to experimentally establish whether it will fall into the snow.

38. Experience “How do thawed patches grow? "

Objectives: To invite children to look for thawed patches and check the boxes next to them to determine if they are growing. Discuss with the children how we can use the flags to find out if thawed patches or nat have grown. Develop observation, cognitive interest.

39. Experience: launch a boat into the stream. See how it gets wet. Ask the children why it gets wet.

40. Experience: rub and smell the swollen buds, conduct long-term observation of how the buds open.

41. Experience: wet the sand and watch with the children how it dries. Wash and hang doll clothes in the sun, watch how it dries.

42. Water-based water games "Water toys"

Objectives: during the game, pay attention to the various properties of water, teach to observe the movement of various objects in the water.

43. Experiment "Coal and Chalk"

Objectives: To continue to introduce children to various natural materials, show that chalk and coal are hard materials, but they crumble easily, layers are easily separated from pieces of coal and chalk, so you can draw with them. Mel leaves White color and the coal is black.

Second junior group

Experiments on the topic "Air"

1. "Bubbling"

Purpose: to teach children to blow bubbles, to acquaint them with the fact that when air enters a drop of soapy water, a bubble is formed.

Material: a jar of soapy water, a straw.

Experience. Submit soap solution, fill it with a funnel and blow it out. In this case, soap bubble.

Conclusion: a soap bubble is formed from air entering the soap solution (we exhaled it from ourselves); the bubbles are small if we exhaled! little air, and large - if you exhaled a lot.

1. "Launching a boat in a basin of water"

Purpose: to teach children to detect the air that they breathe out of themselves.

Material: basin with water, paper boat.

Experience. Lower the boat into a basin of water. He stands still. Invite the children to blow on him from one side - he swam. Clarify why he swims. Where did the breeze come from? (We blew on the boat.) Why didn't the bubbles appear on the boat? (Because we were blowing not on the boat, but on the water.)

Conclusion: if you blow hard, you get a breeze, it can push the boat on the water.

1. Balloon and Ball Games

Purpose: to show children that air can be inflated into different objects (balls, bags); he, filling the form, makes objects elastic (for example, shapeless packages take shape).

Material: paper and cellophane bags, ball, rubber balls.

Experience. Inflate a shapeless paper bag, show its shape, offer to touch it, feel its elasticity. Warn him that if you slap him, he will tear. Inflate the plastic bag and balloon in the same way. Examine the ball. Why is he so jumpy? What's inside him?

Conclusion: the ball and the ball are filled with air, so they are elastic; the tighter the ball is inflated, the more bouncy it is.

4. "Air is needed for life"

Purpose: to give an idea that people breathe air by inhaling it with their lungs; without air, nothing living can live, everything will perish; clean air is necessary for life, it is pleasant to be in it.

Experience. Clarify why the bedroom, the group is ventilated, why the children go for a walk. Offer to put your palm on your chest and listen to how it goes down and up, close your mouth and nose with your palm so as not to breathe. Was it nice? What did you feel?

Conclusion: a person needs air for life, it is warm in the room.

Experiments on the topic "Water"

1. "Turning Ice into Water"

Purpose: to show that in warmth, ice melts and turns into water again, colored ice becomes colored water.

Material: colored ice, icicles.

Experience. From the street, bring in colored ice, icicles, offer to show them to dolls, put them on plates. In the evening, look at the water in saucers: it is transparent and colored. Where did it come from?

Conclusion: ice in the heat turns into water.

1. "Turning Snow into Water"

Purpose: to give an idea that snow melts in warmth, becomes water; the snow is white, but there is dirt in it - it is clearly visible in the melt water.

Material: plate with snow.

Experience. Collect snow in a plate, examine it. What is he? Offer to give your opinion on what will happen to the snow indoors. In the evening with the children, consider a plate of melt water, discuss what happened and why. Where did the mud come from in the melt water?

Conclusion: snow melts in warmth, turning into water; there is dirt in the snow.

1. "Properties of water"

Purpose: to expand the knowledge of children that a person needs water to drink, cook dinner, wash, water (there is a lot of water on our planet, but it must be protected, before the water in rivers and lakes was clean, it could be drunk, now - dirty and used only after cleaning).

Material: a flask with water, a rosette with sand, cotton wool, a glass, a sieve, a kettle with drinking water, gouache paints, salt, sugar, a microscope.

Experiments.

1. Filtration of water through sand and cotton wool. At first glance, the clean water on the cotton wool left a lot of debris and dirt.

2. Painting over water with paints.

3. Saturation of water with salt, sugar.

4. Examination of a drop of water under a microscope.

Conclusion: the water is dirty, there is small debris in it, so it must be cleaned.

Experiments on the topic "Sand"

1. "Dry free-flowing sand"

Purpose: to acquaint children with the properties of sand.

Material: sandbox, dry sand, molds.

Experience. Offer to make a grandmother out of dry sand. It didn't work out, it crumbled. Why?

Conclusion: dry free-flowing sand.

1. "Warm - cold"

Purpose: to teach children to feel the different temperatures of the sand with their hands.

Material: warm and cold sand bags.

Experience. Give children warm and cold sand, clarify where and what kind of sand is located. Offer to play with sand, pour it between your fingers in small thin streams. What sand was more enjoyable to play with?

Conclusion: in hot weather, it is more pleasant to play with cool sand, in cold weather - with warm.

1. "Houses for birds"

Purpose: to show that in wet sand you can make deep holes with a stick or finger, in dry sand the edges of the holes crumble.

Material: sandbox, dry and wet sand, sticks.

Experience. Pour water over one part of the sandbox, leave the other dry. Offer to make huts out of sand and to settle in them tenants who want whom.

To make it light in the houses, you need to make holes in the walls - windows - with your finger or a stick. In the houses made of damp sand, they turned out to be smooth, beautiful, large. In the houses of dry sand, they crumbled, they are almost invisible.

Conclusion: dry sand is free-flowing, holes are crumbling.

Experiments on the topic "Human"

1. "Motion"

Purpose: to expand the notion that going downhill is harder than going downhill; it is better to go through the stream on a narrow board one at a time than two.

Material: slide, "trickle".

Experiments.

1. Running downhill one by one and two, holding hands.

2. Running down the mountain together and one by one.

3. Walking through the "stream" one by one and two.

1. Deep snow walking

Purpose: to show that it is easier to follow each other in the snow.

Material: snowy area.

Experience. Walking in deep snow holding hands. Walking in deep snow one after another. When was it easier to walk?

Conclusion: in deep snow it is easier to follow a trail, one after another.

1. "Get to the other side of the brook"

Purpose: to teach to independently choose a method of transportation.

Material: a trickle or a constructed model of a stream.

Experience. Invite the children to move to the other side of the stream. How can I do that? Listen to the assumptions of children: you can step over, jump over, go around. Choose any option for yourself and move to the other side.

Conclusion: children choose for themselves the option in the effectiveness of which they are most confident.

1. "Downhill step or downhill running"

Purpose: to teach children to compare the strength spent on a particular movement.

Material: slide.

Experience. Invite the children to go down the low slide at a step. Offer the same children to run up the hill. When was it easier?

Conclusion: it was easier to run up the hill.

LESSON OUTCOME

"Fish, live and toy"

Software content:to form in children initial ideas about the difference between living and inanimate beings, about different conditions of existence and ways of interacting with them; cultivate curiosity.

Material: aquarium with fish, toy fish, basin with water, fish food.

Course of the lesson

The teacher invites children to watch the fish in the aquarium, specifies where they live (in the water, in the aquarium). He reports that there are other fish in the group, invites them to find them, tell them what kind of fish they are and where they live. (Toy, live on a shelf in a closet in the play corner.)

The teacher pays attention to the fish in the aquarium, asks to tell what they are doing. Emphasizes that fish swim on their own, without anyone's help. Only live fish can swim like that. Draws attention to a basin of water and asks to see how toy fish swim. Lets toy fish into the basin, watching together. Then the teacher clarifies: the fish do not swim, but lie on the water, they cannot swim on their own, because they are not alive, but toy ones.

Educator. Guys, let's feed the fish in the aquarium. How do they eat? (They swim up to the stern, open their mouths and grab the feed.)

Now let's feed the fish in a bowl. (All together pour food into a basin and observe the fish. The teacher clarifies: they do not eat, because they cannot really eat, they are not alive; but you can play with them, feed them for fun.)

Let's cook porridge for the fish. (Children in the corner are preparing porridge, the teacher suggests holding the fish in their hands, putting them to bed.) You can play with them this way because they are toys. Is this how you can play with fish from the aquarium? Can they be handled? (You can look at the fish in the aquarium; they need to be poured with food, but not taken out of the water, without water they can die.)

The age of a child 3-4 years old is defined by psychologists as a period of formation of self-awareness. From spontaneous actions with objects, there is a transition to the purposeful study of objects that aroused interest. The formation of cognitive and research skills is one of the main educational tasks of classes in the second junior group of kindergarten.

Organization of cognitive and research activities of preschoolers 3-4 years old

Development cognitive abilities children is one of the main areas of work of a teacher in accordance with the Federal State Educational Standard. Expansion of horizons, the formation of knowledge about the objects of the surrounding world, their qualities and properties should be carried out in accordance with psychological characteristics pupils. Children aged 3-4 years are characterized by:

• Curiosity. Kids actively study new subjects and with interest expand their knowledge of familiar phenomena and objects.
• Demonstration of independence. The teacher should encourage the desire of preschoolers to acquire new knowledge.
• Imagery and involuntary memory. Children remember best what aroused the most interest. However, it is still difficult for a younger preschooler to hold attention for a long time, therefore, the teacher takes into account the child's need for a frequent change of the studied subjects or types of study.
• Formation figurative thinking... The ability to reproduce images without direct contact with the objects of research makes it possible to attract new types of learning for children during the lesson: listening to thematic poems and fairy tales, guessing riddles, conducting conversations.
• High emotionality. It is important for a child to receive approval and praise. The teacher predicts the situation of the success of the pupils in the preparation of the future lesson.
• Active development speech activity... During the study of objects and observations, work is carried out to expand the speech skills of children and replenish their vocabulary.

Younger preschoolers are happy to participate in experiments.

The more a child has seen, heard and experienced, the more he knows and assimilated, the more elements of reality he has in his experience, the more significant and productive, under other equal conditions, will be the activity of his imagination.

Vygotsky L.S.

"Imagination and creativity in childhood"

Goal and tasks

In the modern world, it is important to teach a child not only to assimilate and accumulate what is received in finished form information, but also to develop the ability and desire for independent knowledge. The purpose of cognitive and research activities in kindergarten is to develop a research type of thinking in preschoolers. Through visual observation, tactile contact and sound perception, children can learn new things about objects. A small but self-made discovery delights a child and a desire to gain new knowledge.

Preschoolers are attracted to anything unusual, such as how water changes color when paint is added

Objectives of cognitive and research activities:

• development of interest in the surrounding world;
• the formation of primary ideas about the properties of objects and substances (shape, color, size, structure, sonority, etc.);
• development of speech skills (construction of oral speech - answers to questions, a story about what he saw), vocabulary;
• creating a positive motivation for an independent search for the necessary information;
• stimulation and encouragement of curiosity, observation;
• the formation of the skill of working with various tools, the development of fine motor skills.

Above the implementation of the tasks set, the educator, together with the children, works in classes of various types:

• on acquaintance with the surrounding world (study of various objects, natural phenomena, substances);
• in musical classes (acquaintance with musical instruments and their sound, voice capabilities);
• in physical education (study and application of the properties of objects made of rubber, plastic, wood - balls, hoops, skittles, skipping ropes, etc.);
• during independent play activity (experimental activity with toys of various shapes and structures);
• on walks (observing the weather, natural phenomena, plants and animals on the territory of the kindergarten).

Research activities to study the properties of plants can take place during a walk

Techniques

The following methods of organizing children's research activities are relevant for work in the second junior group:

• Observations. Children 3-4 years old actively accumulate visual images in their memory. Observations can be carried out in the group's premises, in a corner of nature, in a play corner, in the fresh air during a walk. Observation is one of the active research practices of preschoolers; in younger groups, it is short, since it is difficult for children to keep their attention on one object for a long time.

  In a corner of nature, children learn to take care of plants

• Solving problem situations. The formulation of the problematic question in the lesson in the younger group is carried out by the educator. He also outlines the ways of solving the problem, since children of 3-4 years old cannot independently think over the course of action and predict the result. Problem situations can be presented in game form, so preschoolers have an interest in finding answers.

  A variant of a problematic situation can be a task: which bucket to fill the container faster

• Conversations. Conversations with younger preschoolers based on the presentation of the experience of children. For example, "Which ball jumped higher in physical education - rubber or leather?", "What happens to the water in the jar when we rinse the brushes in it?" In younger groups, the duration of a conversation aimed at finding a solution is 10-15 minutes and is accompanied by other activities to prevent overwork ( finger gymnastics, viewing illustrations, learning a poem, etc.).

  During the conversation, the children can consider illustrations on the topic.

• Experiments and Experiments. The desire to experiment appears in a child during the period early childhood(simple actions with toys) and gradually moves from spontaneous to purposeful activity. Preschoolers will be happy

Synopsis of cognitive - research activities in the second junior group "Acquaintance with the properties of water"

Target: The development in children of a cognitive interest in search and research activities through acquaintance with the properties of water.

Tasks:

Educational:

Introduce the properties of water: liquid, colorless, odorless, tasteless, colored in different colour; to give an understanding of the importance of water in the life of people, animals, plants;

To form the ability to establish the simplest connections between objects and natural phenomena;

To form the ability to conduct a dialogue with the teacher: listen and understand the question asked, it is understandable to answer it.

Developing:

Develop curiosity, attentiveness, logical thinking, make independent conclusions and conclusions.

Educational:

To educate children in play and speech interaction with peers and adults;

To foster a respect for water;

Form the habit of using water sparingly and wisely;

Foster a love of nature.

Vocabulary work: colorless, transparent, liquid, tasteless, colored, light.

Equipment for the caregiver / children: water in cups, empty cups, pebbles, sugar, paints, brush.

Preliminary work: reading nursery rhymes, poems, reading a poem by K.I. Chukovsky "Moidodyr", "Fedorin's grief", viewing illustrations, a teacher's story about water, joint work in the corner of nature.

GCD move.

Children stand in a circle, together with the teacher they say:

I am your friend and you are my friend

Let's hold hands together

And let's smile at each other!

To learn a lot of new things. You need to be attentive, not make noise, listen to each other.

Take a look. A guest came to us today. Who do you think this is? This is a droplet. She brought riddles for you. Want to listen to them?

“She is in the lake, she is in a puddle.

It boils in our teapot too.

She runs in the river, murmurs. What is it?"

“To rain from the sky,

So that ears of bread grow

To sail the ships

So that jelly is cooked,

So that there is no trouble -

We cannot live without (water).

What are these riddles about? So today we are going to talk about water.

So what is water? Water is liquid. It flows. It can be poured into anything, poured, poured. Here you have glasses of water on your tables. Try pouring water from one glass to another. What happens to the water? That's right, she is pouring. We can pour water in a thin stream, it flows without interruption. So what kind of water? That's right, it is liquid. (Fixes with children).

Look at the cups of water. What color is the water? That's right, water has no color. It is colorless. Now put the pebbles in the glass. What happened? Do you see the pebbles? If we see them well, then the water is clear. (Fixes with children).

Guys come to the table here. I have water in my glass, but what is it? (Paints). What do you think will happen to the water if I add paint to it? Let's see. (The teacher collects paint on a brush and lowers it into a glass of water, mixes well). What happened to the water? That's right, she changed color. Water has no color, but it can be easily dyed any color. Water changes color depending on. What's added to it.

What do you think water tastes like? There is water in the glasses, try it. What is she like? The water is tasteless. Can we change the taste of water? Let's add sugar to the water, mix well. Try the water. What taste has the water got? (Sweet). Now I will add a few drops to the glass lemon juice... Now try what does the water taste like? (Sour). This means that we can change the taste of water at will.

Now smell the water. What can you say about the smell of water? That's right, water is odorless.

Physical minute.

"Rain dripped on the palm (we touch with the right hand with the left)

On flowers (showing the opening of the wrist, like a bud)

And onto the track (both hands in front of you)

Pouring, pouring, oh-oh-oh (head shaking)

We ran home (running on the spot).

So, we have learned that water is a liquid. It is fluid. It can be poured, poured into different containers.

The water is colorless. It has no color, but it can be easily painted in any color. The water is also clear.

The water is odorless.

Water is very important for everyone. What do you think. Why? What is water for? (Drink, prepare food. Water plants, wash clothes, wash dishes, vegetables, fruits, wash, wash and wash your hands, etc.).

Who else needs water? (Animals, fish, plants, birds, etc.).

D / And "Who needs water?"

Look, this is a hoop, and pictures are laid out on the carpet. You need to select and put into the hoop those pictures that need water. (Children choose and arrange pictures).

Guys, who needs water? That's right, all living things need water. What can happen if there is no water? (Answers of children).

Quite right, all life on Earth needs water. Without water, all living things will perish. Therefore, water must be conserved, properly and wisely spent. How can you save water? (Do not clog water bodies, turn off the tap with water, etc.).

Here's how many interesting things we learned about water.

“Have you heard of water?

They say she is everywhere!

In a puddle, in the sea, in the ocean

And at the faucet.

It's boiling on the stove

The kettle ferry hiss

Dissolves sugar in tea.

We do not notice her ...,

We are used to the fact that water is

Our companion is always.

We can't wash our face without water.

Do not eat, do not get drunk,

I dare to report to you:

We cannot live without water.

And in a damp forest swamp,

Always accompanies us

Our companion is water! "

Well, it's time for our droplet to go. And as a keepsake, she left us small droplets. The droplet hopes that you will always conserve water.

Educator of the second junior group Tokhtarova E.I.