Research projects in dow project on the topic. Research work for older preschoolers on the topic: Vitamins As a result of the project, children will know

Preschool Research Projects

Project "Milk and Dairy Products"

Maksutova Yu. I. teacher of the highest qualification category, 2012

Brief summary of the project.

This project is an organization of work to familiarize children with the value and benefits of milk and dairy products, understanding the importance of milk in the nutrition of a growing child’s body.

This work was carried out through search, research, integration activities in the process of various forms of work, aimed at expanding the potential of children's creative and intellectual abilities through the activation of children's life activities.

The project is research and creative, designed for a period of 1-1.5 months for children of the senior group, teachers and parents, including several stages.

Relevance.

Milk is an essential and indispensable baby food product. Due to its chemical composition and biological properties, it has an exceptional place among products of animal origin, used in the nutrition of children of all age groups.

Unfortunately, not all children are happy to drink milk and eat dishes prepared with milk. Children don't understand

the importance of milk and dairy products in the development of the human body.

Therefore, we, adults, must help children discover the valuable qualities of milk, its importance for the development of the child’s body.

The children and I decided to see where else milk is found? Why does a person need milk?

Goal: to enrich children’s knowledge about milk as a valuable and useful product for the growth of the child’s body.

Objectives: Expand children's horizons about milk and dairy products.

To develop children's research skills (searching for information in various sources).

Develop a cognitive interest in research activities and a desire to learn new things.

Develop the ability to work in a team, the desire to share information, and participate in joint experimental activities.

To form in children a conscious attitude towards healthy eating.

Involve parents in the project.

Hypothesis.

If children learn more about the value of milk and dairy products through their own research activities, they will understand that milk is a valuable food product for the child's body and they will have a desire to eat it.

The project is based on a research teaching method. This is a method during which children learn to conduct independent research, learn to collect available information about the object of research, record it, and expand their horizons. Children develop creative abilities and the ability to express their definitions, and develop thinking and speech.

The main feature of exploratory learning is the activation of children’s educational activities, giving them an exploratory, creative character, and thus giving the child the initiative in organizing his cognitive activity. (A.I. Savenkov “Children’s research as a method of teaching older preschoolers” Moscow, “Pedagogical University “First of September”, 2007)

Research methods:

Observation;

Search work (from various sources of information);

Experimentation.

Before starting the project, I used the “Three Questions” method to determine the level of children’s knowledge about milk and dairy products. Its purpose is to identify the level of awareness of children before starting the project and compare knowledge at the end of the project. Together with the children, we discussed what they know about this topic and recorded the answers in a table. Next I asked what they would like to know? The answers were also recorded. She asked the children to think about how to find answers to the questions? The children decided to ask adults, read in books, learn from TV shows, conduct experiments, and go on a trip to the store. Third question: “What did you learn? ” was asked at the end of the project, which helped me draw the right conclusions and understand what the children had learned.

What we know about milk What we want to know What we learned

The cow gives milk

A cow lives in a barn

A cow grazes in a meadow and eats grass

White milk, sold in the store

Porridge is made from milk

A machine brings milk to the store

Cottage cheese is made from milk - How a cow gives milk

How does milk get to the store?

What other products are made from milk?

What's healthy in milk?

What can be prepared from milk - Cows live on farms, they are looked after by people (cattlemen, milkmen)

Milk is brought to the store from a dairy plant, where it is processed and dairy products are made.

Milk contains vitamins and minerals, fats, carbohydrates, proteins

You can prepare different dishes from milk: pancakes, omelettes, pies, bread, porridge, added to mashed potatoes

Milk is good for children's growth

The project was carried out in several stages.

Preparatory stage (2 weeks).

Creation of a developmental environment;

Selection of methodological and fiction literature on the topic;

Development of classes and an action plan on the project topic.

At the preparatory stage, I brought to the attention of parents the importance and significance of this topic. Together with parents, we created a developmental environment in the group. Children brought cartons of milk and dairy products from home to decorate the “Funny Cow” educational stand and play material. We selected methodological and fiction literature on the topic, produced visually illustrated materials (pictures, magazine clippings depicting dairy products and milk-based dishes, game materials. We drew up an action plan for the implementation of the project. Developed a series of classes devoted to the study of the properties of milk.

II. Practical stage (3 weeks)

Expand children's knowledge about milk and dairy products;

Develop cognitive interest and research skills;

Promote the ability to work in a team of adults and peers.

Together with the children, she conducted experiments and experiments with milk and dairy products, identified the properties of milk, tasted dairy products, mixed milkshakes, made yogurt, and baked pies. A series of classes was conducted on milk and dairy products and the problem of healthy eating. We went with the children on an excursion to the store in the dairy department.

In productive activities, children drew on the theme “Far in the meadow, cows are grazing...”, “A house in the village”, designed paper cows, made a “Dairy Products” mobile, drew posters, and created albums with drawings. Together with the children, they made a model of a glass with tubes indicating the composition of milk: proteins, fats, carbohydrates, minerals.

We played role-playing games “Farm”, “Dairy Store”, didactic games “The Fourth Odd”, “Guess the Taste”, “Labyrinths”.

In the speech direction, work was done to compile stories about dairy products and cows. Together with the children, we read stories, fairy tales, nursery rhymes that talk about milk and cows, and learned poems and dramatizations.

Conversations, leisure and entertainment were held to develop the values of a healthy lifestyle in children.

The children were given homework: explore the refrigerator at home and find dairy products in it, visit the dairy department in the store with their parents and see the variety of dairy products. In the group, the children exchanged their impressions. Thus, we found out which dairy products our students’ families prefer to consume. Parents were also invited to participate in the exhibition “Milk – the health of the whole family,” which presented joint drawings, crafts, and posters of children and parents.

III. Final stage (1 week)

Summarize children's knowledge on this topic;

To instill in children and their parents the need for a healthy lifestyle and positive emotions.

The presentation of the project took place in the form of a milk festival, which was attended by parents and children of a different age group. Information material was presented in the form of poems that the children read, games, songs and dances, as well as a surprise moment (a cow with Milky Way chocolates came to visit the children).

As a result of working on the project, children expanded their knowledge about milk and dairy products and learned that milk is not only tasty, but also a valuable product for baby food. Children acquired research skills: searching and collecting information, analyzing, systematizing and drawing conclusions; they acquired skills of mutual assistance, support and close communication with adults and peers. Interest in understanding the world around us has increased. All this contributed to the self-development of the personality of each child, nurturing in him determination and self-esteem.

The novelty of the project lies in the unusualness of the topic, the relevance of the topic and the use of the search and research method during the implementation of the project.

The practical significance of the project lies in its development and implementation in the educational process in preschool educational institutions, in the use of practical developments by teachers of the city and region.

So, we have come to the conclusion that the introduction of research methods into the educational process of kindergarten is today one of the main ways of knowledge, most fully consistent with the nature of the child and the modern tasks of his development.

By giving preference to the project-based teaching method, I thus create conditions for children’s self-realization.

For me, project activity is a kind of specific form of creativity, an effective means of professional and personal development and my creative manifestations.

Attached files:

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Innovative technologies in the development of cognitive and research activities of preschool children

Vesova E. A., senior teacher of MBDOU No. 334 of the city. Samara

Innovation – what is it: a fashionable word or an old concept? There is still no agreement among scientists: innovation is an idea, innovation or the process of its implementation. In my opinion, innovation is both an idea and the process of its implementation.

Technology is a set of techniques used in any business, skill, or art.

In general, the innovation process is understood as a complex activity for the creation, development, use and dissemination of innovations.

In modern educational practice, the importance of investigative teaching of children is increasing. This is due to the dynamic development of society, penetration into new levels of knowledge of nature, changes in the social structure and the emergence of qualitatively new types of activities in previously unknown areas. The modern situation of human development is a situation of non-standard, uncertain tasks, a situation where we have to act with unreliable information, take into account the points of view of real and potential partners. It will require from each individual person an exploratory attitude towards the world around him. The fundamental feature that determines the specificity of human cognitive activity in modern conditions is that it is often necessary to manage many new and diverse objects and phenomena that are interconnected. A different system of organizing cognitive activity is needed - a qualitatively higher level. . The modern child is required to actively explore the novelty and complexity of the changing world, to create and invent new original strategies of behavior and activity. This active cognitive attitude towards reality must be formed from childhood.

Despite the long history of the development of research education in our country, education is still based primarily not on methods of independent, creative research, but on reproductive activity aimed at assimilating ready-made truths obtained by someone. Thanks to this “information-recipe” training, the child largely loses the main feature of exploratory behavior - search activity. And this is not surprising, because such training is based on “imitation”, “repetition” and “obedience” (V. T. Kudryavtsev). The result is a loss of curiosity and the ability to think independently. This significantly blocks the child’s research activity, ultimately making the processes of self-learning, self-education, and, consequently, self-development almost impossible.

The organization of children's research activities is considered as a powerful innovative educational technology. It serves as a means of comprehensively solving the problems of education and development in modern society, a means of transmitting the norms and values of the scientific community into the educational system, and a means of replenishing and developing the intellectual potential of society.

According to the definition of A. V. Leontovich, research activity is an activity associated with solving a creative, research problem with a previously unknown solution, presupposing the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

Research activities will allow you to express yourself individually or in a group, try your hand, apply your knowledge, bring benefits, and publicly show the results achieved. This is an activity aimed at solving an interesting problem, often formulated by the children themselves in the form of a task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, what is very important, is interesting and significant for the discoverers themselves.

A preschooler is naturally oriented towards understanding the world around him and experimenting with objects and phenomena of reality. Already at a young preschool age, learning about the world around him, a child strives not only to look at an object, but also to touch it with his hands, tongue, smell it, knock it, etc. At an older age, many children think about such physical phenomena as the freezing of water in winter , the propagation of sound in air and water, different colors of objects in the surrounding reality and the opportunity to achieve the desired color yourself in fine arts classes.

Decorative and applied art will serve as an effective means in developing the research activities of preschoolers, since it is work of a creative nature, creates conditions for the formation of goal-setting and voluntary organization of activities, namely, for the formation of the ability for long-term volitional efforts aimed at achieving results in accordance with internal needs . Decorative and applied creativity allows you to move away from traditional forms of education and express your feelings and emotions to the little artist in drawings, decorative work, crafts, toys, gives freedom, and instills confidence in his abilities.

The “Little Wizards” program is the first step in the development of research activities of preschool children.

The psychological and pedagogical concept of building the program is built on the basis of A. I. Savenkov’s methodological recommendations for teaching preschoolers research skills.

The main goal of research education through a cycle of creative activities according to the “Little Wizards” program is the formation and development of research activities of preschoolers.

The objectives of the program are to form and develop: cognitive interest, activity, research activity, instrumental skills and abilities in solving research problems, skills in conducting experiments.

The principle of developmental education, the goal of which is the development of the child;

The principle of priority of research motivation (if a child has a research goal, he himself is actively looking for means to achieve it, this does not mean that one can not specifically engage in the development of creativity or theoretical thinking, this means that the techniques, mechanisms and algorithms of research activities act as means of achieving goals, and therefore the process of their development proceeds completely differently, more naturally, more productively);

The principle of personality-oriented interaction with the child (the formation of research interest and a special life position, when finding and solving a problem acquires the status of a life value, occurs thanks to specially organized communication between the teacher and the child, during which they are actualized, stemming from the internal characteristics of the individual, and not imposed from the outside.The main condition here is the psychological and subject competence of the teacher, and the main form of pedagogical participation is mediation dialogue);

The principle of activity and optimal independence, but under the general guiding guidance of the teacher during joint interaction (this principle assumes an orientation towards a problem-based approach and various heuristics. Knowledge and methods of activity are not presented in a ready-made form, rules or instructions are not offered, the material is not given, but given as a search subject) ;

It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children (“Cognition”, “Artistic creativity”, “Work”, “Communication”, “Socialization”, “Music”, “Reading fiction”, “Health” ) ;

Provides for solving program problems in joint activities of adults and children and independent activities of preschoolers.

The Little Wizards program meets federal state requirements (FGT, namely it provides:

The child’s own acquisition of knowledge;

Subjectivity of knowledge appropriation;

Taking into account the interests and inclinations of the child, his value orientations;

The joy of children's creativity.

The leading goal of the Program is to stimulate the search activity of a preschooler, the development of a free creative personality through a cycle of creative activities, which is determined by the developmental tasks and tasks of children's research activities.

Development objectives:

Ensuring the psychological well-being and health of children;

Development of cognitive abilities;

Development of creative imagination;

Development of creative thinking;

Development of communication skills.

The tasks of research activities are specific for each age.

In early preschool age this is:

The entry of children into a problematic play situation (the leading role of the teacher);

Activating the desire to look for ways to resolve a problem situation (together with the teacher);

Formation of initial prerequisites for search activities (practical experiments).

In older preschool age this is:

Formation of prerequisites for search activity and intellectual initiative;

Developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;

Forming the ability to apply these methods to help solve the problem, using various options;

Developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities.

Algorithm for constructing educational activities:

An interesting beginning is a point of surprise;

Formulation of the problem;

Updating children's knowledge;

Proposing hypotheses and assumptions;

Checking the solution;

Introduction to the knowledge system.

The model for constructing educational activities may vary depending on the task.

All topics in children's research can be combined into three main groups: fantastic - topics focused on the development of non-existent, fantastic objects and phenomena, empirical - topics that involve conducting one's own observations and experiments, theoretical - topics focused on work on studying and summarizing facts, materials contained in various sources.

It is proposed to follow the rules for choosing a topic:

Be interesting to the child;

Be accessible for study;

Must provide real benefit to study participants;

Be original;

It requires an element of surprise and unusualness;

So that the work can be completed relatively quickly.

Crafts and decorative works included in the thematic plan of educational and research activities may have different purposes:

For children's games;

For decorating the interior of a group, child care facility, home;

They can be used as gifts.

To implement the Program, various forms of organizing educational activities are used: messages, conversations, which are aimed at creating conditions for the development of the ability to listen and hear, see and notice, concentrate, observe and perceive; dialogue, discussion, discussion help develop the ability to speak and prove, and think logically. Organizing game situations and states with active movement helps to acquire healthy lifestyle habits, interaction experience, make decisions, and take responsibility.

Various competitions and achievement shows help bring educational activities to fruition, record success, demonstrate the achievements of students, teach them to adequately perceive the results of other students, etc. The inclusion of students in the creative process and invention is aimed at developing creative abilities. Carrying out independent research provides the opportunity to purposefully learn and gain experience. In the process of activity, a portfolio is compiled. All achievements of students are collected in a personal archive-folder “Chest of Achievements”.

The program contains the following sections.

"Hedgehog Puff"

"Bouquet for the Snow Queen"

"Dosya the Cat"

"Rug of Flowers"

The content of the section “Working with waste material” allows you to develop the ability to classify material by origin or receipt, by structure, by physical indicators (thickness, structure, strength, rigidity, by the ability to change under load and restore its original shape (elasticity, flexibility, etc.) optical indicators (color, shade, light transmittance, chemical properties (processing, coloring).

“The tree has dressed up”

When creating collage compositions in the “Collage” section, children develop ingenuity in the selection and combination of various materials, imagination and the ability to experiment.

"Magic Flower"

Satisfying his curiosity in the process of active creative research activity, the child, on the one hand, expands his ideas about the world, on the other hand, masters the fundamental cultural forms of ordering experience: cause-and-effect, generic, spatial and temporal relationships, which allow linking individual ideas into a holistic picture peace.

As studies have shown, using arts and crafts to develop the research activities of preschoolers, children gain a variety of knowledge and skills. They develop artistic abilities - creative imagination, evaluative attitude, emotional responsiveness. The exploratory nature of creative research activities contributes to the development of initiative, independence and curiosity. The ability to see problems in particular where others see everything as clear and understandable develops. Problem-based learning, oriented toward independent research work, develops and improves children’s sensitivity to problems. When engaged in arts and crafts, children are not afraid of divergent tasks (tasks that have not one, but many correct answers - J. Guilford). They are not frightened or annoyed by the situation of uncertainty; children are in constant creative search, creating their own works. Children learn to put forward new, unexpected ideas, quickly and easily find new strategies for action, which indicates the development of originality, flexibility and productivity of thinking. In the process of creativity, children are characterized by the ability to concentrate: they are completely immersed in the task and know how to work even in the presence of interference. By the end of senior preschool age, children are capable of assessment, they understand the thoughts and actions of their own and other children, and determine the significance of the products of their own and others’ activities. All this largely plays a decisive role in the process of preparation and learning at school.

Literature

1. Alekseev, N. G., Leontovich, A. V., Obukhov, A. V., Fomina, L. F. Concept of development of research activities of students // Research work of schoolchildren. - 2002. - No. 1. - P. 24-33.

2. Korotkova, N. A. Educational process in groups of children of senior preschool age. – M.: LINKA-PRESS, 2007. – 208 p.

3. Savenkov, A. I. Little researcher. How to teach a preschooler to acquire knowledge / Artist Levina L. I. - Yaroslavl: Academy of Development, 2002. - 160 p.

4. Savenkov, A. I. Psychological foundations of a research approach to learning. Textbook / A. I. Savenkov. – M.: Os-89, 2006. – 480 p.

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“There is nothing more natural for a child,

how to develop, form,

becoming what he is in the process

research activities"

S. L. Rubinstein

From birth, children are surrounded by various phenomena of inanimate nature: the sun, the wind, the starry sky, the crunch of snow underfoot; children collect stones, shells, and play with sand and water with pleasure and interest. Thus, objects and phenomena of living and inanimate nature are objects of observation and play from birth.

Experimentation is an effective method of understanding the phenomena and patterns of the surrounding world.

I noticed that children’s cognitive activity is not high enough, which affects the development of speech, logical thinking, memory, and attention. Children do not show curiosity or research interest in the world of living and inanimate nature, preferring other types of activities.

I believe that it is necessary to organize a systematic and purposeful familiarization of children with the phenomena of the world around them in the process of organizing observations, simple experiments and elementary experiments. It is very important for me to teach preschoolers to connect the results of research work with practical experience, thereby leading them to an understanding of elementary natural laws and the foundations of environmental literacy and safe behavior in the environment.

In this connection, I consider the research method of teaching as one of the main ways of cognition, which most fully corresponds to the nature of the child and the modern tasks of teaching preschoolers.

Consequently, the relevance of using children’s experimentation in the formation of visual-figurative and visual-effective thinking is that:

Children's experimentation has enormous developmental potential (during the experiment, the child's memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison, classification and generalization);

Experimentation gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment;

Children's experimentation is a good means of intellectual development of preschoolers (experimentation includes active searches for solutions to problems, making assumptions, implementing the hypothesis in action and drawing accessible conclusions);

Children's experimentation has a positive impact on the child's emotional sphere; to develop creative abilities, to improve health by increasing the overall level of physical activity.

Goal: creating conditions for the development of elementary natural scientific ideas about man, animal and plant life; for the formation of environmental culture in children.

1. Develop in children an idea of the unity of the world around them and themselves.

2. Develop cognitive interest and curiosity in the process of observing real natural objects and practical experimentation with them.

3. To develop skills of mental actions, analysis, synthesis, classification, etc., in the process of learning the natural picture of the world, contributing to the development of speech.

4. Foster a love for nature and the desire to protect it.

5. Develop independence in resolving problem situations in research activities.

6. Learn to explain what is observed and record the results using accessible methods.

Having studied the available methodological literature on children's search and cognitive activity, I identified the stages of development of search and experimental activity in children:

Junior preschool age (second junior group): start by familiarizing the child with water, its properties and continue until the child begins to accept the game situation and participate in it (pour - pour - measure).

Middle preschool age: the stage is associated with the need to obtain an answer experimentally; actions become more focused and deliberate. In classes, children learn to ask questions: “How to do this? "

Senior preschool age: as a result of this stage, children show a desire to constantly turn to the teacher with requests: “Let's do this,” “Let's see what happens if ....” In classes, two states of the same object are compared and not only differences are found, but also similarities where children independently conceive an experiment, think through the methodology themselves and distribute responsibilities among themselves, carry it out themselves and draw the necessary conclusions themselves.

Based on the stages of development of search and experimental activity of preschoolers, I made long-term planning for each of these age groups.

The group has also created an experimentation corner, which is replenished with new materials, which helps to maintain the interest of children, allows them to reproduce experience again, confirm their ideas, and practically master the properties and qualities of various materials. We also do not forget about the safety of experiments, so before starting experimentation we always remember the safety rules.

In the second younger group, relying on the previous, albeit small, but experience of the children, she carried out work on the topics: “Water”, “Sand”.

When studying the topic “Water,” I helped the children conclude that even such a familiar object as water is fraught with a lot of unknowns. In the course of elementary experiments, children learned to determine its properties: transparent, has no taste or smell, can be cold, warm and hot, salt and sugar dissolve in water, and water can also be found in a solid state (ice). Children also learned to talk about water using auxiliary diagrams.

We also saw the properties of water, when it pours and when it drips. In order for the children to better understand the material on this topic, I held a conversation “Who needs water”, “How does a person use water”, that is, the children learned the importance of water for humans and plants.

When studying the topic “Sand”, children became acquainted with the composition and its properties. For example, during the observation, the children examined and understood that sand consists of very small grains of sand, similar to grains. And when conducting the experiment “Sprinkle, sprinkle, sprinkle,” the guys realized that sand can be dry and wet, light and heavy.

In middle and senior preschool age, continuing to teach children basic experimentation, I plan to study the following topics: “Wonderful grains”, “Air”, “Three states of water”, “Wind”, “Sand and Clay” - middle group, and “Soil”, “Stones”, “Air”, “Water cycle in nature”, “Volcanoes”, “Plants”, “Natural phenomena” - senior group.

I would like to note that the complexity of experiments increases at this age. Children develop a strong habit of asking questions and trying to answer them on their own. Through elementary experiments with children, I plan to form ideas about the physical properties of liquid and solid bodies. Children will not only learn to determine the physical properties of bodies, but also make simple conclusions on their own.

Thus, I can say with confidence that a specially organized study of the properties and qualities of liquid and solid bodies is a grand discovery for children and an inexhaustible source of new information. The work I carried out with children of the younger group on elementary experimentation yielded positive results. The children actively showed cognitive interest, which increased noticeably every day. Which, in turn, helped the children learn all the material. In general, the results for the year increase by an average of 4.7%: the first half of the year - 76.6%, the second half of the year - 81.3%.

When organizing children's experimental activities, I constantly ask myself the question: Does the child need this now? What further application of this will he find in everyday life? Most of the answers are positive. This means that I have chosen the necessary and valuable content for my work. After all, children’s amazing discoveries are nearby, and therefore only their own experience will help a child acquire the necessary knowledge about life, as the outstanding psychologist and philosopher S. L. Rubinstein believes: “For a child there is nothing more natural than to develop, form, become what he is in the process of research activities.” And we, adults, need to create conditions for experimental activities and support the child’s interest in research and discovery! Therefore, I end the description of my work experience with the words of the famous psychologist P. P. Blonsky: “An empty head does not reason. The more experience, the more capable she is of reasoning.”

References:

1. Gorkova L. G., Kochergina A. V. Obukhova L. A. “Scenarios for classes on environmental education of preschoolers.” M., 2005

2. Ivanova A. I. “Methodology for organizing environmental observations and experiments in kindergarten” M., 2003.

3. Nikolaeva S. N. “Methods of environmental education in kindergarten” M., 1999.

4. Shorygina T. A. “Green Tales” M., 2002

5. Magazine “Preschool Education”.

6. Ryzhova N.V. Games with water and sand. / Hoop, No. 2-1997 /

7. Organization of experimental activities for preschool children / Ed. ed. Prokhorova L.N. - M.: ARKTI, 64 p.

8. Dybina O. V., Rakhmanova N. P. The unknown is nearby: Entertaining experiences and experiments for preschoolers. - M.: TC Sfera, 2005.-192 p.

9. Molodova L.P. Playful environmental activities with children.

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Design and research activities of preschoolers

“Thinking is a fundamental human resource; the quality of our future will depend entirely on the quality of our thinking,” says Edward de Bono, a British psychologist. For a successful career, self-realization, and a happy life, a modern person needs qualities such as responsibility, competence, creativity, and the ability to communicate. The rapid variability of economic and social relations requires the search for new, non-standard actions in various situations. These qualities and skills must be cultivated from childhood.

The problem of preschool education is the requirement from children to assimilate ready-made knowledge and reproduce it. Thus, throughout the preschool period, the child constantly trains convergent (based on learned algorithms) thinking. He has neither the experience nor the tools to think outside the box.

Having studied the federal state educational standard for preschool education, you understand that it is based on a systemic activity approach. This is a teaching method in which the child does not receive knowledge in a ready-made form, but obtains it himself in the process of his own cognitive activity. One of the effective technologies in this direction is the method of project activity.

The method of project activity is the creation by a teacher of conditions that allow children, independently or together with an adult, to discover new practical experience, obtain it through search, and analyze it. Using the project method, qualities are developed that are formed only in the process of activity and are not acquired verbally. These are: the ability to work in a team, take responsibility, the ability to share responsibility, the ability to analyze the results of one’s activities.

S. Ya. Rubinstein said that thinking usually begins with a problem or question, with a contradiction. The use of problem situations in working with preschoolers has a positive effect on the development of children's creative thinking, cognitive skills and abilities. This is precisely the first stage of design and research activities. At this stage, during which the child independently comes to the formulation of the research problem, according to N. E. Veraksa, several strategies of teacher behavior can be identified. The first is to create a problematic situation for all children. The second is to identify each child’s area of interest and create a situation that helps the child formulate a research problem. The third strategy is associated with the involvement of parents, who together with the child formulate the research task of the project. The next stage is planning activities by searching for answers to questions: in what sources can you find information, who to turn to for help (parents, teachers, what materials and equipment to use. The third stage is the implementation of projects. And the fourth is the presentation of the project.

Project activities affect not only children. Design forces the teacher to constantly be in the search space, changes his worldview and does not allow the use of standard actions, since the important point of this method is that it is not the teacher who offers a solution to the problem, he supports the children’s thinking. So, for example, in the “Bird Feeder” project, the goal is not to make a feeder at all, but to create “your own feeder,” which is unique. The main thing in project activities is the discussion and development of various project options.

The relationship between children and parents also develops positively in project activities. They have a common cause, the child becomes interesting to the parents, their life is filled with rich content.

In our educational organization, the project method has been used for the second year, and we have become convinced of the effectiveness of the methodology for developing in preschool children such personality traits as initiative, the ability to think creatively, and find non-standard solutions. We are confident that a systematic, activity-based approach to education will help raise our children into bright personalities who can dream and act, build relationships with others, and become worthy citizens of the country.

Literature

1. Veraksa N. E., Veraksa A. N. Project activities of preschoolers. A manual for teachers of preschool institutions. - M.: Mozaika-Sintez, 2010.- 112 p.

2. Derkunskaya V. A. Project activities of preschoolers. Educational and methodological manual. – M.: Center for Teacher Education, 2013.-144 p.

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Research topics for preschoolers | Trainee

Research topics for preschoolers

Attention! We also offer on this site a free download for preschoolers of our original game educational program Multiplication tables in cartoons.

Research topics in kindergarten compiled for children of the older group and performed with the help of teachers and parents.

In the process of research work (children's project), kindergarten students study in more depth the object chosen by the child, observe pets, flowers, plants, insects and, as a result of their research, give answers to seemingly simple questions for adults. Listed below research topics for preschoolers can be taken as a basis, supplemented and expanded.

Favorite animals

Topics for research papers in kindergarten about animals Polar bear Who lives in my forest? Who lives under the tubercle?

Material obuchonok.ru

Luneva Daria Olegovna, October 24, 2007 MBDOU "Stemassky kindergarten "Malysh" of the Alatyr region of the Chuvash Republic.

Scientific adviser:

Luneva Svetlana Evgenievna, teacher at the Stemas kindergarten “Malysh”

Subject area: Natural science. Inanimate nature

Now I’ll take a simple straw into my mouth,

I will draw water into it, then blow lightly into the straw -

And so, shining with a smooth film, stretching in breadth,

A delicate, thin, colored bubble comes out.

An inflated balloon takes off, more transparent than glass.

It’s as if mirrors are sparkling inside...

Samuel Marshak

Relevance of the topic: A circus came to our city. And one of the acts was blowing soap bubbles of different shapes and sizes, which did not burst for a long time. At home, my mother and I decided to make a solution for soap bubbles, but the bubbles turned out small and quickly burst.

And then we became interested in what needs to be added to the solution to make the bubbles large and strong, and whether it is possible to make such a solution at home.

Purpose of the study: learn how to get large, strong soap bubbles.

Get acquainted with the history of the origin of soap bubbles.

Learn the secrets of the soap bubble.

At home, conduct experiments on blowing various types of soap bubbles.

Object of study: composition and properties of soap bubbles.

Subject of research: solution for making soap bubbles.

Research methods: observation, conducting experiments, comparison and generalization of results

Hypothesis: when using a “secret” substance in the solution, soap bubbles will turn out large and strong.

Main part.

The history of the origin of soap bubbles.

In order to find out how and when soap bubbles appeared, we began to search for information on the Internet. And they found...

A soap bubble is a thin film of soapy water that forms a sphere with an iridescent surface.

When and where exactly soap bubbles appeared remains a mystery to this day. But it is known for certain that during excavations of ancient Pompeii, archaeologists discovered unusual frescoes depicting young Pompeians blowing soap bubbles.

This means that bubbles delighted children and adults back in the days of ancient Pompeii. Apparently they had their own secrets for making soap.

Paintings by Flemish artists of the 18th century often featured images of children blowing soap bubbles through clay straws. In the 18th and 19th centuries, children blew soap bubbles using soapy water left over from washing.

The secrets of soap bubbles have interested philosophers, artists, and scientists for centuries, leaving no one indifferent in the 21st century.

For example, on August 9, 1996, Alan Mackay (New Zealand) blew a soap bubble 32 meters long. His name was included in the Guinness Book of Records. Sam Heath blew the world's largest soap bubble, more like a cloud of soap, which floated in the air in a London park. One day Sam blew out a soap bubble with 50 people inside.

Soap bubbles are usually short-lived, lasting only a few seconds and bursting when touched or spontaneously. But, nevertheless, blowing soap bubbles is a favorite children's pastime. And not just for children.

While we were doing our research, we became convinced that adults are also very interested in blowing.

Conclusion: blowing soap bubbles is one of children's favorite pastimes. When and where exactly soap bubbles appeared remains a mystery to this day. The secrets of soap bubbles have interested philosophers, artists, and scientists for centuries, leaving no one indifferent in the 21st century.

Recipes for making a solution for soap bubbles.

How can we prepare the right solution for soap bubbles? It is clear that the basis of all recipes is detergent and water. And we started experimenting.

We prepared a solution in four glasses. The first solution is water + dishwashing liquid, the second is water + dishwashing liquid + sugar, the third is water + dishwashing liquid + glycerin (sold at the pharmacy), the fourth is water + liquid soap.

The solutions are ready. You can try. The bubbles from the first solution were small and burst quickly. From the second solution with added sugar, the bubbles turned out to be the same small, but colored. Already more interesting. No bubbles were inflated from the fourth solution at all.

But from the third solution with glycerin, the bubbles were large and did not burst for a long time.

Conclusion: the basis of all recipes for the solution is water and detergent. The most important thing, the “secret” substance that gives the bubbles strength is glycerin.

Description of experiments on blowing soap bubbles.

At first we all just randomly had fun blowing bubbles from straws of different thicknesses. We really liked it. Then they decided to blow bubbles of different shapes and sizes, put a bubble in a bubble, and blow a bubble around the toy.

Experiment 1. A bubble within a bubble.

Lubricate the surface of the table with soapy water. Blow a big bubble onto the table. Dip the straw into the soap solution so that only the tip remains dry. Carefully push the straw through the wall of the first bubble to the center. The big bubble didn't burst!

Slowly we begin to blow into the straw. We get a second bubble enclosed in the first. Carefully pull out the straw.

Conclusion: the walls of a soap bubble are strong and elastic enough that you can pass a straw through them, pre-moistened with a soap solution.

Experiment 2. Bubbles around objects.

Lubricate a small toy with soapy water and place it on the table. And carefully begin to blow the soap bubble. The toy slowly sinks into the bubble. And now the figurine turns out to be lying under a transparent semicircular cap made of soap film

Conclusion: the soap film of the bubble is strong and elastic enough to allow a small object to be placed in it, pre-moistened with soapy water.

Experiment 3. Soap flowers.

We wondered if it would be possible to make a flower out of a few soap bubbles. And they got down to business. I blew bubbles on the table and they attracted each other.

And it turns out that you can make not only a flower, but also other figures.

Conclusion: This experiment shows how flexible a soap bubble can be and what amazing objects can be created with it.

Experiment 4. Bubble on the palm.

We had a question: is it possible to catch a bubble in the palm of your hand? At first, the bubble burst upon contact with the palm. But then we figured out to lubricate our palms with soapy water.

And now the bubble lies calmly in your hand and does not burst!

Conclusion: this experience refutes the common belief about the “inviolability” of the bubble and its fragility. In order to place a bubble on an object, simply moisten it with a soap solution, thereby smoothing out the surface roughness of the object and admiring its iridescent beauty for several minutes.

Conclusion

Having finished our work, we realized how little we were familiar with such an amazing phenomenon as a soap bubble.

It is still unknown when and where exactly soap bubbles appeared. The secrets of soap bubbles have interested people for centuries, leaving no one indifferent in modern times.

The basis of all recipes for a soap bubble solution is warm water and detergent.

Our assumption that when using the secret substance glycerin the bubbles will be strong and large was confirmed.

Having conducted experiments with soap bubbles, we were convinced that soap bubbles, when inflated correctly, can please the eye for several minutes. The soap film of the bubble is strong and elastic enough to allow a small object, previously moistened with soapy water, to be placed in it. You can also create objects of extraordinary beauty using soap bubbles.

Overall, exploring soap bubbles turned out to be an interesting, beautiful and useful activity.

Bibliography:

Malofeeva N. N. Big book of the most interesting facts. – M.: JSC “ROSMEN-press”, 2010. – P.149

“Entertainment is not without its benefits” Science and life. – 2000. – No. 6

The biggest soap bubbles in the world Blogga.Ru

How to make soap bubbles. http://www.all-ebooks.com/

Soap films and bubbles http://igrushka.kz/vip58/puzir.php

Secrets of making soap bubbles. http://www.nevcos.ru/fl.html

Material from the site nsportal.ru

Cognitive and research activities of preschool children - Kindergarten No. 14, Ukhta

Cognitive and research activities of preschoolers

A child is born a researcher. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world, are traditionally considered as the most important features of children's behavior.

Research and search activity is the natural state of a child; he is determined to master the world around him, he wants to know it. This internal desire for research gives rise to exploratory behavior and creates the conditions for the child’s mental development to initially unfold as a process of self-development.

The teacher’s task is not to suppress children’s research and search activity, but, on the contrary, to actively help.

Let's define what cognitive-research activity is.

Research activity, according to A.I. Savenkov, should be considered as “a special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity and built on the basis of research behavior.”

According to V.I. Panov, research activity appears as the highest form of development of research activity, when an individual from a “subject (carrier) of spontaneous activity” turns into a “subject of activity”, purposefully realizing his research activity in the form of certain research actions.

When we talk about cognitive-research activities, we mean the child’s activity directly aimed at understanding the structure of things, the connections between the phenomena of the surrounding world, their ordering and systematization.

Search activity structure:

Acceptance from an adult or independent nomination by children of a cognitive task;

Analysis of its conditions with the help of a teacher or independently;

Making assumptions (hypotheses) about the causes of the phenomenon and ways to solve a cognitive problem;

Selection of methods for testing possible ways to solve a cognitive problem;

Direct verification of selected solution methods and put forward assumptions, adjustment of solution paths along the way;

Analysis of the obtained facts and drawing conclusions;

Discussion of new tasks and prospects for further research.

Algorithm of actions for carrying out research activities (according to A. I. Savenkov):

Step 1. Identifying a problem that can be investigated and would like to be resolved. The main quality of any researcher is to be able to find something unusual in the ordinary, to see complexities and contradictions where everything seems familiar, clear and simple to others.

Step 2. Choosing a research topic. Research is a process of selfless search for the unknown, new knowledge.

Step 3. Determining the purpose of the research (finding the answer to the question of why the research is being conducted). Approximate formulations of research objectives usually begin with the words: identify, study, determine...

Step 4. Determination of research objectives (main steps of the research direction).

Step 5. Proposing a hypothesis (assumption, guess, unproven logically and not confirmed by experience). A hypothesis is an attempt to predict events. It is important to learn to develop hypotheses according to the principle “the more, the better” (hypotheses make it possible to see a problem in a different light, to look at the situation from a different perspective).

Step 6. Drawing up a preliminary research plan. In order to create a research plan, we need to answer the question: “How can we learn something new about what we are researching?”

Step 7 Conduct an experiment (experiment), observation, test hypotheses, draw conclusions.

Step 8 Indicate possible ways to further study the problem. For a true creator, the completion of one work is not just the end of research, it is the beginning of the next one.

Types of research, accessible and interesting for children of senior preschool age (according to I.M. Korotkova):

Experiments (experimentation) (task - mastering cause-and-effect relationships and relationships). Activities in the context of “experiences”:

Attracting children's attention with “intriguing material” or demonstrating an unusual effect;

Allowing children to experiment freely themselves and discuss the effect obtained;

Formulation of cause-and-effect relationships (if..., then...; because..., that...);

Independent use of equipment in free activities.

Collecting (classification work) (task - mastering generic relations). Activities in the context of “collecting”:

Search for similarities and differences between objects during the discussion - reasoning, search for possible grounds for their grouping;

Placement of the material in the qualification table (if the material is real - placement in a container in the idea of collections, and replacement pictures or labels with the names of these items are attached to the classification table).

Traveling on the map (task - mastering spatial patterns and relationships (ideas about the space of the world)) Activity in the context of “travelling on the map”:

Discussion and selection of destination, suitable mode of transport for travel;

Designating a possible travel route, making assumptions about what might be encountered along the way;

Study of the flora and fauna of a given area, the peculiarities of human life in a given area, etc.;

Filling out a section of a contour physical map of the hemispheres, lines of routes taken, clippings - marks (animals, plants, people engaged in typical work).

Traveling along the “river of time” (the task is to master temporal relations (ideas of historical time - from the past to the present)).

For a more detailed description of working with children, see: Korotkova N. Organization of cognitive and research activities of children of senior preschool age. - magazine “Child in kindergarten” No. 1, 2002

From experience in organizing research activities with preschoolers

Federal state educational standards define new approaches to the joint activities of the teacher, child and parent. Design and research activities open up wide opportunities for joint activities of adults and children, for experimental search, for realizing the child’s desire for independent search activity.

The work of preschool teachers on the introduction of design and research activities in our institution was carried out under the guidance of a senior kindergarten teacher and began with the study of methods and techniques of special literature, acquaintance with work experience in this direction.

At the next stage, the joint work of teachers, children and parents to create projects was organized, the goals and objectives of design and research activities were determined.

Target: formation of the foundations of investigative behavior in preschoolers, development of creative thinking, imagination, fantasy.

Tasks:

Increasing the level of cognitive activity of children;
Development of communication and creative skills;
Developing the ability to work in a team.

Psychological and pedagogical support for design and research activities was carried out by a teacher-psychologist, who worked to reveal the emotional, intellectual and creative potential of the child’s personality, carried out a systematic and consistent study of development levels at all age stages. He contributed to the creation of conditions for successful interaction in the educational environment of teachers, students and parents.

Areas of psychological and pedagogical support:

Search and pedagogical support for experimental work, monitoring the results of psychological development of students;
Ensuring psychological comfort for participants in the educational process and the opportunity to choose areas of self-realization;
Advisory and information support for project participants.
Diagnostics;
Developmental activities.

In the course of practical activities, the teaching staff of the kindergarten found the most optimal forms of organizing research activities with preschoolers:

Lessons - experimentation

Source dohcolonoc.ru

Cognitive and research activities in kindergarten

Methodological work in kindergarten

Consultation for educators

Article “Cognitive and research activities in kindergarten” (use of circle work)

Timofeeva Tamara Vladimirovna, senior teacher of kindergarten No. 6, Zhigulevsk, Samara region

People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not gone through such a school.

K. E. Timiryazev

“Lyuboznayka”, “Pochemuchka” - these can be called any modern child. Childhood is exactly that wonderful time, that very joyful time when new, interesting and inexplicable discoveries occur.

Today, our State and society requires that a child grow up healthy, strong, creative, thinking, proactive, with an active life position, with the ability to independently solve assigned problems, make decisions in relations with the outside world, socially prepared for adult life.

Based on the above, we can conclude that we have before us (teachers and parents) There is an important task to improve the quality of upbringing and education of the younger generation.

Considering and analyzing the work of domestic teachers N. N. Poddyakova, A. P. Usova, E. L. Panko, G. M. Lyamina, we can say that “children’s experimentation claims to be the leading activity in the period of preschool development”, talk about the need to include preschoolers in meaningful activities, during which they themselves would be able to discover more and more new properties of objects, their similarities and differences, and to provide them with the opportunity to acquire knowledge on their own.

Experimental activities, along with play, are the leading activities of a preschool child.

Cognitive - research activity is special in that the child gets to know the object, reveals its content in the course of practical activities with it. Experiments and experiences develop observation, independence, the desire to understand the world, the desire to set a task and get results; here creative abilities and intellectual initiative are manifested.

“The best discovery is the one that a child makes himself!”

Ralph W. Emerson

When organizing experimental activities with preschool children in our kindergarten, various forms of work are used: direct educational activities, conversations, excursions, laboratory work, multimedia presentations, didactic and educational games, experiments and experiments, group work, etc.

Today I would like to dwell in more detail on circle work. It is here that the exploration of the surrounding world takes place in a fun way through modern promising techniques aimed at activating the child’s cognitive activity (natural science experiments, observations, visual modeling). These techniques develop the child’s intellectual abilities in understanding the world around him, his search, research and inventive activities.

Purpose of circle work – promote the development of children’s cognitive activity, curiosity, desire for independent knowledge of the world around them and reflection.

Objectives of the experimental activity:

Expanding children's understanding of the world around them through familiarization with basic knowledge from various fields of science:
Development of children's understanding of the chemical properties of matter.
Development in children of elementary ideas about basic physical properties and phenomena (evaporation, magnetism, gravity, etc.)
Development of ideas about the properties of water, sand, clay, air, stone.
Development of elementary mathematical concepts of measurement - as a way of measuring volume, mass, length, and standards for measuring length.
Developing in children the ability to use instruments - assistants when conducting experiments (magnifying glasses, microscope, cup scales, hourglass, ruler, measuring tape, binoculars)
Development of mental abilities in children.
Development of thinking abilities: analysis, classification, comparison, generalization.

Research objectives

formation of prerequisites for search activity and intellectual initiative;
developing the ability to identify possible methods of solving a problem with the help of an adult, and then independently;
developing the ability to apply these methods to help solve the problem, using various options;
developing a desire to use special terminology, conducting a constructive conversation in the process of joint research activities;
the ability to put forward hypotheses and independently formulate conclusions.

Development objectives:

1) ensuring the psychological well-being and health of children;

2) development of cognitive abilities;

Source doshvozrast.ru

Experimental research activities of preschoolers in the classroom.

Experimental research activities with preschoolers

What I heard, I forgot.

I remember what I saw.

I know what I did.

Children are explorers by nature. Research, search activity is the natural state of a child, he is determined to understand the world around him, he wants to know it: he tears up the paper and sees what happens; watches the fish in the aquarium, studies the behavior of the tit outside the window, conducts experiments with various objects; disassembles toys, studying their structure.

All of these are objects of research. Exploratory behavior for a preschooler is the main source of gaining ideas about the world.

Goals and objectives of experimental research activities in preschool educational institutions:

To form dialectical thinking in preschool children, i.e. the ability to see the diversity of the world in a system of relationships and interdependencies; develop your own cognitive experience in a generalized form using visual aids (standards, symbols, conditional substitutes, models); expand the prospects for the development of children’s experimental activities by including them in thinking, modeling and transformative actions; support children's initiative, intelligence, inquisitiveness, criticality, and independence; broaden children's horizons by introducing them to a broader spatial and temporal perspective; to educate preschoolers to have a humane and value-based attitude towards the surrounding reality.

Any experimental research activity involves carrying out some practical actions. We create conditions for this. The groups are equipped with mini-laboratories or experimentation centers.

When choosing a topic for a lesson, you must follow the following rules:

1. The topic should be interesting to the child and should captivate him.

2. The topic must be feasible, its solution must bring real benefits to the participants of the study (the child must reveal the best sides of his intellect, gain new useful knowledge, skills and abilities). That is why the teacher must develop any lesson, precisely formulating questions, tasks, and sequence of actions so that each child can act meaningfully.

3. The topic must be original, it requires an element of surprise and unusualness. (Originality in this case should be understood not only as the ability to find something unusual, but also as the ability to look at traditional objects and phenomena in an unconventional way).

4. The topic should be such that the work can be completed relatively quickly. Taking into account the peculiarity of children's nature, children of the younger, middle, and sometimes older groups are not able to concentrate their own attention on one object for a long time, therefore one should strive to ensure that the first research experiments do not require a long time.

Experience shows that basic experimental and research activities are already accessible to children early and junior preschool age. They are happy to examine sand and clay, learning their properties; splashing in the water, revealing its secrets; they send boats sailing, catch the breeze, launch airplanes; they try to make foam, turn snow into water, and water into different colored pieces of ice; blowing soap bubbles.

IN middle age Experimental and research activities become more complicated. Children are already able to find answers to difficult questions:

1. How do grains turn into flour? (Put the grains into a mortar and grind them. Compare the resulting mass with the finished flour).

2. How to knead the dough? (Consider and name all the ingredients of the future dough. Replace the dough).

3. Why are there a lot of puddles in autumn? (Cup with water, cup with earth. Pour water in small portions into a cup with earth, first the water is absorbed, then it stops and then a puddle forms). And so on.

IN senior group We use more complex studies:

1. How old is the tree (Material: tree cuts of thin and thick wood, magnifying glass. Experience: count the rings. The number of rings on the trunk shows how old the tree is).

2. Detection of air in various objects (Material: a cup of water, a cocktail straw, various objects - sponge, cotton wool, earth, sand, etc. Experience: blow into water through a straw; dip sponges into water and press on it, cotton wool, lower the sand, throw a handful of earth, etc. Conclusion: in all cases, bubbles appeared in the water. This means that there is air in various objects).

3. Detection of air in the plastic bag.

In a glass jar (Take a dry napkin and glue it with plasticine from the inside to the bottom of the jar, turn the jar upside down and carefully immerse it in water. Then lift the jar and take out the dry napkin. Conclusion: the napkin is dry - there was air in the jar, it did not let water into it ., and so on

IN preparatory group you can explore:

air (compressibility of air, expansion of air when heated, air pollution with dust, smoke. Wind - air movement, etc., water, soil, electricity, sound, weight, light, color, etc.); with the movement of the body and its basic components,
with the spherical shape of the earth,
with comparisons of body masses using scales and with the concept of equilibrium,
with the simplest manifestations of gravity,
with the properties of air,

When organizing classes on experimental research work with children, it is necessary to follow certain rules

REMINDER TO THE TEACHER:

The most important thing is to approach this work creatively.

For this:

1. Teach children to act independently and independently, avoid direct instructions.

2. Don’t hold back your children’s initiatives.

3. Don't do for them what they can do (or can learn to do) on their own.

4. Do not rush to make value judgments.

5. Help children learn to manage the process of acquiring knowledge:

Trace connections between objects, events and phenomena;
Develop skills for independently solving research problems;
Analysis and synthesis, classification, synthesis of information.

Material zolotoeoblako.ucoz.ru

“Stubborn plant” First experiment. What will happen? Children put one plant on the window. Second experiment. Another plant is placed in a shaded place. Third experiment. The plant is completely protected from light. Results: All living things need light, no matter what position we put the plant in, it will always stretch and turn towards the light

“Plant-magician” First experiment. What does the stem consist of? Children are asked to cut the stem with a spatula, examine the place of the cut and the juice through a magnifying glass. Second experiment. How does the plant drink? Children dip the plant in colored water. Results: The plant is moisture-loving, moisture rises up the stem from the soil. The stem consists of fibers filled with juice

“Green figures” First experiment. Where do plants live longer? Children place the molds on napkins soaked in water. Seeds are poured into them. Moisturize daily Second experiment. Children place the seeds in a container with soil and sprinkle with soil. Moisturize daily. Results: Plants are stronger in soil and live longer

Research work for preschoolers "Interesting pillow." The purpose of this work: To develop interest in the world around us, the ability to observe, the ability to put forward hypotheses, and draw conclusions. Get acquainted with the variety of pillows, find out which pillows are more useful for humans.

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Slide captions:

“Interesting pillow” Rybalka L.I., kindergarten teacher at Khreschatovskaya secondary school

A pillow is a bedding item in the form of a bag stuffed with soft material. Serves to support the head of a lying person.

History of the pillow. The very first pillows were found in ancient Egyptian pyramids. These are curved planks on a stand. The Greeks were the first to come up with soft pillows.

“I went after the mammoth and found a pillow.” This is how primitive people obtained their pillows. They made pillows from animal skins and stuffed them with grass and wool.

Natural filler is fluff, feathers, wool, buckwheat husks, dried grass, bamboo fibers, fluff, feather wool

Artificial filling for pillows - synthetic winterizer, holofiber, buckwheat husk, bamboo material

I love my pillow, Soft and fluffy! She has four ears, the pillowcase is clean!

Thank you for your attention! A lazy woman is sleeping on the bed. Guess who she is! Front and back of the abdomen. This is soft...

On the topic: methodological developments, presentations and notes

Research work "Impairments in monologue speech of preschoolers and ways of teaching work"

The study examines the current state of the problem of studying disorders of coherent speech in children with speech underdevelopment. Peculiarities of violations of monologue speech of older preschool children with O...

Research work_Pets.Cats. (head of the research work, teacher of MDOBU No. 221 “Fairy Tale” Dunaeva A.L.)

This research project was presented at the VII city scientific and training center for preschoolers “Researcher of the surrounding world”. In the direction: Wildlife (zoology and ecology...