Municipal state-owned preschool educational institution of the city of Novosibirsk “Kindergarten No. 381 of a combined type”

EXPERIMENTS AND EXPERIMENTS

IN THE WORK OF A Speech Pathologist TEACHER

(from work experience)

Speech therapist teachers

MKDOU d/s No. 381

V.Z.Shirzai

N.G.Leonova

Novosibirsk

EXPERIMENTING WITH THE SOUND AROUND US

To successfully implement the new Federal State Standards, we must ensure the diversified development of the child, taking into account his age and individual characteristics. And to achieve these goals, it is important to develop the ability to speak beautifully and correctly.

To master the phonetic side of a language, you need to be able to listen well, hear and distinguish between correct and incorrect pronunciation of sounds in someone else’s and your own speech, as well as control your own pronunciation.

A child’s developed phonemic awareness is an indispensable condition for successful literacy learning. Distinguishing speech sounds -phonemic awareness - is the basis for understanding the meaning of what is said.

The development of phonemic hearing begins from the very first stages of speech therapy work and is an integral part of the correctional impact on the frontal, subgroup and individual forms of direct educational activities.

In speech therapy and neuropsychology, special exercises have been developed and successfully used in practice for the formation of non-speech sound discrimination. Distinguishing non-speech sounds by ear is the foundation and basis for the development of phonemic hearing. It is important to take these exercises seriously, give them as much time and attention as needed, and at the same time do not forget that the activities should become attractive and interesting for the child.

Game experiments for the development of phonemic hearing

“Where is it ringing?”

Determine the direction of the sound. For this game you need a bell or other sounding object (whistle, tambourine). The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”. The child is the driver.

"Ears - rumors"

An adult shows wooden, metal spoons, and crystal glasses. Children name these objects. It is suggested to listen to how these objects sound. Having installed the screen, the adult reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.

"Noisy boxes"

You need to take two sets of small boxes - for yourself and the child, fill them with various materials that make different sounds when shaken. You can pour sand, cereals, peas into the boxes, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, listens carefully to the sound. Then he takes his boxes and searches among them for one that sounds similar. The game continues until all pairs are found. This game has many options: an adult shakes several boxes one after another, the child remembers and repeats a given sequence of different sounds. Don't forget to switch roles and be sure to make mistakes sometimes.

“Listen, try how it sounds”

Explore the sound nature of any objects and materials at hand. Change the volume and tempo of the sound. You can knock, stomp, throw, pour, tear, clap.

« Guess what it sounded like"

Analyze household noises with your child - the creaking of a door, the sound of footsteps, a telephone ringing, a whistle, the ticking of a clock, the noise of pouring and boiling water, the clanking of a spoon on a glass, the rustling of pages, etc. The child should learn to recognize their sounds with open and closed eyes, gradually it is necessary to accustom him to retain in his memory the “voices” of all objects, increasing their number from 1-2 to 7-10.

"What does it sound like"

Make a magic wand with your child, tap the wand on any objects in the house. Let all the objects in your home sound. Listen to these sounds, let the child remember what it sounds like and find sounding objects at your request: “tell me, show me, check what sounded,” “what sounded first, and what then.” Give the wand to the child, let him “voice out” everything that comes to his hand, now it’s your turn to guess and make mistakes. Don't forget to take your magic wand with you on your walk.

A more difficult option is recognizing sounds without relying on vision. The child answers the questions: “What object did I knock on? And now? What sounds similar? Where have we heard similar sounds?

“Pick a picture or a toy”

You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded and selects the corresponding picture or toy.

« Fork"

Invite your child to pronounce any poetic text syllable by syllable and at the same time tap its rhythm according to the rules: syllables are tapped (each syllable is one beat), on each word, including prepositions, the hand or foot changes.

EXPERIMENTS DURING PERFORMANCE OF BREATHING GYMNASTICS

An important section of speech therapy work is the development of breathing and the correction of its disorders. Correction of breathing disorders begins with general breathing exercises, the purpose of which is to increase the volume, strength and depth of inhaled and exhaled air and normalize the breathing rhythm.

Breathing training is carried out in various positions of the child: lying on his back, sitting, standing. The speech therapist performs all exercises together with the child. When performing breathing exercises, you should not overtire the child. It is necessary to ensure that he does not strain his neck, shoulders, or take an incorrect position. You need to monitor the smoothness and rhythm of your breathing movements. Breathing exercises should be carried out before meals, in a well-ventilated area.

To work on mastering voluntary breathing (the ability to voluntarily change the rhythm, hold the inhalation and lengthen the exhalation), long-term training based on involuntary breathing movements is required. These exercises are necessary preparation for further work on the establishment and development of speech breathing. With the development of speech breathing, the speech therapist carries out work aimed at differentiating nasal and oral inhalation and exhalation. It is necessary to exhale through the mouth as much as possiblearbitrary, long, rhythmic .

While performing breathing exercises, the child’s attention should be focused on the sensations of movements of the diaphragm, intercostal muscles, and the duration of voluntary inhalation and exhalation. For this purpose, it is effective to carry out some breathing exercises in the form of experiments. In this case, we invite the child to observe and compare the results when performing exercises with different exhalation forces. This is especially important when working to eliminatelateral sigmatism . In order to form a directed air stream, it is necessary to show the child that exhaled air can come out of the mouth in different directions: forward, sideways, or even into the cheeks. To do this, we suggest experimenting, “catching” the air stream in various playful breathing exercises with objects.

Glug-glug

You need to take two transparent plastic cups. We pour a lot of water into one, almost to the brim, and into the other - a little bit. The child is invited to play “glug-glug” using cocktail straws. The child’s task is to play “Bul-Bulki” in such a way as not to spill water. Trying to blow into cups in different ways, the child draws a conclusion - into a cup with a lot of water you need to blow weakly through a straw, and into a cup with little water you need to blow strongly. At the same time, we observe what happens if you blow strongly into a glass with a lot of water. Be sure to draw the child’s attention to the words:weak, strong, much, little .

Three candles

To play you will need large multi-colored candles. It is necessary to place three candles of different colors on the table in front of the child at different distances from him and ask him to blow them out in turn: near, middle and far. You need to blow slowly, the inhalation should not be noisy, and you cannot puff out your cheeks. During the game, we observe and draw a conclusion: in order to blow out the near candle, it is enough to blow weakly; to blow out the far one, you need to blow as hard as possible.

Football

The child is asked to push the cotton ball into the goal. To do this, you need to stretch out your lips with a “tube” and blow on a cotton ball, trying to drive it into the “gate” made of toy building material. In this case, the gates are placed at different distances from the child. By performing this exercise, the child draws a conclusion about the required force and direction of exhalation.Game option - drive the car into the garage.

Magician

The child is asked to perform a trick: put a piece of cotton wool on the tip of his nose, smile, open his mouth slightly, blow forcefully on his tongue, trying to blow the cotton wool off his nose. Performing this exercise in different ways, we conclude: in order to blow the cotton wool up, you need to bend your tongue up and blow harder. And in order to keep the cotton wool at the top longer, the exhalation must be not only strong, but also long.

Catch the air stream

The child is asked to blow on a small pinwheel, which will spin only if exhaled air hits it. In order to “catch” the air stream, the child blows and at the same time slowly moves the pinwheel left and right. Where the spinner spins, air comes out. This exercise is useful for lateral sigmatism.

Two turntables

To play you will need two turntables - one with small blades, the other with large ones. The child blows on the blades of a toy pinwheel and observes: to make the blades of a small pinwheel spin, you can blow weakly, but to make the blades of a large pinwheel spin, you need to blow harder. Similarly, it is suggested to blow on a pinwheel with one flower and on a pinwheel with several flowers: in order for all the flowers to spin, you need to blow much harder.

Warming our hands

In this exercise we learn to compare the exhaled air stream. To do this, the child is asked to control the exhalation with his palms - blow on his palms. We use the same exercise when producing whistling and hissing sounds. The child uses his palm to control the correctness of his pronunciation. If the “breeze” is cold, “winter,” then the sound [s] is pronounced correctly. When pronouncing the sound [w], the “breeze” is warm, “summer”, the palms warm up.

Information sources:

Goals:

Educational:

— stimulate cognitive activity;

- development of speech understanding;

- activate, expand expressive speech, enrich the lexical vocabulary;

- formation of the ability to imitate and master communication by all available means (expressive gaze, pointing gesture, “lightweight” words, onomatopoeia, words);

- consolidate the child’s knowledge of his name, parts of the face and body, and actions in the environment.

Corrective:

- teach the child to fix his gaze on an object, to follow its movement with his gaze;

- development of general and fine motor skills, visual-motor coordination;

— development of the articulatory apparatus;

- formation of correct oral exhalation

- relieve the state of internal discomfort.

Educational:

— to educate children in productive joint activities, establishing positive emotional contact, and creating a trusting environment.

Equipment: a bowl of water, a small towel, Chupa Chups, a glass of water, a cocktail straw, a computer game “The World Around Us”, pictures with images, a board educational game with a picture of a face, a sandbox, a doll.

Progress of the lesson.

1. Organizing time.

Surprise moment: knock, knock, knock. Who is that knocking? Oh, the doll Lala came to visit us.

Yes, I came to (child’s name) today, I want to play with him. Look, (child’s name), how my feet stomp along the path - stomp, stomp, stomp. My hands clap, clap, clap, clap.

(Child's name) look, repeat after me. These are the arms (both arms are raised to the top), these are the legs (they stomp with both legs alternately). Well done, (child's name).

(Child’s name), Lyalya was in such a hurry to come to us that she didn’t have time to wash herself with some water. Let's help her!

There is a prepared basin with water and a small towel on the table.

Together with the child, we wash Lyalya under the rhyme, focusing on the structure of the face - eyes, mouth, nose, cheeks.

Water, water, wash my face,

To make your eyes sparkle,

To make your cheeks red,

To make your mouth laugh,

So that the tooth bites.

Thank you, (child’s name), now Lyalya is so beautiful and washed.

Now show yourself where your eyes are, where your mouth is, where your nose is, where your cheeks are (if the child finds it difficult to show parts of his face on his own, we help him using the hand-in-hand method).

1. Elements of massaging a child’s facial muscles: Use your fingertips to pat parts of your face (use the hand-in-hand method).

Rain, pour, pour, pour.

On me and on people.

Drip, drip, drip.

As the rain drips, let’s point with our fingers on the forehead, on the eyes, on the cheeks, on the nose, on the mouth.

1. Articulation gymnastics.

The child and the adult are in front of the mirror, where the faces of the adult and the child are visible (to control the correctness of the exercises).

1. Exercises to develop lip mobility:

- Smile.
Keeping your lips in a smile. The teeth are not visible.

— Proboscis (Tube).
Pulling the lips forward with a long tube.

— Fence.
The lips are in a smile, the teeth are closed in a natural bite and are visible.

- Biting and scratching first the upper and then the lower lip with teeth.

- Smile - Tube.
Pull your lips forward with a tube, then stretch your lips into a smile.

1. Dynamic exercises for the tongue(at the initial stage we use food reinforcement, you can use lollipop - chups, syrup on a cotton swab).

— Delicious jam.
The mouth is open. Using a wide tongue, lick your upper lip and move your tongue into the back of your mouth.

- Let's lick our lips.
The mouth is slightly open. Lick first the upper, then the lower lip in a circle.
— Watch.
The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
— Swing.
The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.

3. Exercises to develop mobility of the lower jaw

— Imitation of chewing with a closed and open mouth.

1. And now you and Lyalya will have some fun and play “teasers”.

1. Breathing exercises.

We played in front of the mirror, and now we’ll rest a little.

Game storm in a glass (water is poured into the glass, a straw for a cocktail is prepared). The game is played by imitation of an adult.

We put the tube in our mouth, inhale more strongly through our nose, blow into the tube more strongly and see a lot of bubbles.

1. Use of ICT:

Game “The World Around Us”, section: facial structure. View educational fragments on the touch panel for 5 minutes.

After showing the slides, we offer the child pictures from the game, printed on a color printer (facial structure). We ask the child to show in the picture where the eyes are, where the mouth is, where the nose is, where the cheeks are.

1. Reflection:

We offer the child a board game with a picture of a face. (Parts of the face model are torn off and attached with Velcro). First, we present the child with a complete image, then we remove the attached parts, and ask him to assemble the picture.

1. Development of finger motor skills.

We use sandbox:

Finger games.

1. Along the gray, smooth path,

Fingers gallop like horses.

Clack - clack, clack - clack - a frisky herd gallops.

(All fingers jump on the surface of the sand in the rhythm of a nursery rhyme).

1. Fists folded, fists beat,

Five-five-five-five, five-five-five-five!

We will hide our fingers in a little fist

In your fist, in your fist!

Chock, chock, chock!

(Walk alternately with each fist of your left and right hand in the sand, then with both fists at the same time).

1. The fingers will dance again.

Fist to fist,

Fist to fist,

Fist to fist,

Bang, fell on your side!

1. I knead, I knead the dough

There is a place in the sand

I'm baking, I'm baking a loaf

Move over, go ahead.

(All fingers and fists act in the rhythm of the nursery rhyme).

And now we will draw our face in the sand. We help the child draw an oval in the sand with his index finger, with eyes, a mouth, a nose, ears, and hairs on it.

1. Summary of the lesson.

Today (child's name), you and I had fun playing. But the time has come for Lyalya to go home. Goodbye, Lyalya! Come to us again, we will be waiting for you.

Title: Plan - summary of an individual lesson for a teacher-defectologist with young children with disabilities using sand therapy
Nomination: Corrective pedagogy. Lesson notes, GCD / speech pathologist classes
Author: Averina Olga Vladimirovna
Position: teacher-defectologist
Place of work: State Budgetary Institution "OSDR for children with organic damage to the central nervous system with mental disorders"
Location: Murmansk region, Apatity, st. Stroiteley 14

Explanatory note

Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man.

A huge role in this direction is played by the search and cognitive activity of preschoolers, which takes place in the form of experimental actions.

Research activities develop children’s cognitive activity, teach them to act independently, plan work and bring it to a positive result.

With the help of an adult and independently, the child learns various connections in the world around him: he enters into verbal contacts with peers and adults, shares his impressions, and takes part in conversations.

The main goal of the program is to develop children's cognitive activity, curiosity, and desire for independent knowledge.

Month	Themes of experimental games
	First week	Second week	Third week		Fourth a week
September	Traveling with a droplet	The water is clear, can change color			The game "Water" is our guest
October	Wind, wind, breeze	Search for air	Flying seeds		Sand Country
November	Visiting Karandash-Karandashovich and Gvozd-Gvozdovich	Floating and sinking objects	floating feather		Fur. Why does a bunny need another fur coat?
December	Sand, clay	Magic mitten	Metal objects		Effect of a magnet on metal
January		Ice flake and snowflake	Water, ice, snow		How snow becomes water
February	Magic brush	With and without water			How to get a paperclip out of water
March	Why did the Snow Maiden melt?	Freeing beads from ice captivity	Warm drop		Glass its quality and properties
April	Miracles of Plants	Do roots need air?	The soil. Sand, clay, stones		Sunny bunnies
May	Warm water for plants	Why do plants spin?	Let's catch a sunny bunny.	In the world of plastic

No. Month			Subject		Goals. Tasks.	Ensuring integration of education (educational field)	Planned results
September	№1		Traveling with a droplet		Create a holistic idea of ​​water as a natural phenomenon; Introduce the properties of water (liquid, transparent, odorless, tasteless) Give an idea of ​​the importance of water in human life; Foster respect for water.	Communication: Learn to select adjectives and verbs for nouns. Find words with opposite meanings Cognition: develop children’s cognitive activity in the process of conducting experiments...	They can name the properties of water, its meaning, they can find words that have opposite meanings
	№2		The water is clear, but can change color		Determine the properties of water. The water is clear, but can change color. Water can heat up and heat other objects	Communication: enrich and activate the vocabulary with nouns and adjectives. Cognition: To develop cognitive interest in children through experimentation	They can draw conclusions about why objects are visible in water; dyes can be dissolved in water
	№3		The importance of water in plant life		To form children's ideas about the importance of water for the life and growth of plants	Cognition: expand knowledge about the state of plants in autumn. Communication: promote the formation of dialogical speech in children.	Ability to take an interest in research and experimentation
	№4		Game “Vodyanoy is our guest”		To develop the cognitive activity of children in the process of forming ideas about the reservoir and its inhabitants; develop creative imagination and creativity during the game	Communication: develop children’s speech activity, expand their vocabulary by naming bodies of water. Cognition: lead children to independent cognition while playing with Vodyanoy.	They know how to name bodies of water and their inhabitants.
October	№1		Wind, wind, breeze.		Introduce children to such a natural phenomenon as wind, its properties and role in human life. Teach children to observe, conduct experiments and draw their own conclusions.	Cognition: cultivate interest in experimental activities, love for nature. Communication: continue to develop logical thinking, imagination; activate the vocabulary: wind, wind, prickly, gentle. Storm, blizzard, blizzard.	They know how to observe, analyze, compare. Summarize, draw conclusions; use adjectives in your speech and coordinate them with nouns.
	№2		Search for air		Develop cognitive activity in the process of experimentation, expand knowledge about air, activate speech and enrich children’s vocabulary.	Communication: develop free communication with adults and peers in the process of conducting experiments, enrich children’s vocabulary (laboratory, transparent, invisible.) Cognition: develop observation, curiosity, thinking, memory. Cognitive activity.	They can name the properties of air. Draw conclusions during experiments and experiments.
	№3		Flying seeds		To introduce children to the role of wind in the life of plants, to develop the ability to compare plant seeds, and to cultivate interest in the study of plants.	Communication: to develop in children the ability to listen to literary words, to engage in conversation during a conversation. Cognition: consolidate knowledge of autumn signs, cultivate cognitive interest in the natural world.	They know how to name the signs of autumn, show interest in the nature around us, and during the game they name plant seeds.
	№4		Sand Country		Identify the properties of sand, give the concept of an hourglass, create a holistic idea of ​​sand as an object of inanimate nature.	Cognition: introduce children to inanimate objects. Develop curiosity while conducting experiments. Communication: replenishment and activation of vocabulary based on deepening knowledge about objects of inanimate nature.	They can name the properties of sand, draw conclusions during experimentation, can coordinate adjectives with nouns, and make logical conclusions.
November	№1		Visiting Karandash Karandashovich and Gvozd Gvozdovich		Clarify and generalize knowledge about the properties of wood and metal, cultivate a caring attitude towards objects. Enrich children's vocabulary (rough, fragile melts)	Cognition: To form cognitive - research interest using the research method. Communication: develop the ability to coordinate words in a sentence.	They can name the properties of wood and metal, as well as their differences. Show interest in research activities.
	№2		Floating and sinking objects		Give ideas about objects floating and sinking in water. Develop the ability to classify according to the following criteria: sinking, floating.	Cognition: the development in children of cognitive interest in the objects around us and their properties. Communication: cultivate the ability to hear and listen to the teacher. Activation of the dictionary iron, plastic, stone.	They are able to classify objects according to the following characteristics: sinking, floating. They use the characteristics of objects in speech: rubber, iron, plastic.
	№3		floating feather		Expand the understanding of human use of natural environmental factors, form children’s understanding of the importance of clean water and air in human life	Cognition: develop observation, the ability to compare, analyze, generalize, develop children’s cognitive interest in the process of experimentation, establish cause-and-effect relationships, and draw conclusions.	Able to compare and generalize; show interest in cognitive and research activities.
	№4		Fur. Why does the bunny need another fur coat?		Identify the dependence of changes in the lives of animals on changes in inanimate nature.	Cognition: continue to consolidate knowledge about the nature around us; to form an idea of ​​the life of wild animals in winter. Communication: develop the ability to speak grammatically correct.	They are able to answer the question posed by the teacher. Show interest in the nature around us.
December	№1		Sand. clay.		Learn to identify the properties of sand and clay (flowability, friability); It will also be revealed that sand and clay absorb water differently.	Cognition: development of curiosity, expansion of ideas about the properties of sand and clay. Communication: to develop the ability to participate in dialogical speech, to activate the vocabulary due to the properties of sand and clay.	They can name the properties of sand and clay. Answer questions posed by the teacher.
	№2		Magic mitten		Find out the ability of a magnet to attract certain objects (magnet, small objects made of different materials, a mitten with a magnet inside)	Cognition: to form children's cognitive interests. Develop curiosity, thinking, activity. Communication: activation of vocabulary, development of logical thinking, making inferences.	Show curiosity and interest in research activities.
	№3		Metal		Recognize objects made of metal, determine its qualitative characteristics (surface structure, sinking, transparency; properties: fragility, thermal conductivity)	Cognition: promote the development of cognitive interest in the process of practical activity. Communication: learn to describe a subject, construct sentences grammatically correctly, activate the vocabulary.	Has the ability to describe an object, names the characteristic features corresponding to the metal.
	№4		The effect of a magnet on an object		To expand the logical and natural scientific experience of children associated with identifying such properties of materials as stickiness, the ability to stick and stick, and the properties of magnets to attract iron.	Cognition: develop knowledge about the properties of a magnet, develop interest and curiosity. Communication: learn to share impressions from experiments and experiences; teach correctly, build grammatical sentences.	Possesses the skill of independently examining objects and naming the properties of materials.
January	№1		How snow becomes water.		Show children that snow melts in warmth and becomes water. Melt water contains garbage. The snow is dirty. You can't put it in your mouth.	Cognition: develop cognitive interests through experimental activities.	Able to draw conclusions and conclusions.
	№2		"Ice and Snowflake"		To develop research skills in collecting information about objects of inanimate nature: snow and ice, similarities and differences. Develop cognitive interest in inanimate objects based on comparison analysis.	Cognition: Encourage children to draw conclusions through hands-on exploration. Communication: develop memory, thinking, attention, imagination. Talk about the properties of water.	They can name the similarities and differences between snow and ice. Draw conclusions and conclusions.
	№3		Water, ice, snow.		Continue to get acquainted with the properties of water, ice, snow, compare them, identify the features of their interaction.	Cognition: to develop interest in cognitive and research activities. Communication:	Show interest in cognitive research activities. Name the properties of ice, snow and water.
February	№1		Magic brush		Get shades of blue on a light background, violet from red and blue paint.	Artistic creativity. To develop interest in the aesthetic side of the surrounding reality. Communication:	They know how to select colors by mixing paints.
	№2		With and without water		Help identify environmental factors necessary for plant growth and development (water, light, heat)	Cognition: identify the necessary conditions for plant growth, develop the ability to make basic conclusions about relationships.	They are able to name environmental factors that influence the growth and development of plants.
	№3		Journey into the world of glass things		Introduce children to glassware and the process of making it. Activate cognitive activity, arouse interest in objects of the man-made world, consolidate the ability to classify the material from which objects are made.	Cognition: Know and name the properties of glass, develop interest in cognitive research activities. Communication: learn to construct sentences grammatically correct.	They can name the properties of glass objects. construct sentences grammatically correct.
	№4		How to get a paper clip out of water.		Help determine what properties a magnet has in water and air	Cognition: to develop interest in cognitive and research activities. Communication: learn to name the properties of a magnet, develop children’s speech activity	Possesses research skills and names the properties of a magnet.
March	№1		Why did the Snow Maiden melt?		Expand children's understanding of the properties of water? snow, ice. Learn to establish basic cause-and-effect relationships: snow melts in warm weather and turns into water; in cold weather it freezes and turns into ice.	Cognition: to develop the ability to draw conclusions and conclusions during experimentation. Communication: Learn to express your thoughts and conclusions using words in a sentence.	Knows how to take interest in research and conduct experiments. Express their thoughts and draw conclusions.
	№2		Freeing beads from ice captivity.		Create conditions for expanding children's understanding of the properties of ice - it melts in heat, develop thinking when choosing a method of action. Encourage children to independently formulate conclusions	Cognition: Continue to introduce children to the properties of ice. Communication: develop children’s speech activity, teach dialogical speech.	They are able to draw conclusions during experiments, name the properties of ice.
	№3		Warm drop		Introduce the method of obtaining warm water, develop children’s ability to plan their activities, draw conclusions. Cultivate accuracy when working with water.	Cognition: Teach children to see different states of water (warm, cold). Learn to make inferences. Communication: expand your vocabulary with adjectives denoting the properties of water.	They are able to name the state of water, using adjectives in speech, coordinating them with nouns
	№4	Glass, its qualities and properties		Recognize objects made of glass, determine its qualities (surface structure: thickness, transparency and properties: fragility)		Cognition: know the properties of transparency, fragility, thickness. Communication: expand children's vocabulary using words characterizing the properties of glass	They are able to distinguish objects made of glass from many other objects. They can agree nouns with adjectives.
April	№1	Miracles of Plants		Provide theoretical and practical skills in vegetative propagation of plants (cuttings) and consolidate skills in caring for indoor plants.		Cognition: develop curiosity, cognitive abilities; cultivate a love for nature. Communication: expand your vocabulary with nouns (plant, root, stem, leaves, flowers)	Children know that plants can be planted using cuttings with and without roots.
	№2	Do roots need air?		To help identify the reason for the plant’s need for loosening, to prove that the plant breathes in all forms.		Cognition: continue to introduce indoor plants and ways to care for them. Communication: expand your vocabulary using verbs: plant, water, care, wither, bloom.	They are called indoor plants.
	№3	Soil (sand, clay stones)		Expand children's understanding of the properties of soil. Give basic concepts about sand, clay, stones.		Cognition: introduce children to inanimate objects Communication: expand vocabulary by naming the properties of sand, clay, stones.	They show interest in knowledge and the nature around us.
	№4	"Sunny bunnies"		To form ideas about the properties of solar rays		Cognition: Understand that reflection occurs on smooth shiny surfaces, teach how to let in sunbeams (reflect light with a mirror). Communication: activate children's vocabulary, teach children to speak grammatically correctly.	Can describe weather phenomena. Name the properties of sunlight.
May	№1	Why do plants spin?		Show children that plants need light to grow.		Cognition: to give the concept that plants are living organisms and cannot live without sunlight and water, to develop interest in the world of plants. Communication: expand your vocabulary with nouns - names of indoor plants. Improve intonation expressiveness of speech.	They are able to draw conclusions that plants need light for growth, that plants are drawn to light. They know how to name houseplants.
	№2	“Warm water for plants”		Give children an understanding of the effects of heat and cold on plant growth.		Cognition: to form children’s interest in research activities, develop curiosity and observation. Communication: develop dialogic speech, replenish and activate children’s vocabulary based on deepening knowledge about the immediate environment.	They know how to care for plants in the garden.
	№3	Transfer of a sun bunny		Using the example of a sunbeam, show how light and images of an object can be repeatedly reflected.		Cognition: name the properties of sun rays. Communication: teach children to share their impressions of observations.	They are able to draw their own conclusions and share their impressions.
	№4	In the world of plastic		To introduce the properties and qualities of plastic objects, to help identify the properties of plastic - smooth, light, colored.		Cognition: learn to distinguish objects made of plastic and name its properties. Develop curiosity and interest in the subjects being studied. Communication: expand children’s vocabulary using the properties of plastic (smooth, light, colorful).	They are able to distinguish objects made of plastic from many other objects. Use adjectives in their speech that describe the properties of plastic.

Bibliography:

1. L. N. Prokhorova “Organization of experimental activities of preschool children.” Methodological recommendations - Arki publishing house 2005.

2. L. N. Menshchikova “Experimental activity” ski recommendations - and activity of children" edition - 2009.

3. Magazine "Preschool Education" No. 11/2004.

4. Program “From birth to school” edited by N. E. Veraksa,T. S. Komarova, A. A. Moscow 2012

5. Long-term planning according to the program “From birth to school” ed. – “teacher”, 2011

6. Solomennikova O. A. “Environmental education in kindergarten” Program and methodological recommendations, 2nd ed. – M: Mosaic – synthesis. 2006.

7. Prokhorova L.N., Balakshina TA. Children's experimentation is a way of understanding the world around them//Formation beginnings of ecological culture of preschool children Ed. L.N. Prokhorova. - Vladimir, VOIUU, 2001.

8. “Experimental activity” V.V. Moskalenko.

The more actively a child comprehends the secrets of the world around him, the wider his range of interests becomes and more and more new questions arise: “Why?”, “Under what conditions does this happen?”, “What will happen if...?”, “How will the object behave?” , When… ?" With children 4–5 years old, experimentation takes on the features of adult research: students learn to independently formulate questions and put forward hypotheses that will be tested in experiments. Children become familiar with basic scientific concepts and become more confident in practical activities.

Experimental activities in the middle group: goals, objectives, methods of organization

By middle preschool age, children have experienced the crisis of three years of age: they have learned to show independence, listen to advice and instructions from adults, and try to follow instructions as accurately as possible. Young experimenters 4–5 years old make their first attempts to define the problems of the upcoming research, put forward suggestions on how to test this or that quality of an object or simulate a physical phenomenon.

When organizing classes on experimental activities, the teacher takes into account the age characteristics of middle preschoolers, the level of mental development and thinking:

• High degree of curiosity. A 4-5 year old child can easily be captivated by any subject or process, which is why knowledge is not offered to be memorized, but is encouraged to be acquired.
• Perception becomes meaningful, purposeful, and analytical. Middle preschoolers experiment consciously to find out the final result of the experimental action. At this age, children make their first attempts to independently analyze research and formulate conclusions.
• Striving for active communication. Children develop a desire not only to ask questions, but also to express their own assumptions. By the time they reach preschool age, they will have developed the ability to formulate hypotheses. To develop this skill in the middle group, it is important to improve oral speech skills and conduct detailed conversations with a cognitive focus.
• Sufficient development of fine motor skills. Middle preschoolers are excellent at handling various tools, appliances and small elements. To improve the work of both hands and coordination of movements, various materials (sand, including kinetic sand, clay, pebbles, etc.) and tools (magnifying glasses, pipettes, scoops, etc.) should be used in experimental activities.

Middle preschoolers use various devices in experimentation

Goals and objectives of experimentation in the middle group

Conducting experiments and experiences makes it possible to form and expand students’ understanding of the properties of objects in the surrounding world in a practical way. The purpose of organizing experimental activities in the middle group is to develop a research type of thinking in children through encouraging practical actions on objects and observation of physical processes. Topics for experimentation are selected in accordance with the approved educational program, and the safety of each study is ensured at each lesson.

Ideas about physical objects and their properties are formed in students through practical actions with objects

Organizing experimentation with middle group students helps solve a set of pedagogical problems:

1. Educational objectives:

• formation of a system of elementary scientific concepts (physical, chemical, environmental);
• development of a research type of thinking;
• training in competent construction of a research plan.

2. Developmental tasks:

• improving fine motor skills of the hands;
• development of long-term memory;
• development of thinking abilities (ability to formulate questions, compare objects, generalize and systematize, draw conclusions);
• development of logical thinking (in middle preschool age, children begin to establish cause-and-effect relationships between objects and phenomena);
• improving the ability to observe the progress of an experiment and concentrate attention for a long time.

3. Educational tasks:

• strengthening the ability to listen to and follow instructions from an adult;
• instilling perseverance and accuracy, responsibility for order in the workplace;
• creating a favorable emotional environment in the team;
• instilling interest in collective activities, strengthening friendships within the group;
• development of empathy, sense of mutual assistance.

Children 4–5 years old improve their ability to listen to the teacher’s instructions and try to follow them as accurately as possible

Types of experimental activities

Based on the nature of pupils’ cognitive activity, three types of children’s experimentation can be distinguished.

1. Illustrative experimentation. Children know the result of some process or action on an object, and experience confirms familiar facts. For example, children know that Easter cakes are best made from wet sand. Experiments on the ability of sand to absorb water and keep its shape illustrate this fact.
   

   Experiments in the sandbox illustrate the children's knowledge that wet sand holds its shape best

2. Exploratory experimentation. The result of these actions on objects is unknown; it is proposed to obtain it experimentally. Children know that plants drink water, but they do not know how the liquid moves along the stem and leaves. To clarify this issue, an experiment is carried out with colored water and Chinese cabbage leaves: the leaves are left in glasses overnight, and in the morning they are seen to have acquired the color of the liquid that they “drank” at night. The guys come to the conclusion that water consumed by a root or cutting moves in plants from bottom to top.
   

   Children do not know the result of search experimentation in advance, so the joy of discovering information is guaranteed

Cognitive experimentation. During the lesson, learning conditions are created in which students select research methods to find answers. This type of experimentation is a practical component of the teaching method for solving cognitive problems. An example is the experimental game “Releasing Beads from Captivity in Ice”: a fairy-tale heroine was in a hurry to visit and caught her beads on a tree branch, the thread broke, the beads scattered and became covered with a layer of ice. The guys are given the task of helping the heroine by freeing the beads from the ice. Children choose ways to melt ice cubes (with the warmth of a finger and palms, breathing, near a radiator, in hot water, on a sunny windowsill), thereby learning about methods of heating and transferring heat.

Children are trying to solve a problem situation (freeing beads from ice cubes), trying different ways of melting ice

Forms of organization of experimental activities

Various routine moments in kindergarten can be devoted to experimentation: educational activities, time on walks, themed leisure activities, holidays, independent activities of children in cognitive activity centers. In addition, elements of practical research can be included in music lessons (“Why do bells sound different? - Because they are made of different materials: wood, ceramics, metal, plastic.”) and physical education (“Which ball is more bouncy: leather, rubber, foam or plastic? Check."). Experimentation can be carried out in joint activities with the family: during consultations, the teacher gives instructions and descriptions of conducting various experiments at home and on the street.

You can explore the properties of objects in a practical way while walking

Since the main activities of preschool children are exploration and play, experimental activities should combine their elements:

• educational games and experimental games. The play activity of children 4–5 years old takes on a plot-based character; participants assign simple roles and come up with a story. By acting out exciting scenes, children satisfy their need for communication and share experiences. Experimental classes in the middle group can be completely structured in a game form: a fictional character asks the children for help or creates a problem situation, voices tasks, directs the course of reasoning, drawing conclusions, etc.;
  

  Playing with water expands your understanding of the properties of liquid and creates a good mood

• modeling. Children model natural phenomena such as the northern lights, waterfall, whirlwind, tornado, and volcanic eruption. Modeling allows children to understand that large-scale natural phenomena are based on simple laws of physics;
  

  Pupils are working on modeling a volcano

• experiences and experiments. Practical exploration of objects in the surrounding world arouses genuine interest in children. Conclusions drawn after independently conducted experiments are remembered for a long time. The subject of the experiments is selected by the teacher in accordance with the calendar planning for educational activities: in the warm season, children study the properties of plants, water, air, and in winter they study snow and ice. The teacher provides safety instructions if experiments with magnets and magnetic chips, small parts, and chemicals (green paint, potassium permanganate, dyes) are planned.
  

  Before conducting experiments with substances (including paints), children repeat safety rules

Individualization of tasks in experimentation classes

The organization of experimental activities is carried out within the framework of a personal approach to training and education. The implementation of this approach is possible during GCD classes, when children are given tasks of varying levels of complexity to conduct the experiment. For example, in the lesson “Multi-colored pieces of ice,” the children can be divided into three subgroups: the first subgroup receives the task of diluting yellow, blue, white, and red paints in cups of water, pouring them into molds and putting them to freeze; the second subgroup - dilute blue, red and purple paints in cups of water, then make the water more delicate shades by adding white paint, pour into molds, freeze; the third subgroup is to independently think about what paints should be mixed in cups of water to get pink, green, lilac and orange colors, pour and freeze.

You can individualize tasks through the choice of materials in productive activities. For middle preschoolers, these are tasks for designing and decorating the created works. So, to decorate multi-colored ice floes from the previously discussed activity, children can add accessories to the colored water to their taste: beads, seed beads, sparkles, foil confetti, grains, dried petals, etc. Tasks that provide choice develop the child’s imagination, determination, and aesthetic taste .

To carry out the experiments, the group can be divided in such a way that the most successful students will perform the practical part individually, other children will do the practical part in subgroups of 3-4 people, with the lagging students the teacher will organize a separate subgroup, where the children will experiment in joint activities with the teacher.

Choosing a paint color to your taste for conducting an experiment is a task within the framework of a personal approach in education

Motivating start to class

Children 4–5 years old have a visual-figurative type of thinking. This means that average preschoolers perceive instructions and explanations that are visually presented better. The transition to verbal-logical thinking will occur by the age of 6–7 years, but visualization will remain the main method of attracting interest in educational activities in primary school. Work based on game elements - thematic or plot-based - also turns out to be productive. How passionate the child is about the question and the topic of research at the beginning of the lesson depends on his activity during the actual experimentation, the results in solving the problem posed and the degree of motivation for practical research in the future. The teacher organizes the beginning of classes in a variety of forms and predicts a positive attitude towards the techniques used in children.

The activity and result of their practical actions depend on how interested children are in the upcoming experiment.

Options for motivating beginnings - table

Subject	Motivating start to class
"How to make water clean"	Surprise moment. There is a knock on the door, and a droplet named Kapitoshka (a preparatory group student in a suit or mask) enters the group. Didactic game. Kapitoshka greets the guys and says that he came to the guys in search of his droplet sisters. The guys show Kapitoshka the places where water lives in the group (the teacher sticks drop stickers in these places): a tap in the washbasin, a kettle, a watering can and a spray bottle in the green corner, a vase with flowers, a bucket for washing floors, etc. Creating a problematic situation. The teacher asks Kapitoshka why his sisters were lost. He replies that they lived in a lake where the water was clean (puts a container with clean water on the demonstration table), but something happened and the water recently became different (puts a container with muddy water). Then the droplets began to run away from the lake. Kapitoshka is sad and asks the guys for help in cleaning the lake water.
"The Keys of Princess Nesmeyana"	Creating a game situation. The group receives a video letter from Princess Nesmeyana. She says that an evil witch enchanted the water in a forest stream, the water became dead, you can’t drink or touch it. Yesterday morning Nesmeyana was walking in the forest, when she crossed a bridge over an enchanted stream, a bunch of keys came off from her belt and fell into the water, the keys sank to the bottom. The princess is crying - how can she get the keys to the kingdom without soaking her hands in dead water? Nesmeyana names magic words, which the children repeat in chorus and are transported to the Far Far Away Kingdom. What follows is an experimental game for catching keys from the bottom of a container with water: using a net and fishing rods with a hook, you can’t get the keys - they are flat, it’s difficult to pick them up from the bottom; It turns out to attract keys with magnets attached to sticks or fishing rods.
"Swim, sail, little boat"	Entertainment element. Solving riddles: about the ship, the wind. Listening to and learning the song “Come on, sing us a song, cheerful wind!” Conducting a physical education lesson “Ships sailed on the sea.” Inclusion in a game situation. The guys are divided into two subgroups, each given a wooden boat with a sail. The guys name the ships (for example, “Victory” and “Pearl”), lower them into the water opposite each other in a large container, in the center of which a string with flags is stretched. At the teacher’s signal, the participants of both teams begin to simulate gusts of wind (they blow, directing the movement of the ship), the subgroup whose ship reaches the flags first will win.

Pupils find places in the group where water lives

Examples of organizing experimentation in a middle group

We invite you to familiarize yourself with the options for experimental activities in classes with children 4–5 years old.

Experimental lesson “Properties of sand” - video

Cognitive and research leisure “What do we know about water?” - video

Experimental activity “Magical transformations in nature” - video

Experimenting with water in the middle group - video

Lesson “Snow is not for treats - snow is for fun” - video

Experimental lesson in kindergarten

An experimentation lesson in the middle group lasts no more than 20 minutes. When developing lesson notes, the teacher must select various forms of activity, taking into account the age and individual characteristics of the students. To prevent overwork, tasks from educational areas are alternated: gaming (didactic and story games), motor (physical education, outdoor games, dance breaks), aesthetic (listening to musical fragments and artistic texts, looking at illustrations in books and mini-exhibitions), speech (conducting cognitive and didactic conversations), cognitive (conducting experiments and experiments, observing processes, studying samples and mock-ups).

The experimental lesson in the middle group has the following structure:

• organizational moment - 1 minute;
• motivating start of the lesson - 4 minutes;
• speech or cognitive tasks - 2–3 minutes;
• play or physical activity - 4–5 minutes;
• practical activity - 5–6 minutes;
• summing up - 1 minute.

Work assignments are carried out by students before conducting experiments (bring the tools and materials named by the teacher) and at the end of the lesson (cleaning up work stations and the demonstration table, carefully folding armbands and robes).

A stage of reflection is required after summing up the results of the experiment: the guys share their emotions from the discovery process, tell them why they liked the lesson, and the properties of which objects they would like to study in the next lessons.

Pupils are responsible for maintaining order and cleanliness in the workplace

Card file of experiences and experiments in the middle group - table

Topics of practical research	Contents of experiments and tests
"Water"	Expanding ideas about the properties of water: observing the degree of buoyancy of objects in fresh and salt water, studying the process of water evaporation, studying the process of molecular movement in cold and hot water (by dissolving potassium permanganate crystals or food coloring); games-experiments with water: pouring liquid at speed, actions with water toys (mill, sprinklers).
"Snow and Ice"	Experimenting with snow while walking: watching the snow change under a piece of foil and black cloth on a sunny day; experiments to determine the conditions for transition from solid to liquid and vice versa; experimental games for creating buildings and figures from snow and ice.
"Air"	Expanding ideas about the properties of air: where it comes from, how it is used by humans, whether it has shape, color and smell; experimental games to identify the force and direction of air flow.
"Sand, clay, soil"	Expanding understanding of different types of soil; experimentation in a playful way: drawing and modeling from clay and sand, playing in the sandbox; experimenting with “live” sand.
"Light and shadow"	Experiments with various light sources: the sun, moonlight in winter on an evening walk, a lamp or flashlight, a candle; experiments on splitting light into spectral colors, modeling a rainbow; experimental games within the framework of shadow theater.
"Sound"	Experimental activity to form an idea of ​​the causes of sound (vibration of an object); experimental games: “Guess what sounds like that?”, “How can you imitate this sound?”
"Live nature"	Experimenting with seed germination; experiments on observing changes in natural objects under the influence of water (cones, branches with buds, stems with buds).
"Magnet"	Games-experiments with a magnet: attracting metal objects through various materials (sheet of paper, cardboard, fabric, sheet of wood), moving a metal object on the surface of a table under which a magnet is moved, attracting objects located at the bottom of a vessel with water; experimenting with magnetic shavings (the reverse action: scattered shavings are collected using a metal object).
"Paints"	Formation of ideas about the properties of various types of paints: watercolors, gouache, acrylic and oil paints; experimenting with mixing paints, obtaining new shades and colors; experimenting with drawing on various materials: dry and wet paper, snow, fabric.
"Space"	Experimental activities to study the relationship between the size of planets, the occurrence of electrical discharges, the change of day and night and seasons, the formation of clouds in the atmosphere; experimental games: “Rotation of the Planets”, “Solar Eclipse”, “Light of Distant Stars”.

Studying the properties of water to dissolve substances (sugar, paints) takes place in an entertaining way

Open lesson “Homemade lemonade” - table

Goals	To improve children's knowledge about the importance of water in human life, about the properties of water (liquid, transparent, odorless and colorless, solvent). To form ideas about cooking methods (technology for making lemonade).
Tasks	Educational: introduce the importance of water for living nature (including humans), its properties, enrich and activate the vocabulary (selection of definitions for nouns, numerals - one, two, half), improve the grammatical structure of speech. Educational: motivate children to prepare their own food (drinks), develop the ability to learn new things, the ability to analyze, draw conclusions and conclusions, development of general and fine motor skills. Educational: cultivate a positive attitude towards work, a desire to work, develop skills of accuracy, independence, the desire to get things done to the end, develop skills of cooperation, goodwill, form dialogue between the teacher and children.
Materials and equipment	water (plain warm, carbonated), tableware (transparent glasses, saucers, tea spoons, transparent carafe 1 liter), products (granulated sugar, lemon), illustrations of flowers in a vase, dried flowers, people drinking water, animals, birds, insects.
Methods and techniques for enhancing cognitive activity	visual, experimentation, observations, algorithm demonstration method.
Progress of the lesson	1 PART: Teacher: Guys, this morning we watered our indoor plants, who remembers how much water our plants drank? Children's answers: 2 watering cans Teacher: Do you think all plants drink water? Children's answers: yes Teacher: That's right, all plants need water. What do you guys think will happen to the flower if it is left without water? (shows slides of dried flowers) OD: wither, wither, die Teacher: Who else likes to drink water? OD: People, animals, etc. Teacher: That's right, guys, it is important for all living organisms, even insects, to drink water! (shows slides of animals drinking water, birds, insects and people) Teacher: Guys, which of you likes to drink the most? OD: Juice, tea, milk, etc. Teacher: Which one of you likes to drink lemonade? What is it made of? OD with the help of a teacher: From water, lemon, sugar. Teacher: Today I invite you to prepare this delicious drink! PART 2: The teacher’s address to the children, while simultaneously showing: Guys, each take a mug of water, a saucer and a teaspoon. Take a small sip of water (don’t drink it all), try what kind of water. What kind of water? by temperature: warm, appearance: transparent, to taste: fresh. Let's dissolve some sugar in warm water. The teacher and the child take bowls of sugar, scoop up half a teaspoon of sugar and put it in their mug, then pass it around to their friends so that everyone can take a little sugar. Stir it (gently, without knocking the spoon on the edge of the mug) and try. What is the water like? Children's answers with the help of the teacher: in appearance: became a little cloudy to taste: it became sweet. Teacher: Water is a good solvent; by dissolving substances, it acquires their properties. She took away the sweetness from sugar. Physical education minute. Let's each take a slice of lemon (as we did earlier with sugar) and put the lemon in a mug. Mash the lemon with a spoon and place the rest on a saucer. Let's try, what is the water like? Children's answers with the help of the teacher: by temperature: remained warm, appearance: has a yellowish tint to taste: it became sweet and sour. Teacher: When we added sour lemon juice to sweet water, we got a sweet and sour taste. Homemade lemonade is ready. PART 3 Guys, what did we use to make such a delicious sweet and sour lemonade? Children's answers with the help of the teacher: from sugar, lemon and water. Teacher: Guys, we have guests today. And will we leave them without lemonade? Let me make lemonade for the guests, and you remind me what we made it from. I take warm water What is the first thing we add to water (OD sugar)? How much sugar do you need? Is half a spoon enough for such a large decanter? (OD: No!) Teacher: Let's add two teaspoons. What should we add now? Is a small slice of lemon enough? (OD: No!) Teacher: Let's add half a lemon. Mix everything thoroughly. So the homemade lemonade is ready for the guests (we pour it into plastic cups for the guests, the children serve it). Teacher: Now, guys, I wish you bon appetit! Drink homemade lemonade for your health, it is very beneficial for our body, it contains many vitamins. After you finish your drink, the glasses, saucers, and spoons should be placed on the kitchen table. And, of course, try to make lemonade at home with your parents tonight!

Pupils perform practical actions independently, listening to the teacher’s instructions

Conducting an open lesson in the middle group

An open lesson, like any lesson in the educational process, requires thorough preparation and elaboration. The difference between the open form is the demonstration of some methodological goal to outside observers. This lesson can be attended by methodologists, teachers and kindergarten administration, colleagues from other preschool educational institutions, and parents of pupils.

The methodological goal is to demonstrate the innovative development of the teacher: an unconventional form of presenting material or classes, the use of information and computer technologies:

• education of environmental responsibility through an experimental game: the practical part of the lesson is to “clean” the pond, children catch garbage from the water by attracting it with fishing rods with magnets;
• integration of the areas “Cognition” and “Artistic-Aesthetic”: experimental games on extracting sounds from various objects (dishes, crumpled sheets of paper, pipes, etc.) and creating a cheerful orchestra;
• an activity in the form of a quest: completing tasks, including experiments, with an important game goal, for example, an evil wizard locked the guys in a group and the way to get out is to complete the task;
• inclusion in the game element of the activity of cartoon characters loved by modern children: fixies, Kotya and Katya, Sam-Sam, Barboskins - heroes share their experiences and invite you to join their adventures;
• use of a projector: for children 4–5 years old, the following are relevant: 1) showing animated videos with educational content, 2) showing slides as a symbol of the location of the action (jungle, North Pole, seabed, fairy-tale kingdom), 3) watching a video with an interesting experience with the goal is to create a desire to perform it in kindergarten.

Conducting an open lesson on experimentation is carried out in accordance with the requirements for the educational process. The structure of the lesson should be clear and follow the algorithm developed by the teacher. Students should not feel uncomfortable or stressed when observers are present. The teacher calculates the level of cognitive activity of children and prevents them from overwork. If the children are tired, he changes the type of activity.

The teacher must be able to improvise. If during an open lesson he notices signs of fatigue in children, as a rule, this is a consequence of the fact that the educational tasks were set incorrectly. In no case is it allowed to oppress the emotional and physical state of children in order to achieve a methodological goal. To relieve tension, the teacher includes children in play or physical activities. For experimental classes, such exercises can be:

• game “Find an object from...”: the teacher continues the phrase with the name of the material (wood, plastic, iron, fabric), children must stand near objects made from it;
• motor imitations to music: children walk in a circle, the teacher names an object, the movements of which the children begin to reproduce from memory (cat, bird, grasshopper, windmill, crane, drummer);
• motor game “Silent Movie”: children stand in a circle, the teacher tells a story, the children silently imitate the actions (“Once upon a time there were geese, one day they flew south, there they landed on a lake and swam. In the lake the geese fished, cleaned their feathers... ");
• game “Magic Bag”: children take turns putting their hand into the bag, feeling the object they come across and guessing it, after which they take it out and return it to the right place in the experimentation corner. Advice for educators: it is recommended to always have such a bag at the ready and change the items in it. Children love to play guessing games over and over again.

When the lesson is completed and the students move on to the next routine moment, the analytical stage of the open lesson begins. The teacher reports the methodological goal he has set and the methods for its implementation, draws conclusions: whether the goal was achieved, what points require improvement or adjustment, and outlines the direction for further developments. Next, there is an exchange of views with colleagues and methodologists present at the lesson.

Observers monitor the progress of the lesson, evaluate the effectiveness of the teacher’s work, and take note of innovative developments

Leisure time for experimental activities

Leisure is a compensatory type of children's activity: entertainment and cultural recreation are contrasted with routine activities. Activities in free time have a strong emotional focus, a positive atmosphere is created in the team, and friendly relations are strengthened. Leisure time for experimental activities has a cognitive focus: students not only have fun and play, but expand their knowledge and improve research skills when performing practical tasks.

On this topic, leisure activities can be organized in a group in the afternoon, a holiday for several age groups, and entertainment together with the parents of the students.

In the middle group, the duration of leisure time is no more than 30 minutes.

The organization of a subject-spatial environment as part of the development of practical skills of preschoolers consists of creating an experimentation center or mini-laboratory in the group room. In this educational corner, materials for independent research are stored in labeled boxes:

• natural and waste materials: twigs, shells, seeds, marker caps, wrappers;
• unstructured materials: sand, salt, soda, flour, sugar;
• other materials: samples of plastic, fabrics, paper, rubber;
• instruments: magnets, colored lenses, magnifying glasses, rulers, scales, lamps and flashlights, microscope, telescope, binoculars;
• vessels: glasses, bowls, jars, beakers, plastic bottles, vials;
• medical materials: rubber gloves, syringes without a needle, cotton pads and swabs, bandage, activated carbon, potassium permanganate;
• aprons, headscarves, sleeves, safety glasses.

Access to the material base of the corner is open to every student. There is a work desk and chairs for young researchers. However, it is allowed to examine substances from the “Medical Materials” section only in the presence of a teacher, after the students have repeated the safety rules.

An area of ​​sand and water can be allocated in the experimentation center: here children conduct experiments, play and simply relax.

The research corner is decorated with photographs of children's experiments, an exhibition of models created by students, posters and wall newspapers.

The educational center may have a funny name: “Visiting Professor Znayka”, “Naukograd”, “Entrance for Scientists”, “Get to Know”, etc.

The experimentation center for preschoolers offers wide scope for experimental and cognitive activities

The teacher draws up a passport for the experimentation center, where he indicates its equipment and purpose of operation and describes in detail possible experiments. For the pupils to look at, there should be an album or card index in the corner with the names of these experiments, photographs/pictures or symbolic diagrams of the conduct. If a child is interested in any experience from the album, he tries to find the substances/devices necessary for it and experiments in the work area.

The modern system of preschool education is aimed at nurturing a well-rounded personality in the child. Experimental activities make children confident in asking questions and resolving problem situations. Children's curiosity never fades; acquiring knowledge through experience gives them the opportunity to feel like pioneers. Preschoolers want to know everything about the world around them and apply valuable knowledge wisely.

Educational:

• give an idea that it has properties (invisible, light, odorless), and also give an idea that wind is the movement of air;

Vocabulary work:

Equipment:

• laptop;
• disk;
• soap bubble machine;
• magnetic board;
• musical accompaniment;
• “professor” hats;
• vessel - “sea” for boats;
• fans (according to the number of children);
• balloon.

1.Organizational moment

Educator:

And you will be healthy for many years.

Educator:

Educator:

Children: Yes.

Pochemuchkin:

Educator: Guys, let's help Professor Pochemuchkin? Let's not trust rumors, but let's check with the help of tests and experiments: does air exist and what properties does it have? I haven’t seen air either, but I know that it is always around us! Guys, I suggest you go to our laboratory and, like a real scientist, conduct experiments to learn a lot of interesting things about air. Do you agree? Then - go ahead!

Children: Yes

Educator: listen to the riddle

We need him to breathe
To inflate the balloon.
With us every hour,
But he is invisible to us! What is this?

Children: Air!

Educator:

Children

Educator: Water cannot fill an upside down glass because it is already filled with air. An “empty” glass is full of air. Air has no size or shape, but can fill any space.

Conclusion 1: Air exists!

Educator

Children: No.

Educator:

Children: Invisible.

Educator: What color is it?

Children: colorless, transparent.

Educator

Children: nothing, it is odorless.

Educator:

Educator:

Children: It's empty.

Educator:

Children: There is no air in it.

Conclusion 3: invisible air

Educator:

Children: Straws.

Educator:

Educator: Oh, what is this?

Children: bubbles.

Educator: what are they doing?

Children: Bubbles rise to the top.

Educator: Why?

Children: we are blowing the air out of ourselves. Bubbles are air.

Conclusion 4: Here we have proven:

Children: we inhale it through our nose.

Educator:

Educator

Conclusion 5 :

Fizminutka (with soft modules) :

We walked happily and met a friend.
- Hello, hello dear friend,
Look around you
Just smile at me and hug me tightly.

Educator:

Children: Let them float on water.

Educator: How will they swim?

Children: You can blow on them.

Educator:

Educator:

Children: The wind blows in your face.

Educator:

Conclusion 6: wind is the movement of air.

Educator:

Educator:

Educator:

(children draw in the sand)

Educator:

Educator:

Conclusion 1: Air exists!

Conclusion 2: Air is invisible, colorless, transparent, odorless.

Conclusion 3: Air invisible ,

Conclusion 4:

Conclusion 5 : Man cannot live without air.

Conclusion 6: Wind is the movement of air.

Conclusion 7: The air is very light.

AUTO TRAINING

Educator: We are with you in the meadow .

Educator:

Educator:

Children: Yes, sure.

Educator

View document contents
“Summary of a lesson on experimentation in the middle group To the laboratory of Professor Pochemuchkin”

Topic: To the laboratory of Professor Pochemuchkin

Target: develop children's cognitive activity in the process of experimentation.

Tasks:

Educational:

cultivate children's interest and desire to expand their horizons;

cultivate curiosity, mutual assistance,

cultivate a positive attitude towards the world around us, a desire to explore it in all available ways.

Educational:

develop mental operations in children: the ability to put forward hypotheses, draw conclusions, select methods of action.

Educational:

give an idea that it has properties (invisible, light, odorless), and also give an idea that wind is the movement of air;

promote mastery of some methods of air detection; promote the formation of cognitive interest in children; generalize and clarify previously acquired knowledge about the properties of air; learn to work in a team and individually during experiments;

enrich children's vocabulary with new words.

Vocabulary work: laboratory, transparent, invisible, experiments.

Equipment:

• screen and projector for presentation;

  soap bubble machine;

  touch table “Sand Fantasy”

  magnetic board;

  musical accompaniment;

  “professor” hats;

  plastic bags (according to the number of children);

  cups of water (according to the number of children);

  cocktail tubes (according to the number of children);

  foam boats with paper sails;

  vessel - “sea” for boats;

  fans (according to the number of children);

  balloon.

The logic of constructing organized activities for children

1.Organizational moment

(The teacher sets up the children to start GCD using psycho-gymnastics)

Educator: Hello! You tell the person.

Hello! He will smile back.

And he probably won’t go to the pharmacy.

And you will be healthy for many years.

Educator: Let's, guys, wish each other health - say "Hello!" and give everyone our smiles.

Goal setting, game situation.

Educator: Guys, look, what is this? Message for children of the senior group "". This is probably for us. Disk. Want to see what's there?

Children: Yes.

(The teacher turns on the computer. On the disk there is a video letter from Professor Pochemuchkin)

Pochemuchkin: Hello guys. You recognized me. I am Professor Pochemuchkin.

(The song from the animated film “Fixies” plays.)

I work all day in the laboratory. I have some problems and I want you to help me. We have all heard that we are constantly surrounded by air on all sides. But you can neither see it nor touch it with your hands. So maybe there is no air?

Educator: Guys, let's help Professor Pochemuchkin? Let's not trust rumors, but let's check with the help of tests and experiments: does air exist and what properties does it have? I haven’t seen air either, but I know that it is always around us! Guys, I suggest you go to our laboratory and, like a real scientist, conduct experiments to learn a lot of interesting things about air. Do you agree? Then - go ahead!

Children: Yes

Educator: listen to the riddle

We need him to breathe
To inflate the balloon.
With us every hour,
But he is invisible to us! What is this?

Children: Air!

Educator: Air? And what is it? Let's do an experiment. Crumple a piece of paper and push it into the glass so that it does not fall when the glass is turned over. Submerge the glass completely under water, holding it with the opening facing down. Take out the glass. Check to see if the paper in it is wet?

Children: The paper in the glass remains dry.

Educator: Water cannot fill an upside down glass because it is already filled with air. An “empty” glass is full of air. Air has no size or shape, but can fill any space.

Conclusion 1: Air exists!

Educator: Guys, have you seen this air?

Children: No.

Educator: If we don’t see him, then what is he like? How else can you say it?

Children: Invisible.

Educator: What color is it?

Children: colorless, transparent.

Educator: what does it smell like? Smell the air. What smells? (for comparison, you can invite the children to inhale the air through their noses. Then take lemon, garlic, perfume and invite the children to try to smell the smells one by one, and then just smell the air).

Children: nothing, it is odorless.

Conclusion 2: Air is invisible, colorless, transparent, odorless.

Educator: To see air, you need to catch it. Do you want me to teach you how to catch air?

Educator: Take a plastic bag. What's in it?

Children: It's empty.

Educator: It can be folded several times. Look how thin he is. Now we fill the bag with air and twist it. The bag is full of air, it looks like a pillow. The air took up all the space in the bag. Now let's untie the bag and let the air out of it. The package became thin again. Why?

Children: There is no air in it.

Conclusion 3: invisible air To see him, you have to catch him. And we were able to do it! We caught the air and locked it in a bag, and then released it.

Educator: Guys, do you know that air lives inside people. And now we will prove this to you. Look guys, what is this?

Children: Straws.

Educator: Yes, these are straws and a glass of water. Now try blowing into straws placed in cups (children blow).

Educator: Oh, what is this?

Children: bubbles.

Educator: what are they doing?

Children: Bubbles rise to the top.

Educator: Why?

Children: we are blowing the air out of ourselves. Bubbles are air.

Conclusion 4: Here we have proven: It turns out that air lives around us and inside us. You exhale. It means it is inside you. But how does it get to you?

Children: we inhale it through our nose.

Educator: Certainly! All people breathe through their nose. Guys, let's show how our noses breathe - we inhale and exhale air. Let's first take a deep breath and then exhale.

(BREATHING GYMNASTICS “BLOWING OUT YOUR SHOULDERS”)

Educator: We are so used to breathing that we don’t even notice it. Meanwhile, we would not be able to live without breathing. Let's check it out. Close your nose and try not to breathe. Let's see how long you can stand without air.

You see, you all eventually let go of your nose to breathe.

Conclusion 5 : Man cannot live without air.

Fizminutka (with soft modules) :

The legs walked straight along the path
We walked happily and met a friend.
- Hello, hello dear friend,
Look around you
Just smile at me and hug me tightly.

Educator: There are boats in my laboratory, but how can I play with them?

Children: Let them float on water.

Educator: How will they swim?

Children: You can blow on them.

Educator: Yes, guys, when we inhale and exhale, the air moves - it turns out to be a breeze, and the boats float. The ships catch the air with their sails. This means that air can move objects.

Educator: And if you don’t blow, how else can you make wind? Guys, let's try to create wind using a fan! Wave the fan first at yourself, then at each other. What do you feel?

Children: The wind blows in your face.

Educator: Look: the air does not move, and the boats do not float. I wave my fan, push the air, it turns into wind, and it helps the sailboats float.

Conclusion 6: wind is the movement of air.

Educator: There are plates with geometric shapes on the table, try to make boats out of them.

Educator: Well done guys, you did it well!

Educator: And now I suggest you draw the sea, but not on paper, but on the sand. Shall we try?

(children draw in the sand)

Educator: And guys, the air is very light. I suggest you verify this by playing a little with soap bubbles. Soap bubbles can even be moved by breathing (children play with soap bubbles from a soap bubble machine).

Conclusion 7: The air is very light.

Educator: Thank you guys, today you helped me find out what air is. Now I can tell Professor Pochemuchkin everything.

(We look at the slides and consolidate our knowledge about air)

Conclusion 1: Air exists!

Conclusion 2: Air is invisible, colorless, transparent, odorless.

Conclusion 3: Air invisible ,

Conclusion 4: Air lives around us and inside us

Conclusion 5 : Man cannot live without air.

Conclusion 6: Wind is the movement of air.

Conclusion 7: The air is very light.

AUTO TRAINING

Close your eyes, we will relax (turn on melodic music)

Educator: We are with you in the meadow . The sun shines brightly. Light breeze blowing. The grass sways quietly. Butterflies and dragonflies flutter above us. We breathe in clean, fresh air. We feel good and pleased.

Educator: Oh, guys, look, how did we end up with a ball?

The wind blew it, but look how cheerful it is, let's decorate it.

(Children decorate the ball with napkins soaked in water)

Educator: Can I give this ball to the professor as a souvenir of us?

Children: Yes, sure.

Educator: then you go play, I’ll go to the post office and send the ball to the professor.