Preschool age is a unique period of formation and development of abilities, which will improve and differentiate as the child grows up. One of the most important abilities is the ability to cognition. In accordance with the Federal State Educational Standard for Education, one of the tasks of cognitive development is the development of children’s interests, curiosity and cognitive motivation. Based on the task, the focus of teachers should be the orientation of the educational process towards the cognitive capabilities of the preschooler and their implementation. It is necessary to organize interaction with the child in such a way that it is aimed at developing cognitive interest, cognitive independence and initiative. (slide No. 2) A well-thought-out organization of activities for the cognitive development of children, based on innovative methods, will make it possible to achieve the targets outlined in the Federal State Educational Standard for Education.
In the course of targeted work on cognitive development, preschoolers develop cognitive interests, increase the level of cognitive activity, and expand active lexicon, group interaction and cooperation skills are improved, preschoolers experience situations of success, confidence in their actions, which are a stimulus for their personal development.
When developing a model for organizing cognitive interest, we set the following target: (slide No. 3)
- developing in preschoolers the ability to independently and creatively master ways of understanding the surrounding reality through the organization of research activities.
We have supplied the following tasks:
- creation of a developing subject-spatial environment in the group;
- expand children's understanding of the world around them;
- teach planning, searching and the ability to draw conclusions;
- develop coherent speech;
- create conditions for free research and experimentation;
- create favorable conditions for developing the ability to present a product to your creative activity;
- involve parents in joint educational and research activities.
The following stages of work implementation:(slide No. 4)
They are presented to your attention on the screen, the stages, deadlines, and goals for the implementation of the work are clearly highlighted.
We began our work on cognitive development by conducting diagnostics (slide No. 5) according to the method of V.V. Gerbova and T.I. Grizik in order to determine the level of cognitive development, you can see the results on the screen.
I studied (slides No. 6) and selected methodological literature and developed a project for three years of work on developing the cognitive interest of preschoolers. (slides No. 7) This project included 10 long-term projects and 9 short-term projects. (slides No. 8).
To implement a project to develop the cognitive interest of preschoolers, a Parent meeting on the topic: (slide No. 9) “Creating conditions for design and research activities of preschoolers”, where parents became familiar with the main directions of our work. (slide No. 10) Parents willingly responded to the offer to participate in joint work, in creating conditions in the group for the successful implementation of the project.
To successfully solve the tasks, an educational environment was created together with parents, which included (slide No. 11) an experimentation center and various manuals: didactic games and exercises, (slide No. 12) illustrations, diagrams, algorithms, presentation albums and much more. A shelf of “Smart Books” and a library of fiction have been created (slide No. 13) which allow educational activities stimulate the child’s need to understand the world around him and himself. The children, with the help of their parents, made homemade books that added to the group’s library. (slide No. 14)
In the artistic corner - aesthetic development Albums with various types of folk crafts have been collected, which not only children, but also parents can get acquainted with.
Created jointly with parents and children, the mini-museums “Funny Matryoshkas”, “Wood Products”, “Grandmother Fedora’s Utensils” (slide No. 15) made it possible to expand children’s knowledge about the world around them using a clear example. And the mini-museum of collections (slide No. 16) created in the group allowed each child to show their collection and talk about it. (slide No. 17) Materials from the collections are widely used in experimental activities, games, and performances.
After preliminary work on creating an educational environment, we needed to involve students and their parents in targeted work on cognitive development. We have developed gcd cycle, (slide No. 18) where children showed their independent activity, expressed initiative, and expressed conclusions. All types of activities were represented in forms of work: gaming, cognitive, research, visual and productive. (slide No. 19) For example, children’s acquaintance with the Second World War took place in educational classes, where the children learned about the exploits of our soldiers, the suffering of adults and children who went through the war, watched chronicles of the war years, presentations, (slide No. 20) collected albums where photographs of grandmothers and grandfathers who participated in the war were posted, they participated in the All-Russian drawing competition “Gallery of the Great Victory”, (slide No. 21) they created a memory corner, went on an excursion to the museum, laid flowers at the eternal flame, met with veterans, participated in the “We We are proud and remember!” (slide No. 22)
Children willingly and enthusiastically participated in all events, sharing their impressions not only with each other, but also with everyone around them, including their parents.
Along with traditional methods and techniques in our work, we decided to use the method (slide No. 23) of layout. Getting to know the surrounding natural phenomena is possible not only through observations, making (slide No. 24) crafts, but also by making models on various topics. In our work, we use mock-ups to “immerse” children in lexical topic. Children become familiar with the object gradually. (slide No. 25) We read works of fiction to children on the topic, look at illustrations, presentations, and conduct excursions. In the process of preparing to work with (slide No. 26) the layout, we organize search and research activities - we collect various information, create photo albums, herbariums. After such a big preparatory work Together with the children, we begin (slide No. 27) making the model, discussing all its components. The period of making a model has inherent value and in itself is a learning process, during which children describe an object or phenomenon, compare, reason, ask a lot of questions, (slide No. 28) expand their vocabulary. Thanks to prototyping, an ordinary activity turns into exciting activity.
Over three years of work, we have developed 19 projects, the implementation of which increased the cognitive interest of preschoolers, enriched the educational environment of the group, and parents became full participants in the educational process. For example, (slide No. 29) during the implementation of the long-term project “Cereals” in the educational cycle classes “From a spikelet to a loaf”, “How a spikelet came to the table as bread”, “Bread of War”, a collection of cereals appeared in our group (slide No. 30) research albums “Where did the little bread come from?”, “Bread is the head of everything,” “Like a spikelet of bread came to the table.” Didactic games from pasta “Fold a pattern” and “Collect beads” and a teaching aid for drawing with semolina were made (slide No. 31). (slide No. 32) Together with children and parents, an exhibition of paintings made from various types cereals, a joint lesson (slide No. 33) with parents “Honey is a gift from the fields” was held. Thematic entertainments “Bread is the Head of Everything” and “Autumn – Autumn Name Day” were held (slide No. 34). (slide No. 35)
In the process of carrying out educational activities, we created incentives for the regular, purposeful inclusion of children in joint cognitive activities through inclusion in didactic games, design and research activities, and the modeling method, which actively influence the cognitive development of children. The interaction of a child and an adult in play, the creation of joint projects, helped (slide No. 36) to increase the level of cognitive development of our students, as evidenced by the following diagnostic indicators according to the method of V.V. Gerbova and T.I. Grizik at the final stage of work, the results you you see on the screen.
Thus, we see that design and research activities are relevant and very effective. (slide No. 37) It gives the child the opportunity to experiment and synthesize acquired knowledge. Develop creativity, communication and cognitive skills. Already at preschool age, a child acquires the skill of publicly expressing his thoughts. (slide No. 38)
In the course of joint project and research activities, the lives of children and parents were filled with rich content, and child-parent relationships were strengthened.
The effective use of this educational technology has led to positive dynamics in the cognitive development of children, to the personal growth of preschoolers, which is expressed in the desire to perform original creative works.
I plan to continue working in this direction in order to more effectively solve problems (slide No. 39) of cognitive and research development of students in accordance with the Federal State Educational Standard for Educational Education.
For children for 2016
Completed by an MBDOU teacher combined type No. 117 Leninsky district Morozkina Irina Fedorovna 2013 Nizhny Novgorod “Development of cognitive interest in older children preschool age in the process of experimenting with inanimate nature." website
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The main general education program of the preschool educational institution was developed in accordance with the FGT (order No. 655 of December 23, 2009). Adopted at a meeting of the pedagogical council No. 2 of November 25, 2010 and approved by order of the head
The main goal of the preschool educational institution: Creation of optimal conditions that ensure the full personal development of the child, the creation of favorable conditions for the full-fledged life of a child of preschool childhood, the formation of the foundations of basic personal culture, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparing the child for life in modern society.
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Educational area “Cognition”. Tasks of education and development of children.
Develop a cognitive interest in nature, a desire to actively study natural material: look for answers to questions, make guesses and assumptions, heuristic judgments. To develop a cognitive interest in nature, about the peculiarities of the existence of animals and plants in the community, about the interaction between man and nature. Develop a cognitive interest in nature, use different ways testing assumptions, applying research results in different activities. Development of practical skills in caring for animals and plants in a kindergarten area and a corner of nature. Support children to comply with environmental rules. To cultivate moral feelings, expressed in empathy for nature, and aesthetic feelings associated with the beauty of the natural world. To educate the fundamentals of a humane and value-based attitude of children towards nature, through an understanding of the value of nature, a focus on helping living beings, preserving natural objects in the immediate environment, and showing responsibility for one’s actions
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●Determined by the requirements of society. ● Reflection of relevance in psychological and pedagogical research: N.N. Podyakova, A.I. Savenkova, L.A. Venger, N.A. Vetlugina, I.D. Zvereva, G.I. Shchukina, O.V. Dybina , O.V. Afanasyeva, I.E. Kulikovskaya. ● Reflection of the relevance of the problem from diagnostic indicators on this issue. ● At the beginning school year An analysis was carried out of the level of development of knowledge, skills and abilities of children of senior preschool age in the section of the program “A child discovers the world of nature.” The results of this analysis showed that children do not have knowledge about the properties of air, clay, glass, etc., and partially know about their purpose. Children have difficulty identifying the essential features of objects and make mistakes when grouping objects. Thus, based on the diagnostic results, I found that children do not show interest in experimenting, preferring other types of activities; children showed little interest in search activities, a number of skills and necessary components for experimentation are missing (the ability to set a goal, select the necessary material, plan their actions with the material with a focus on results); cognitive interest is not expressed enough; children know little about the properties and qualities of inanimate materials. This problem was the most relevant for my group and in connection with this I identified goals and objectives, developed a system of work in this area. Relevance of this problem
Slide 5
Monitoring at the beginning of 2012 -2013 on the development of experimental activities according to the methodology of L.N. Prokhorova, T.I. Babaeva (criteria for assessing the level of development)
The monitoring I conducted revealed that 16% of children (4 people) with a high level of knowledge showed that they have fairly good knowledge and successfully apply it in practical activities. 36% of children (9 people) have an average level of knowledge. 48% of children (12 people) with a low level of knowledge (knowledge is insufficient, it is difficult to apply it in practice).
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Purpose of work: Development of cognitive activity, curiosity, desire for independent knowledge and reflection in preschool children. Objectives:
Introduce the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility.) Expand children's understanding of the physical properties of the world around them. Develop ideas about basic physical phenomena (reflection, magnetic attraction). Develop in children the ability to use assistant devices when conducting experimental games (microscope, magnifying glass, cup scales, hourglass, etc.) Develop children’s ability to follow a certain structure of an experiment: setting, formulating a problem (cognitive task), making assumptions, selection of ways to test proposals put forward by children; hypothesis testing; summing up, conclusions, recording results. To develop children's mental abilities, mental operations: analysis, synthesis, classification, comparison, generalization, establishing cause-and-effect relationships. Develop social personal qualities: communication, independence, observation, basic self-control and self-regulation. To develop experience in following safety rules when conducting physical experiments
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Main areas of work:
1.Creation of a subject-development environment for experimentation. 2.Organization of work with children (determination of content, forms, methods and techniques) 3.Organization of interaction with the families of pupils.
Slide 9
Subject development environment
An experimentation center has been equipped and equipped, where conditions have been created for joint and independent experimentation and the development of children’s search activity. Experimentation Center Selection of children's fiction (fairy tales, poems, nursery rhymes) Illustrations, pictures (“Sand, clay, water”, “Sound”, “Magnets”, “Paper”, “Light”, “Glass”, “Rubber” Didactic games Algorithms for telling about objects The material was selected taking into account the age capabilities and level of development of children.
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(long-term plan for working with children)
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Traditional methods Visual (observations “Over the trees in frost”, illustrations, watching video presentations about the phenomena being studied Verbal (conversations “On the properties of air”, reading fiction “N.A. Ryzhov “How people offended the river”, use of folklore materials) Practical methods (games-experiments, games-experiments. didactic games, role-playing games with elements of experimentation, board and printed games - “What does the water smell like”, “Where did the ink go?”) Innovative methods Using TRIZ elements Method of game-based problem learning. Using mnemonics - mnemonic tables, collages, use of computer and multimedia teaching aids.
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Integration of educational areas
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Main forms of work with parents:
Questioning parents on the topic: “Organization of search and research activities of preschool children at home”, “What is the child doing at home?” Consultations on the topic: “How to teach a child to explore?” “We develop the attention and thinking of preschoolers - we teach to be inquisitive” Parent meeting on the topic: “The role of the family in the development of cognitive activity of preschoolers” Demonstration of integrative educational situation“What do I know about air?” Open day “Experiments in our lives” KVN with the participation of children “Open the door to the world of experiments” Master class “Making a didactic game for preschoolers on experimentation” Photo exhibition “Experimenting with water at home” ( Long-term plan with parents) Raisins can drink
Slide 15
Comparative analysis of the level of development of knowledge, skills and abilities of children of senior preschool age in the 2012-2013 academic year.
After the work system was carried out, it was revealed that 28% (7 children) had developed knowledge, skills and abilities to observe and conduct experiments. There was an interest in experimentation. 48% (12 people) acquired the skill of exploring inanimate nature. The vocabulary has been enriched. 24% (6 children) at a low level. Beginning of the year End of the year
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Positive dynamics of children’s development 2012 – 2013 academic year:
Conclusions on integrative qualities
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Conclusions:
Children's experimentation gave children real ideas about the object being studied. My horizons about inanimate objects and their properties have expanded. You have acquired the skills to plan your activities and draw conclusions. Personal qualities have been formed: independence, initiative, cognitive activity and determination. In the process of experimentation, the child’s memory was enriched and his thought processes were activated. The experimentation aroused children's interest in exploring inanimate nature and stimulated them to acquire new knowledge. Children's experimentation gave children real ideas about the object being studied. The level of moral and environmental competence of parents, the participation of parents in educational educational process, increased communication between parents
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Future prospects:
This problem is really relevant and significant, I plan to continue working on this problem, improving it depending on age and individual characteristics children. Literature
Slide 19
New pedagogical technologies:
Project “Miracles of Coca-Cola”. Using TRIZ elements – “little men” to indicate state of aggregation water Method of game problem-based learning Mnemonics – mnemonic tables and collages Computer and multimedia teaching aids Interactive survey
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Forms of working with children.
Direct experience of a teacher with a child. Independent activity of children. Integrated classes. Educational situations. Observations in nature. Looking at photographs. Conversations by topic. Targeted walks and excursions. Project activities. Experimental and research activities. Reading fiction. Games (didactic, verbal, mobile, board-printed, s/r, theatrical) Creation of support schemes integration
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Methods and techniques for working with children:
Visual (observations, illustrations, watching video presentations Verbal (conversations, reading fiction, messages, using folklore materials) Practical (games - experiments, games - experiments, didactic games, games with TRIZ elements, recording results, modeling) Work assignments Problem method presentation (statement of the problem, creation of a problem situation, ability to analyze)
Slide 22
Long-term plan for working with children senior group(using the example of October).
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Integrative qualities
Physically developed, mastered basic cultural and hygienic skills. Curious, active. Emotionally responsive. Mastered the means of communication and ways of interacting with adults and peers. Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior. Able to solve intellectual and personal problems appropriate for age. Having primary ideas about oneself, family, society, state, world and nature. Having mastered the universal prerequisites for educational activities. Having mastered the necessary skills and abilities. Likes to experiment Takes a lively, interested part in the educational process
Slide 24
Long-term plan for working with parents on experimentation for the 2012-2013 school year
Slide 25
Integrative qualities of children at the end of the year:
Curious, active (interested in new, unknown things in the surrounding world, including the natural world; asks questions to adults, likes to experiment; able to act independently, demonstrating environmental culture skills in everyday life. Emotionally responsive (able to react emotionally to the state of the environment; can emotionally evaluate natural objects, is able to see and react to the beauty of nature; is able to experience the characters of fairy tales, stories with environmental content). objects, distributes actions in cooperation. Able to manage one’s behavior on the basis of primary value ideas about the environment, observing elementary generally accepted norms and rules of behavior in nature. Able to solve personal problems adequate to age; the child can apply independently acquired environmental knowledge and methods of activity to solve new problems posed by both adults and himself; the child is able to propose his own idea and translate it into a drawing, story, etc. Having primary ideas about the world and nature (the child can independently determine the relationship between objects of inanimate nature; is able to make basic logical conclusions).
Slide 26
“Having mastered the universal prerequisites of educational activity”: children are able to carry out individual and collective assignments, are able to accept a task, and retain it in memory when performing actions simple condition, listen intently to an adult and follow his instructions, are able to act with concentration for 15-20 minutes. “Having mastered the necessary skills and abilities within the educational field of “Socialization”: uniting in a game with peers, they can take on a role, master the method of role behavior, show initiative and propose new actions, resist difficulties, obey the rules, enrich the plot, can model in detail -game environment. “Having mastered the necessary skills and abilities within the framework of the educational field “Safety”: follow the elementary rules when conducting experiments and experiments “Having mastered the necessary skills and abilities within the framework of the educational field “Cognition”: are able to compose an object consisting of several parts, taking into account their design properties in in accordance with the teacher's instructions. “Having mastered the necessary skills and abilities within the educational field “Communication”: can participate in a conversation.
Slide 27
Methods and techniques for working with children:
Visual (observations, watching video presentations, looking at illustrations and albums): Looking at snowflakes, a collection of paper of different textures, the album “Types of Fabrics”, illustrations about winter, water, sun, space. Observations of the movement of clouds, smoke from the chimney. Hourglass demonstration. Listening to melodies - the murmuring of water, drops, the sound of rain. Listening to P. P. Tchaikovsky “The Seasons”, E. Krylov “Three White Horses”. Presentations « Beautiful snowflake", "Water Sorceress", "Air", "A Real Little Fairy Tale", family project "Water Sorceress", "Magic Button", "Snowflakes on my hand", "Water around us". Animated film "Run a Stream". Verbal (conversations, reading fiction, using folklore materials): Ushinsky “Pranks of Winter”, “How a Shirt Grew in a Field”, Chukovsky “Aibolit”. Poems by Tyutchev, Barto, Surikov, Marshak “Twelve Months”, r.s. . “Kolobok”, “Zayushkina’s Hut”, “Thumbelina”, “The Three Little Pigs”. Ecological story “How people offended the river”. Poems, riddles and songs about winter, snow, water, space. Russian folk tale “Bubble straw and bast shoe”, fairy tales “Morozko”, “Moroz Ivanovich”. Nosov “Dunno on the Moon.” Pushkin “The Tale of Tsar Saltan”. Usatova “Green Paper”. Nursery rhymes about water. Introducing the compass. Conversations: “Why do people get sick?” Practical methods (experimental games, D/i (Aquarium. Freeing beads from colored captivity. Good - bad. Find out by taste. How water is absorbed. Breeze. Paper races. Find out by smell. Cut-out pictures. Rustles. Whose traces? Say the word . Who will fly the farthest….) Making attributes for the game “We are droplets.” Physical education exercises “Snowfall”. Drawing on the wet. soap bubbles. “Funny blot.” Design of “Tulip”, boats, plumes.
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Integration by area Physical development Artistic and aesthetic development Physical culture music Artistic creativity Cognitive speech development Social and personal development socialization communication cognition Reading fiction
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music Artistic creativity Physical development Artistic and Aesthetic development Integration by area Social and personal development cognition Reading Fiction socialization Physical education music Artistic creativity Artistic and Aesthetic development Cognitive and speech development Social and personal development communication cognition Reading Fiction socialization
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Literature
1. Dybina O.V. “The unknown is nearby. Experiences and experiments for preschoolers,” 2010. 2. Tugusheva T.P., Chistyakova A.E. “Experimental activities of middle-aged and older children”, 2010. 3. Ryzhova N.V. “Games with water and sand”, Hoop No. 2, 1997. 4. Ryzhova N.V. “Experiments with sand and clay”, Hoop No. 2, 1998 5. L. N. Menshchikova. Experimental activities of children. - Publisher: Uchitel, 2009 6. V. V. Moskalenko. Experimental activities. - Publisher: Uchitel, 2009 7. T. M. Bondarenko. Environmental activities for children 6–7 years old. - Publisher: TC Teacher, Voronezh, 2009 8. L. N. Prokhorova. Organization of experimental activities for preschool children. Guidelines. - Publishing house. Arkti, 2005 9. A. I. Ivanova. Natural scientific observations and experiments in kindergarten. Human. - Development program Publishing house: Sfera, 2008
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Main directions in the work: 1. Creation of a subject-development environment for experimentation. 2. Organization of work with children (determination of content, forms, methods and techniques) 3. Organization of interaction with the families of pupils.
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The criteria for assessing knowledge and skills were the following indicators:
The assessment was carried out using a 3-point system: 1 b - low level 2 b - average level 3 b - high level 1. manifestation of sustainable interest and emotional response to the choice of experimental activity; 2. understanding of the research problem, the ability to clearly formulate the goal (what needs to be done); 3.ability to plan your activities, highlight stages. 4.use of various materials and equipment in conducting experiments and experiments; the ability to independently act according to an algorithm or model, to show creativity; 5. ability to draw conclusions, summarize, compare, generalize.
Slide 33
In the corner of experimental activities (mini-laboratory, science center) the following were allocated: - a place for a permanent exhibition, where a museum, various collections, exhibits, rare objects (shells, stones, crystals, feathers, etc.) are located; -place for instruments; -a place for storing materials (natural, “waste”); - place for conducting experiments; - place for materials (sand, water, sawdust, shavings, polystyrene foam, etc.); diagrams, tables, models with algorithms for performing experiments; series of paintings depicting natural communities; educational books, atlases, thematic albums; simple devices; collections; mini-museum (various themes, for example, “Clocks”); waste materials: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc. materials divided into sections: “Sand, clay, water”, “Sound”, “Magnets”, “Paper”, “Light”, “Glass”, “Rubber”; natural materials: stones, shells, saw cuts and medical tree leaves materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles other materials: mirrors, Balloons, butter, flour, salt, sugar, colored, transparent glasses, candles, etc. sieve, funnels, halves of soap dishes, ice molds, magnifying glasses, microscope, hourglass, magnifying glass. Hint cards “Do’s and Don’ts” Personal notebooks for children for recording results experienceMini stand “What I want to know about tomorrow”
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Cognitive development of a child Cognitive development is a continuous process. It begins immediately after birth and ends with the last breath. Every second a person receives some new information, compares it with what is already known, analyzes it, and remembers it. Mental and mental development a child is impossible without cognitive activity. Each age has its own capabilities, as well as individual needs for learning about the world. Everything that a baby gets acquainted with at this stage of life plays an important role for him in the future. The new information received is transformed into knowledge and, therefore, into experience.
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IMAGINATION OF A PRESCHOOL CHILDREN A child’s imagination develops in play. Formed in play, imagination moves into other activities of the preschooler. It is most clearly manifested in drawing and in writing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and orients himself to the result. In the period from three to four years, with a pronounced desire to recreate, the child is still unable to retain the previously perceived images. The recreated images are for the most part far from the original principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. In older preschool age, the child’s imagination becomes controllable. Imagination begins to precede practical activity, combining with thinking when solving cognitive problems.
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THINKING OF A PRESCHOOL CHILDREN Thinking is used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, revealing itself in the solution of a narrow range of practical problems related to the child’s objective activity, using the simplest tools. Prerequisites for development logical thinking, mastering actions with words, numbers as signs, noticing real objects and situations, are laid at the end early childhood when the child begins to form a sign function of consciousness. Both visual-effective and especially visual-figurative thinking are closely related to speech. The child’s verbal statements contribute to the child’s awareness of the progress and result of this action, and help the search for ways to solve problems.
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PERCEPTION OF A PRESCHOOL CHILDREN At the age of three to seven years, qualitatively new properties of sensory processes are formed: sensation and perception. Child joining in different types activities (communication, play, design, drawing, etc.), learns to more subtly distinguish between individual signs and properties of objects. Phonemic hearing, color discrimination, visual acuity, perception of the shape of objects, etc. are improved. Perception is gradually isolated from objective action and begins to develop as an independent, purposeful process with its own specific tasks and methods. From manipulating an object, children move on to becoming familiar with it on the basis of visual perception, while “the hand teaches the eye” (the movement of the hand on the object determines the movement of the eyes). Visual perception becomes in preschool age one of the main processes of direct cognition of objects and phenomena. The child's active, varied, comprehensive orientation towards a new object stimulates the emergence of more accurate images.
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ATTENTION OF A PRESCHOOLER A child’s attention at the beginning of preschool age reflects his interest in surrounding objects and the actions performed with them. During preschool age, due to the complication of children's activities and their movement in general mental development, attention acquires greater concentration and stability. So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six years the duration of the game increases to two hours. The stability of children's attention also increases when looking at pictures, listening to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects and phenomena, and stay on them, using certain means for this. Starting from senior preschool age, children become able to maintain attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational-type tasks). The stability of attention in intellectual activity increases noticeably by the age of seven.
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PRESCHOOL CHILDREN'S MEMORY Memory. Child without special effort remembers many different words and phrases, poems and fairy tales. However, at the beginning of preschool age, memory is involuntary: the child does not yet set himself the goal of consciously remembering anything and does not use special means for this. Material is remembered depending on the activity in which it is included. In preschool age, several types of activities in which the child’s memory develops should be highlighted - verbal communication, perception of literary works and role-playing games. At this age, the child begins to use symbolic representations of objects and events. Thanks to this, he becomes more free and independent of the field of perception and direct contacts with surrounding objects. Small child knows how to represent objects with the help of bodily movements (imitation, delayed in time), an older child uses memory images (when looking for a hidden object, he knows well what he is looking for). However, the highest form of representation is symbols. Symbols can be used to represent both concrete and abstract objects.
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Child development is an incredible journey that begins even before birth! And this is a difficult path that passes through mountains of educational information, social and emotional development child. The presentation was prepared by: teacher-psychologist MBDOU CRR – kindergarten No. 1 “Chaika” Yulia Pavlovna Volozhanina, Lobnya
Psychologists say that preschool age is sensitive for cognitive development. After seven years, we will develop the child’s thinking as much as we like, but this will only be his training, the accumulation of knowledge, since the basic mental operations have already been laid down and developed. Therefore, cognitive development according to the Federal State Educational Standard in preschool educational institutions takes priority.
How an adult will think directly depends on how the resources of cognitive development of preschool children were used.
Traditionally, our people paid great attention to the health, upbringing and education of children. The power and prosperity of any state depends on the kind of education children receive. Continuity and interconnection of the entire chain of education from preschool to higher education is the key to a successful future. It is important that children entering first grade have good basic knowledge. They can receive them in kindergarten. It is desirable that all future first-graders undergo kindergarten training and receive an equal start in school life.
On January 1, 2014, the Federal State Standard was adopted and put into effect in Russia preschool education- GEF DO. It solves multiple problems of training and education. One of them is the cognitive development of preschool children. Cognitive development begins at birth and continues throughout life. From the questions “What is it” and “Who is it?” - knowledge of the world begins.
An important role in the cognitive development of preschool children is played by their mastery of systematized knowledge, since it has a great effect in the development of the child’s mental activity and influences the development of the methods of his cognitive activity.
A child is a little researcher and experimenter. The main features of children's behavior are the acquisition of new knowledge that is interesting to him, curiosity, observation, and independence.
Goals and objectives of cognitive development of preschool children according to the Federal State Educational Standard
Cognitive development according to the Federal State Educational Standard in a preschool educational institution includes the following tasks:
- getting to know the outside world. This is space, the Universe, living and inanimate nature;
- nurturing love for one's homeland. Children should know the anthem, coat of arms, flag and their meaning. Have an idea of the history of the Fatherland, be proud of your small homeland;
- expanding knowledge about yourself, about the structure of the body;
- fostering a culture of relationships and tolerance.
Methodological techniques in teaching
When working with preschoolers, it is important to know that children learn information better if classes are held in game form- easy and fun. When preparing for a lesson, it is necessary to select interesting topics, make brief notes on classes, events and games, try to use various available ideas and materials from the environment, including the world of animals and flowers, construction objects and things. Natural elements and artistic materials allow children to develop their imagination and explore the nature of various objects that they see around them every day.
Cognition in kindergarten should be expanded through the following basic methods and forms:
- board and educational games;
- reading fairy tales and stories;
- observations;
- work assignments;
- role-playing games;
- construction games;
- individual work;
From group to group, the tasks become more complex and the techniques used expand. At any age, it is necessary to support the child’s research interest and activity.
IN junior groups children get used to life in kindergarten. Children are taught to take an active part in activities and games. Their cognitive development in preschool educational institutions occurs through observations and organized games.
Cognitive development in the middle group
By the beginning of the middle group, children become more independent. Children go through a three-year crisis. From 3 to 5 years old, a child develops in many aspects: physically, emotionally, socially. However, the most noticeable thing is cognitive development, since new logical connections are constantly being formed in the child’s brain, and old ones are also being strengthened. They begin to play not side by side, but together. The period of stubbornness gives way to the desire to be good. Children are very curious. At this age, it’s not for nothing that they are called “why kids.”
Basic cognitive skills - the ability to group objects according to a certain criterion, observe, predict the course of events, understand cause and effect - are laid down precisely at this age and are necessary for further development. Cognitive development in the middle group is more intense than in the younger group. They begin to conduct various experiments and experiments with four-year-olds.
In accordance with the Federal State Educational Standard for Education, children continue to be introduced to the world around them:
- Knowledge about vegetables and fruits is consolidated. Children are taught to identify the characteristics, shape, color, taste, surface of vegetables and fruits.
- They introduce rural residents to labor in fields and farms.
- Reinforce knowledge about wild and domestic animals and birds, their homes and winter quarters.
- In the process of experimentation, they are introduced to the properties of water, clay, sand, air, wind, and plants.
- They begin to introduce some professions.
- They learn to identify the signs of the seasons.
- Introduces plant life.
- Children learn traffic rules.
- Get acquainted with modes of transport.
Cognitive development in the older group
The cognitive development of preschoolers according to the Federal State Educational Standard at this stage involves consolidating and expanding knowledge:
- about different subjects;
- about the seasons, their beauty and uniqueness;
- about natural phenomena, cataclysms, natural disasters;
- on the prevention of diseases, injuries, first aid;
- about safe handling of household appliances;
- about behavior on the street, with strangers, in transport.
Teachers interest children in different types of activities. These include sketches, games, and conversations. In a mini-study, a child can become a seed that has been planted, watered, and taken care of. And then the grain turned into a spikelet. There are no limits to imagination! The goal is to create a desire to invent in the child. But for this he must have a certain amount of knowledge. Therefore, cognitive development in the older group is intertwined with the development of speech, fiction and familiarization with nature.
Cognitive development in the preparatory group
Children of the preparatory group and graduates are the pride of any kindergarten. How much work, love, patience and knowledge the teachers put into each child! Throughout the school year, cognitive development in preparatory group becomes more complex and deepening.
By the end of kindergarten, children should have a desire to study at school and respect for their native language:
- a culture of behavior has been instilled between boys and girls, between children and adults;
- children should get acquainted with the pedigree and history of their family;
- know folk traditions, games, rituals, cuisine;
- be proud of your homeland.
Cognitive development of a preschooler within the framework of the Federal State Educational Standard for Education
Interesting educational areas according to Federal State Educational Standards in preschool educational institutions
Phenomena of inanimate nature
For cognitive development in kindergarten, much attention must be paid to the conscious development of ideas about phenomena in inanimate nature, which makes it possible to clarify the patterns and relationships of various phenomena. There is no need to use complex, scientific phrases; it should be told in a language that is understandable and accessible to children.
- Do heavy or light objects sink in water?
- Why does a magnet magnetize?
- What is snow and ice and where do they come from?
- What happens if you bring snow into the house, and if you take it back outside?
- If the earth is round and spins, why don't we fall and fall off it?
This knowledge makes it possible to form the most basic knowledge of children about the composition of substances, about the states in which they are: hard, soft, free-flowing, viscous, floating, soluble, fragile. In older preschool age, children should receive initial knowledge about phenomena occurring in space, about solar system and about the Moon.
Grouping Items
The ability to separate and group objects according to certain criteria is one of the most important basic cognitive skills. To teach children this, you can use a variety of objects - toys, kitchen utensils, food - and ask the kids to explain how they are different and how they are similar.
For example, they might say that both an apple and an orange are fruits, but an apple is red and an orange is not. Then offer other features for grouping - color, size, purpose.
If it is not possible to use real objects, take images, for example, special cards or cut out pictures from magazines.
Cause-and-effect relationships
Children love playing with water, but few of them notice that some objects sink in water and others do not. Younger children will definitely enjoy guessing which toys and objects will float and which will sink.
Use objects of different sizes and weights - a toothpick, a pebble, a plastic cup, a piece of paper. Be sure to explain to your children why some objects floated on the water and others did not, but first let them guess the reasons on their own.
Older children will appreciate a slightly different game: show how to make a boat out of clay or foil (which usually sink) that will float on the water. This way they will learn to connect cause and effect, and this skill will be very useful to them in the future.
Phenomena of living nature
Familiarity with natural phenomena is of great importance for the cognitive development of preschool children. The process of introducing preschoolers to the phenomena of living nature involves the child’s actions with real objects and phenomena. While studying material objects, their properties and relationships, the child constantly interacts with them. Thus, he will receive knowledge about this or that natural phenomenon not as a ready-made fact, but as a result acquired in the process of search and reflection. The phenomena being studied must not only be observed from the outside, but also be influenced by the child. The child must see, hear and modify these phenomena, identifying new properties and relationships in them.
A child learns new knowledge well, firmly and for a long time when he hears, sees everything himself and interacts with the subject being studied.
Children should be introduced to magnifying glasses, tweezers and other tools that will help them observe wildlife. During thematic classes you can draw their attention to the structure of flowers, the heterogeneous structure of stones, veins on the foliage of trees. Let them try to guess what these or those are for. parts of a plant or body parts of insects, how they are formed. It's amazing what original guesses they will sometimes make.
Design and research activities
One of the main areas of cognitive development of preschool children is project activity in kindergarten.
The research method is the path to knowledge through independent creative, exploratory search.
Where to begin? Together with the children, you need to choose a topic and draw up a work plan for the project. The topics of the projects should be appropriate to the age of the children, be interesting for them, and meaningful, so that every preschooler can find some aspect of interest to him in a given topic. Children, together with adults, determine interests within the topic and outline suggested sources of information.
Have you chosen a topic? A problem is posed. It reflects a lack of knowledge on the chosen topic. As a result, children will jointly and independently find options and ways to solve the problem. At the same time, using the knowledge they already have, through trial and error, achieving real results.
Goals and objectives give preschoolers an idea of the results of the project. A goal is an intended result. A task is a result defined by a deadline. The clearer you set tasks for your child, the easier it will be for him to plan his work on the project, complete it quickly and efficiently, and evaluate the success of the project. It is necessary to implement children's projects through different types of children's activities. It is also necessary to teach children to bring a started project to its logical conclusion.
At the end of the project Children develop joy and pride in their work and the results obtained. It is imperative to give children the opportunity to present the result to the people around them - to present the project. The presentation of the project can be completed by making crafts, newspapers, books, or children can show and talk about their product of activity in the form of writing stories, entertainment and performances. In order for joint project activities between adults and children to be research-based, it is necessary to constantly support preschoolers’ initiative, curiosity and sustainable interest in the problem.
Constantly, as if playing, you need to introduce students to various situations that are accessible to their understanding. In order for the project method to be successful, it is necessary to discuss stage-by-stage work with all project participants, select required material and summarizing the results of joint project activities. Design and research activities the best way promotes cognitive development of preschool children.
If a little person receives a comprehensive preschool education, in which cognitive development plays an important role in preschool age, then in the first grade he will easily cope with the new environment, requirements, and workload. He will be self-confident, independent and proactive. And this means a lot for a successful school life.
Webinar "On the implementation of the principles of the Federal State Educational Standard for preschool education" - video
Lesson on cognitive development in kindergarten for children 5-6 years old
I offer you a summary of direct educational activities for the older group (5-6 years old) on cognitive development on the topic “Fun Week”.
Main purpose of the lesson- systematize and deepen children’s knowledge in the main areas of formation of elementary mathematical concepts: time orientation, quantity and counting, size, shape, time orientation. This lesson had an open form and was conducted as part of confirmation of suitability for the position held.
Summary of educational activities for the senior group on cognitive development "Fun Week"
Educational area: Cognitive development
Integration of educational areas: social and communicative development; cognitive development; speech development; physical development
Type: integrated
Children's age: senior preschool age
Lesson forms (GCD): solving problem situations, game exercises, conversation, surprise moments.
Preliminary work: games with Dienesh logic blocks, didactic games, conversations, riddles, poems about parts of the day, week, seasons.
Equipment and materials: laptop, interactive screen, multimedia equipment, phonograms with musical material, counting material, basket of apples, note.
Handout: colored stripes different lengths, counting material.
Target:
Systematize and deepen children’s knowledge of the sections of FEMP.
Tasks:
1.Consolidate knowledge about the sequence of days of the week;
2. Strengthen children’s ideas about geometric shapes;
3. Strengthen the ability to distinguish between the concepts long and short;
4.Secure serial and backward counting within 10;
5.Improve knowledge of spatial relationships;
6.Create conditions for the development of logical thinking, intelligence, attention;
7.Promote the formation of mental operations, speech development, and the ability to answer in complete, common sentences.
Progress of the lesson
- Guys, today will be an unusual day. I want to invite you on a journey. Do you like to travel?
- What kind of transport can this be done on? (children's answers)
Then let's take a trip on the magic train. Do you agree? And to make it fun on the road, we’ll sing a song.
(An excerpt from a song about a train plays, the children stand one after another and perform the movements together with the teacher)
- Please take your seats on the magic train (children sit at their desks).
SLIDE 1
Here is a week, there are seven days in it
Get to know her quickly
First day of all weeks
It will be called.. (children answer) Monday!
SLIDE
- And here is our train. How many cars does he have in total? (Five.)
- What is the order of the green carriage? (Third.)
- What carriages are traveling next to it? (orange and yellow)
- What are they? (2 and 4)
- What is the count of the blue carriage? (5)
-Where is the first carriage? (violet)
- Well done! The first day is over. Day two will come soon, Tuesday is calling us to visit. What day is Tuesday?
On Tuesday we ran, jumped, developed our muscles. And for this we will stand up and fix our backs.
Fizminutka
Once - get up, stretch.
Two - bend over, straighten up.
Three - three claps of your hands,
Three nods of the head.
Four means wider hands.
Five - wave your arms.
Six - sit quietly at your desk.
- Where will our magic train take us next? What day of the week follows Tuesday? (Wednesday)
- Of course it's Wednesday.
SLIDE
- Look, there’s a bunny here. What is he doing? (Plant carrots)
- Right. And the bunny grew a small and a large carrot. Let's count how many there are. (Children and the teacher count carrots)
- How many carrots did you get in total? (7).
- Please note that the carrots grew differently. What number is the biggest carrot? (3)
- And the smallest one? (4)
- Guys, you know, the bunny is worried that one of the other animals will eat his carrots. Let's build a fence near his garden so that the bunny doesn't worry.
(On the table each child has multi-colored stripes of different sizes)
- To make the fence beautiful, we will arrange the strips one after another from smallest to largest. Look how it worked out for me.
SLIDE
(children under musical accompaniment perform the task according to the example on the slide)
- Well done, you did it all. Let's count how many planks we needed for a beautiful fence. (children count together with the teacher)
- It turned out to be 10. Look, guys, the boards are different. Which ones are the tallest? (red)
- How many are there? (2)
- Which planks are the smallest and how many are there? (4 blue)
-Which are larger, small or large? (small)
- Well done, you did it and helped the bunny. But we didn’t find any goodies here. So we need to leave on the next day of the week. What day follows Wednesday?
- Thursday. He is the fourth here and there, his name is Thursday. What is Thursday? (fourth)
- So that the fourth day passes faster
We'll play soon.
And for this we need to move to the fourth platform (children with a teacher go to the mat).
- Guys, the game is called “True or False”
If you hear something that you think is right, it happens, clap your hands, but if it doesn’t happen, stomp.
- in the morning the sun rises;
- it’s hot in winter;
- you need to do exercises in the morning;
- leaves fall in autumn;
- you can’t wash your face in the morning;
- the moon shines brightly during the day;
- in the morning the children go to kindergarten;
- at night people have dinner;
- there are 7 days in a week;
- Monday is followed by Thursday;
- only 5 seasons
I see all my friends stand in a wide circle. We'll go left now, and now we'll go right. We will gather in the center of the circle and everyone will return to their place. Let's smile, wink, and return to the journey (children return to their desks to the accompaniment of music)
- And now it’s time for us to start the fifth day. In a series of working days, the fifth is now Friday. What day is Friday? (fifth)
- Look, what are these objects? Guys, please note that these items different shapes. Let's look at each item.
- On your tables geometric figures. Let's lay them out in order according to the location of these items.
(Children complete the task, musical accompaniment)
- Look what happened to me.
(the teacher shows the geometric chain that should be obtained)
- Well done, you did it.
All work is finished
Day six is Saturday
The seventh day - we know it
Sunday - rest
Reflection
- Did you enjoy the trip? Where did we travel? What have we learned?
- Well done! So there are gifts waiting for us! But where are they?
(the teacher and children make binoculars with their hands)
- Let's see, maybe there are gifts on the left. No? Then right...up...down. Isn't there anywhere?
(there is a knock)
- Oh, who's there?
(the teacher leaves and returns with a basket of gifts. There is a note “For the kids” hanging on the basket)
- This is who gave the gifts to the wives. (the teacher opens the basket containing a postcard from the Snowman)
- This is a postcard. And then something is written:
Everyone is just great!
The journey is over.
Be friends with math
Accumulate your knowledge.
May your efforts help you,
Memory, logic, attention!
The content of the lesson corresponds to its goals and objectives. The structure of the lesson consists of 4 parts.
In the introductory part, I helped create a favorable atmosphere, establish emotional contact with the children and interest them in the upcoming activities.
In the second part, I created a problem situation and introduced the children to the topic of the lesson.
Part 3 consisted of joint productive activities between the teacher and the children, where I used playful, visual, verbal and practical methods.
In the final part, I summed up the learning activities.
During the lesson, musical accompaniment was used, which enhanced emotional perception. The lesson contributed to the development of children's interest in learning mathematics.
Presentation on the topic: Fun week
