Cognitive-research activity in the preparatory group: organization

A child by nature is an explorer. He is just beginning to explore the world, and it is very important to help him. Very well cope with this task preschool institutions. Overcoming the important stages of development, the child is on the verge of the most significant and remarkable period in his life - this is the school. Therefore, it is very important to pay attention to research activities when working with children in kindergarten. Next, consider its meaning and organization.

Preparatory group

To begin with, a few words about the features of the work in the preparatory group. Since the baby starts to walk into the garden, the process of preparing for school life starts. It is in the preparatory group that the results of educational and educational work are summed up. The tasks that the educator faces in the preparatory group:

• Children should already strictly observe the regime of the day. At this point the child has a habit of performing certain activities at a certain time.
• It is necessary to teach children to perform tasks in a timely manner at a given pace, and also finish them on time.
• The teacher should provide assistance, control in the performance of tasks.
• Children should be able to perform their own tasks independently. For this it is necessary to encourage the child. At the same time, motivation should be clearly expressed.
• It is necessary to carry out the program of physical education of the child.
• Of great importance are outdoor games and outdoor activities. Proper preparation develops in the child self-organization, the manifestation of initiative, planning. Conversations with children at this stage have a big role.
• Mental development and upbringing requires the educator to have a good knowledge of the characteristics of each pupil. To avoid understating or overstating requirements, you must gradually complicate tasks.
• Cognitive-research activity in the preparatory group is of great importance. It is necessary to use visual methods and methods of training to activate mental activity. Children develop a habit of listening, analyzing, observing, acting on their own.
• Verbal methods of teaching are of great importance. It is necessary to choose the right words and combine them with illustrative examples.
• The teacher should be able to give a correct assessment of the completed task.
• It is important to instill in your child the skills of organizing your work.
• Very important are the gaming techniques. Didactic games take a special place . Thanks to such methods of education, the child's attention is increased, cognitive interests develop, he becomes more active.

GEF requirements

Any program for the DOW must be implemented by the GEF. It specifies the requirements and standards, the tasks that must be observed in the upbringing and education of children. So we will point out which principles should be observed by the cognitive-research activity on GEF:

1. It is necessary to develop curiosity.
2. To form cognitive actions.
3. Develop imagination and creative activity.
4. Form a primary understanding of people, properties of materials, the world around them.

The child in the preparatory group is more eager to learn the world, everything is interesting and fascinating to him. How are things arranged, why is it raining, or is the light on? All these can not be left unanswered, it is cognitive and research activity in the preparatory group that is the most effective method of cognition and development of the child.

The tasks of the cognitive-research process

The tasks that perform cognitive and research activities in the Dow:

1. Increase the amount of knowledge about the environment.
2. Teach children to rationally allocate time, make a plan of action, be able to draw a conclusion.
3. Teach children to use instruments for experiments.
4. It is right to comment verbally on the process, thereby developing a culture of speech.
5. To create the necessary conditions for free experiments and research.

Kinds of cognitive-research activity

There are two types of this kind of activity:

1. The child himself is the source of activity, he sets the goal and achieves it in various ways. He satisfies his curiosity, the need for cognition.
2. The adult organizes the research process, as a result of which the child learns how to act.

In order to develop a child's interest in knowledge and research, it is necessary to be able to awaken interest in the child.

Sources of research organization

To such sources it is possible to carry:

• Events taking place at the present time: social or natural phenomena.
• The educator may himself be interested in children with an object, asking suggestive questions.
• Fictional events from a work of art that the educator read to children.
• The study can touch on subjects that children bring to the group and, especially, interested peers.
• It is possible to organize observation of living organisms, and to experiment with inanimate ones.

Technological aspects of research work

The technology of cognitive-research activity consists in choosing different study-studies that can interest children. It is very important to attract the attention of the child, to awaken curiosity in it.

They can be offered such forms of cognitive research activities:

• The setting of experiments, experiments - children find causal relationships and relationships.
• Classification of subjects, for example, to this kind of activity includes collecting - children mastering rodovidovye relations.
• Traveling around the world with the help of a map - the guys master the concept of space and the ratio of different worlds, countries.
• Traveling in time - children imagine themselves as travelers, considering different historical events. And so from the past to the present.

Any kind of activity chosen from the above list should be properly organized.

The method of organization of cognitive activity with research orientation

In order to maintain the interest of the child throughout the class, the following conditions must be met.

1. Create a problem situation. You need to start with simple tasks and move on to more complex ones.
2. Carry out an analysis of the situation with the children. The educator at the same time listens attentively and helps to make the right decision.
3. Having thought up some variants, it is necessary to choose one which it will be necessary to check.
4. This can be observation, comparison, conducting experience, showing the model.
5. In conclusion, it is necessary to draw a correct conclusion, but children should try to formulate it themselves.

The more organized such activities, encouraging the child to research, the easier it will be for him to create interesting problems, to find their solutions, to search for patterns, to study the origin of various phenomena. The task of the educator is to help in finding answers, studying, studying all that interested children.

The organization of cognitive and research activity of preschool children plays a big role in the development of mental abilities, interest, perseverance in children, which will take one more step towards adulthood.

How to experiment

During the experiments with children it is necessary to follow the following plan:

1. Set a task or create a problem situation.
2. It is necessary to familiarize the children with the safety rules during the experiment.
3. Review the plan for follow-up.
4. Select the necessary tools and equipment for the experiment.
5. If the work is teamwork, you need to separate the children and choose the person in charge.
6. Summarize and analyze the results.

What questions were answered?

Cognition is very important for children. Cognitive-research activity first of all enables the child to find answers to the following questions:

• How does this happen?
• Why so?
• Why carry out only such actions?
• What will be the result of the actions?
• Why so, and not otherwise?

Equipment for experimentation

When cognitive-research activities are organized in the preparatory group, the experiments will require equipment, it can be as follows:

• A variety of containers.
• Measuring instruments: scales, spoon, tape measure, rulers, hourglass, thermometer.
• Sieve.
• Rubber pear.
• Tubes made of plastic or rubber.
• Blades, spatula, sticks.
• Containers made of plastic.
• Colored glass.

Research materials

What materials can be investigated when cognitive-research activities are conducted in the preparatory group:

• Substances that are used daily in everyday life, for example, salt and sugar, flour and tea.
• Chocolate.
• Hygiene products.
• Natural materials: cones, plant seeds, nutshells, acorns.
• Clay, soil.
• Bark, tree branches.
• Multicolored paper.
• Foam, cloth, fur.
• Wadding, thread.
• Pieces of rubber.

Safety rules for children when experimenting

It is necessary to warn children that it is necessary to observe safety precautions in order not to cause harm to themselves and others. These rules look like this:

1. Carry out experiments only in the presence of a tutor.
2. Begin the experience only with permission.
3. If you want to do something, ask first.
4. Take loose materials only with a spoon.
5. When carrying out the experiment, do not touch the eyes, face with your hands.
6. It is impossible to taste the substances and objects with which the experiment is conducted, to take in mouth.

Any research work should always begin with the repetition of safety rules.

Directivity of research activity

The organization of the work of the educator primarily involves the planning of cognitive-research activities. At the same time, the directions of this process should be taken into account, and the connection between them should not be lost. There are the following topics of cognitive research activity:

• The study of objects of inanimate nature and living organisms, as well as their properties.
• Consideration of physical phenomena (the properties of a magnet, light, electricity, sound).
• One can dwell on the study of objects that a man has created with his own hands, for example, paper, rubber, cloth, and so on.
• Study your body (eyes, ears, nose, hands, feet, skin).

When planning, all topics should be covered during the educational process.

A few words about the tasks of the Dow

Cognitive-research and constructive activity in the DOW is a solution, first of all, for the following tasks:

1. It is necessary to create all conditions for the development of cognitive activity, intellectual abilities, independent thinking.
2. Model situations that will encourage children to apply all their knowledge and skills.
3. It is necessary to create barriers, encouraging the child to struggle, to achieve the desired, to find the answer to the question with the help of creative new ideas.
4. To supplement the child's knowledge with skills, the ability to combine them.
5. To cause interest in finding dependencies between things.
6. With the help of cognitive collective games, learn to communicate with other children, seek rational solutions, help or organize experiments.

How to maintain the interest of the child

There are several recommendations for educators and parents that cognitive and research activities in the DOW, and not only, stimulated in the child.

• Curiosity should be encouraged. He needs new knowledge, impressions.
• Always it is necessary to approve and help the child to carry out experiments with different materials, substances. Do not interfere with finding out a new, incomprehensible and helping in this.
• In case of refusal or prohibition to conduct this or that experiment, one must explain their refusal, do not leave the question why without an answer.
• Praise the child for his desire, activity. From an early age, learn to bring everything to the end.
• Ask the child about his intentions, what he wants to achieve, how he will do it. This will teach him to express his thoughts and formulate them correctly.

Correct organization of cognitive-research activities will help educators and parents grow up intelligent, educated and inquisitive person.