Experimental games in speech therapy classes are used to increase the effectiveness of correctional work.
“Tell me and I’ll forget.
Show me and I will remember
Let me try and I’ll understand.”
/Chinese proverb/
To increase the effectiveness of correctional work in speech therapy classes in kindergarten Along with other types of work, experimental games are used.
The child most fully and clearly perceives and remembers what was interesting to him. Psychologists have proven that classes learned without interest, not colored by one’s own positive attitude and emotions, do not become useful.
The child answers questions during class, but this work does not affect his thoughts, does not arouse interest, he is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly because learning does not captivate them.
In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge.
Learn by playing and experimenting! What is a game, an experiment?
Game- it is didactic and social important view activity, fostering the ability to react collectively and act collectively.
It is the game that allows each child to feel like a subject, to express and develop their personality.
V.A. Sukhomlinsky wrote:
“There are no more serious people in the world than children. While playing, they not only laugh, but also feel deeply and sometimes suffer.”
And an experiment is “a test, an experience, an attempt to accomplish something”
Through experimental games in speech therapy classes, the following are implemented: tasks:
- expansion and deepening of information about the world around us, the formation on this basis of a system of ideas;
- development of mental operations in children - analysis, synthesis, comparison, generalization;
- development of children's speech, teaching them the interrogative form of speech interaction;
- formation of the need to organize cognitive communication with adults;
- development of abstract and logical thinking in children.
Examples of experimental games
I will give examples of experimental games used in speech therapy classes in a compensatory group for children with disabilities (speech impairment-OND).
First of all, we try to connect children’s experimental activities with the lexical topic being studied.
What does this give?
- The lexical and grammatical means of the language are being consolidated,
- Coherent speech develops
- Logical thinking.
- And most importantly, children learn to pose a question, analyze, find the correct answer and draw a conclusion.
I. Theme “Fruits”.
Two plates covered with napkins are brought in (two apples: one green, the other red)
A riddle to help you understand what's on the plates:
Round, rosy,
I'm growing on a branch.
Adults love me
And little children. (apple)
Generalization (what is this vegetable or fruit?)
Color, shape.
What can you cook? What should I call it?
Question: without tasting, can you determine which of these apples is sweet and which is sour?
Children's answers. We taste it, find the correct answer, and draw conclusions.
2 options:
Green apple is sweet, red apple is sour,
Both green and red apples are sweet.
II. Theme "Toys"
“Which is heavier?”
Two toy cockerels, identical in size, but one is made of clay, the other is made of plastic.
Question: which toy is heavier?
Children's answers. We try it and draw conclusions: a clay toy is heavier.
Experimental games with a ball.
Riddle about the ball:
Round, smooth and pot-bellied -
The guys hit him hard.
Why is the poor guy being beaten?
Because he's inflated.
What material can the ball be made from, what will it be called?
What can the ball do? (jump, roll, you can throw it, etc.)
What ball? (sign words).
Experiment options:
a) take two balls of the same size, only one is made of rubber, the second is made of plastic.
Question: Which ball will bounce when it hits the floor?
Children's answers.
Children hit the ball one by one on the floor and draw conclusions.
b) Two balls, identical in size and both rubber. We don’t touch one ball, we make a hole in the other, what will happen?
Children's answers.
Can such a ball jump and jump? Children's answers.
Now let's check it out. Children are asked to knock on the floor first with a deflated ball, then with a regular one.
Is there a difference, what is the reason?
Conclusion: the more air in the ball, the better it bounces.
c) Drown a deflated ball in water, an ordinary one.
The question is raised
Children's answers
With the help of a demonstration we confirm the correct answer.
Let's draw conclusions.
“What floats and what sinks? »
Two spoons: one made of metal, the other made of wood.
Which of these spoons will sink and which won't? Why?
Children draw conclusions: wooden objects do not sink, iron objects do.
Experimental games with sand.
We spend it outside in the sandbox, aimed at developing tactile sensitivity and fine motor skills hands
1) "Kulichiki"
One part of the sandbox is filled with dry sand, and the other is watered.
What type of sand can be used to make Easter cakes, dry or wet?
2) “Walk” your palms along the surface of the sand, performing different movements.
Question: on which half of the sandbox are the footprints more clearly visible, where is the dry sand or the wet one?
Children's answers.
“In how many ways can a person move? »
Goal: development of general motor skills, activation of verbal vocabulary in children’s speech.
- is the person alive or dead?
- By what signs can you tell that he is alive?
Assignment: Come up with different ways to move and get to the pin.
We find out who has come up with the most methods of transportation, conclusions are drawn that a person can use a huge number of different ways movement.
Approximate options: jump on one (two) legs, walk, crawl on your stomach, back, on all fours, dance, roll, etc.
“How many ways can you get drunk?”
Goal: to develop children's thinking abilities.
Approximate options are to drink from a mug, sip from a saucer, drink through a straw.
“How many ways can you eat bread?”
Goal: to develop children’s thinking abilities, to activate adjectives and verb vocabulary in children’s speech. Materials and equipment for each child, all this must be clean and meet hygienic standards.
Question: what kind of bread is there (white, black, sweet, sour, fresh, tasty, etc.)
Come up with different ways to eat bread.
Approximate options: cut off, break off, bite off, pinch off, take with your lips, feed someone.
The results are summed up and it is revealed who has come up with the most ways to eat bread.
Conclusions are drawn: a person can use large number different ways to eat bread.
Thus, in the process of correctional and developmental work, including new techniques and methods, in particular games and experiments, favorable conditions are created for correcting deficiencies in speech development, in the personal, cognitive, emotional-volitional spheres.
Pimkina I.N.,
speech therapist teacher
Municipal budgetary preschool educational institution
“Kindergarten No. 166 “Tsvetik-Semitsvetik”, Cheboksary
Lesson - experimentation in the middle group:
"Travel with a Drop"
Prepared by the teacher:
Ivanova Alina Valerievna
Cheboksary, 2016
Target: Development cognitive interests, the need for independent search activity on the basis of an enriched and formed emotional and sensory experience.
Tasks:
- Arouse children's interest in search activities.
- Learn to see and identify the problem of an experiment, set the goal of an experiment, select tools and materials for independent activity.
- Develop personal qualities - dedication, perseverance, determination.
Progress of the lesson:
Educator: Good morning, Guys! A lot of guests came to us today. Let's say hello to them and give them ours good mood.
Educator: Sit down more comfortably,
Don't spin, don't spin.
Children, oh, what happened this morning,
I forgot to tell you -
I just went to kindergarten,
A droplet came to visit us.
(showing the Droplet toy) Look how (sad) she is
But why is she so sad? Let's listen to her story: Droplet was recently born and knows nothing at all about herself. This makes her very sad. And that’s why she decided to turn to you for help, because you are smart guys and probably know something about her.
Educator: Guys, can we help the little one?
Children: Yes, we will tell Droplet about her.
Educator: Where does the droplet live?
Children: A droplet lives in water.
Educator: What does a droplet consist of?
Children: It consists of water.
Educator: Well done! Where can you find water?
Children: In the river, sea, ocean (different answers from children)
Educator: Guys, Droplet is wondering if you know who needs water?
(Showing and viewing pictures)
Children: Yes! Trees, birds, people, animals, plants.
Educator: Yes, guys, everyone needs water. How else do you and I use water every day at home and in kindergarten?
Children: We wash ourselves, brush our teeth, wash our hands. Mom washes the floors, prepares dinner, does laundry, waters the flowers;
Educator: Well done, guys! Yes, guys, without water, every living thing in the world will die. Water is life! It's time for you and me to relax a little, come to me.
Physical education minute.
Educator: I suggest you play an interesting and magic game "The droplets are going around in circles".
I am Tuchka's mother. You will turn into my baby droplets if you say these words:
Rain, rain,
Don’t regret the warm drops
For forests, for fields
And for little children
For both moms and dads
Drip-drip, drip-drip.
(so you turned into droplets).
Droplets flew to the ground. Let's jump, let's jump. It became boring for them to jump one by one. They gathered together and flowed first in small streams, and then they met and became a big river. The river flowed and flowed and ended up in the ocean (in a circle). The droplets swam and swam in the ocean, and then they remembered that Mother Cloud told them to return home. They asked the sun:
Shine, shine, sunshine,
For clean water.
The droplets became light, they evaporated under the rays of the sun, and returned to mother Tuchka.
Educator: I turn you into children again.
Children stand in a circle.
Educator: But Droplet didn’t quite understand what water looks like and what it is like. Let's introduce her to some water?
Children: Let's.
Educator: You know, guys, water is like a sorceress from fairy tales. She can do different transformations. Would you like to become wizards together with some water? (answers)
Listen, what is this? (Audio recording of water sounds) (answers)
You guessed right, it is our sorceress water who invites us to the laboratory to do magic there.
Experiment No. 1 “Water is a liquid.” The teacher takes a bottle of water and a glass (prepared in advance).
Educator: Let's pour water from the bottle into a glass. What happens to the water?
Children: it flows from one vessel to another.
Educator: Do you hear? How does it sound? (glug-glug-glug) The water is pouring and we hear it. What have we done with the water now? (poured, poured). And if it pours, then what is it like?
Children. Liquid.
Experiment No. 2 “Colorless water.”
Educator: Guys, what color do you think the water is? (Children's answers).
Educator: We'll check this now.
The teacher has a glass of milk and a glass of water on the table.
Educator: What color is the milk? (white). Can you say about water that it is white?
(Children's answers).
Educator: Guys, close your eyes, I'll show you a trick! (Children close their eyes, at this time the teacher puts one cube in a glass of milk and in a glass of water). Open your eyes! Now guess what I put in the glass of milk? What did I put in the glass of water?
(Children's answers).
Educator: Guys, why do you think an object is not visible in a glass of milk, but is visible in a glass of water?
(Children's answers).
Educator: Yes, this happened because milk has color, it is not transparent, but water is transparent and we can see any object that is in clean water.
Educator: Guys, which of you likes to drink the most?
Children:Juice, tea, milk, etc.
Experience No. 3 : “To determine the taste of water”
Now let's find out if water has taste? Take some straws and try it
juice. Is the juice tasty? What does it taste like?
Children: Delicious, sweet.
Educator: That's right, the juice is sweet. Now try the water. What does water taste like? (I give
taste the water). Does she have taste? Water is sweet, sour, etc. No. A
what kind of water?
Children: The water is tasteless!
Experiment No. 4: “Determination of smell”
Take a glass with clean water and smell it.
Educator: Does water have a smell? (No, water has no odor.) So what conclusion can we draw from this experiment?
Conclusion: Water has no odor.
Educator: Well done! I see you know a lot about water. Let's sit down on the chairs and remind Droplet what we learned about her.
Children: Liquid, transparent, colorless, tasteless and odorless.
Educator: Look how cheerful and joyful Droplet has become! As a souvenir of herself, she wants to give you her friends - “Droplets” (hands out medals with the appearance of a droplet to children)
Children: They accept gifts from “Kapelka” and thank her.
Educator: Make friends with them and take care of them, because without water there will be no life on earth!
Summary of an open lesson in the middle group on familiarization with the outside world “Invisible Air”
Target: Expand knowledge about air.Integration educational areas: “socio-communicative development”, “cognition”, “speech development”, “ physical development", "artistic and aesthetic development".
Training tasks:
Practice observation of the environment.
To consolidate children's ideas about air and its properties.
Learn to build hypotheses about the signs and properties of air.
Continue to strengthen your experimentation skills.
Developmental tasks:
Develop the ability to independently draw conclusions based on practical experience.
Create conditions for the development of imaginative thinking, intelligence, and attention.
Contribute to the formation of mental operations, speech development, and the ability to give reasons for one’s statements.
Educational tasks:
Cultivate kindness, responsiveness, and respect for your comrades.
Develop independence, the ability to understand a learning task and complete it independently.
Cultivate an interest in experimentation, cultivate accuracy when working with water
Methodological techniques: conversation-dialogue, game situation, physical education, experience, experiment, productive activity of children, analysis, summing up, questions, individual answers of children).
Hypotheses:
- air constantly surrounds us;
- the method of detecting air is to “lock” the air, “catch” it in a shell;
- air is lighter than water;
- there is air inside people;
- Life is impossible without air.
Equipment: plastic bags (according to the number of children); container with water, jar, disposable cups with water and peas, cocktail straws; gouache; tassels; flashlight.
Progress of the lesson:
Educator: Guys, let's warm each other with our smiles! To do this, place your hands on your belt and say the words: “Turn left - turn right and smile at each other.”
Educator: Guys, what else warms us up and improves our mood?
Children: Sun!
Educator: Right! Let's imagine that our hands are rays of sunshine. Let's touch each other and give warmth to our friends (children stand in a circle, stretch their arms up, touching each other, and say the words:
Sunshine, sunshine
We are your rays.
Be good people
Teach us)
Educator: Guys, today I invite you to turn into real scientists and take a trip to the laboratory where you can do research. You want?
Children: Yes!
Educator: Then put on your caps quickly!
But you will find out what we will explore by guessing my riddle:
Passes through the nose into the chest,
And the return is on its way.
He's invisible, but still,
We cannot live without him.
We need him to breathe
To inflate the balloon.
With us every hour,
But he is invisible to us!
Children: Air!
Educator: Tell me guys, do you see the air around us?
Children: No, we don't see it.
Educator: Since we don’t see it, what kind of air is it?
Children: The air is transparent, colorless, invisible!
Educator: And to find air, we go to our laboratory (children go to table 1). To see air, you need to catch it. Do you want me to teach you how to catch air?
Children: Yes.
Experience 1.“Catch the invisible man” (With a plastic bag and a flashlight).
Educator: Take plastic bag. What's in it?
Children: It's empty.
Educator: It can be folded several times. Look how thin it is, now let's catch the air in the bag. Well done, you are so fast! Now we're twisting it. The bag is full of air, it looks like a pillow. The air took up all the space in the bag. What if we untie him? What will happen?
Children: If we untie the bag and let the air out of it, the bag will become thin again.
Educator: Conclusion: to see the air, you need to catch it. And we were able to do it! We caught the air and locked it in a bag, and then released it. What color is the air?
(children's answers). I have a flashlight on the tables. Wizards, now I'll shine a light on the package. What did you see?
Children: The flashlight passes through the bag.
Educator: Light passes through a bag of air because air has no color, i.e. it is transparent. Here is the first property of air - transparent, colorless.
Educator: guys, you and I have had such a serious experience!
We were looking for air with you
And they caught him in a bag!
Looked, illuminated
And they were released!
Let's now relax a little and play. Remember what the package was. When did we catch air in it? Which one? When did we release the air?
(Articulation gymnastics " balloon"- puff up your cheeks as much as possible, hold for 5 seconds; “the balloon has burst" - pull in your cheeks, hold for 5 seconds.)
Educator: I wonder if there is air inside people? What do you guys think? Let's check it out.
Experiment 2. “Air in a person.” On the tables, each child has a glass of water with peas at the bottom and cocktail sticks.
Educator: What do you see in the cups? What kind of water? Touch it carefully with your fingers. What do peas do? (lie at the bottom of the glass). Want to spice up your peas? Suggest to me how I can revive the peas. What can help us? That's right, air. What do we need to do for this? (Blow into the tubes). What's happening? Bubbles have appeared - this is air. We saw him again. What are our peas doing? They are moving. What helped us revive the peas? Yes, of course, air. Not only did we find him, but we also saw how he made the peas move. And where did this air come from (first they inhaled it into themselves, then exhaled it into a tube). So now we are convinced. That there is air in a person! We breathe it! Guys, do you know how to breathe properly?
Children: We can!
Educator: Show me! Well done! But in order to breathe better, you need to know some rules: breathe through your nose, do not raise your shoulders when inhaling, your stomach should actively participate in breathing.
Physical education minute:
Since we are dealing with water, (demonstration - pour water from one fist to another)
Let's roll up our sleeves with confidence. (roll up our sleeves)
Spilled water - no problem (hands on waist, shake head)
A rag is always at hand (showing palms connected by an edge to each other)
An apron is a friend. He helped us (run your palms from your neck to your knees)
And no one here got wet (hands on waist, head turned to the sides)
Have you finished your work? Have you put everything in place? (step in place).
Educator: Guys, please take your seats at the tables.
Experiment 3. “Which is lighter: water or air?"The teacher invites the children to go to the table. On the table is a container of water and an empty jar.
Educator:How do you think. Guys. Is the air light or heavy? How can we find out (children's answers). Let's try to answer this question by conducting the following experiment. Do you think there is air in the jar? (Eat). Can this be proven? To do this, we need to put the jar in water, neck down, and see what happens. If you hold it level, no water gets into it. What prevents water from entering the jar? Now tilt the jar slightly and remove it from the water a little. What appeared? (Bubbles). Why do you think they appeared? Water displaced the air from the jar, took its place, and the air came out in the form of bubbles. Now we are convinced. That water is heavier than air and can displace it.
Experience 4.“Blow up the drop” (drawing with air).
Educator: want to draw? Today we will draw in an unusual way!
Air can do a lot!
He will help us draw!
Let's blow into the tubes
Let's blow up the droplets!
Apply a few drops of liquid paint (gouache) to a sheet of paper and take cocktail tubes. We direct the lower end of the tube to the center of the blot, and then blow forcefully into the tube and inflate the blot from the center in different directions. Look how the blot’s “legs” run in different directions. Guys, what does this look like? Do you like it? When the leaves are dry, you will fill in the missing details, and we will arrange an exhibition of your drawings!
Children: Great!
Educator: Guys, you are excellent air detectors! As a result of our searches, we discovered (children sum up the experimental and research activities in class):
That the air is transparent, colorless;
- that air constantly surrounds us;
- that air is invisible, but it can be found in different ways;
- that air is lighter than water;
- that you and I breathe air;
- that there is air inside people.
Guys, why do you think we need and important to know the properties of air? (answers: air is necessary for all living things)
Design of an exhibition of creative works.
How more active child comprehends the secrets of the surrounding world, the wider the circle of his 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 age characteristics middle preschoolers, level 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 period of the elder preschool age They will develop 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, at each lesson the safety of each study is ensured.
Ideas about physical objects and their properties are formed in students through practical actions with objects
Organization of experimentation with students middle group contributes to solving a complex 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 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
According to the nature of the cognitive activity of pupils, three types can be distinguished: children's experimentation.
- 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
- 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 fingers 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), I try various ways 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 centers cognitive activity. 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 rubber 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 what is at the heart of large-scale natural phenomena there are 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 scheduling By educational activities: in the warm season, children study the properties of plants, water, air, and in winter they explore snow and ice. The teacher provides safety instructions if experiments are planned with magnets and magnetic chips, small parts, chemicals(green stuff, potassium permanganate, dyes).
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; second subgroup - dilute blue, red and purple paint, then make the water more delicate shades by adding white paint, pour into molds and 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 and in elementary 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 start of classes in various forms, predicts positive attitude to 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, a droplet named Kapitoshka (a pupil of preparatory group in a suit or mask). 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 about 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 alternate: gaming (didactic and story games), motor (physical education sessions, outdoor games, dance breaks), aesthetic (listening to musical fragments and literary texts, looking at illustrations in books and mini-exhibitions), speech (conducting educational and didactic conversations), cognitive (conducting experiments and experiments, observing processes , study of 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 experiments |
| "Water" |
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| "Snow and Ice" |
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| "Air" |
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| "Sand, clay, soil" |
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| "Light and Shadow" |
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| "Sound" |
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| "Wildlife" |
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| "Magnet" |
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| "Paints" |
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| "Space" |
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Studying the properties of water to dissolve substances (sugar, paints) takes place in an entertaining way
Open lesson “Homemade lemonade” - table
| Goals |
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| Tasks | Educational:
Educational:
Educational:
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| Materials and equipment |
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| Methods and techniques for enhancing cognitive activity |
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| Progress of the lesson | PART 1: 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:
What kind of 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.
Children's answers with the help of the teacher:
PART 3
Teacher: Let's add two teaspoons.
Teacher: Let's add half a lemon. |
Pupils perform practical actions independently, listening to the teacher’s instructions
Conducting an open lesson in the middle group
Open lesson, like any activity in the educational process, requires thorough preparation and study. 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;
- using a projector: for children 4–5 years old, the following are relevant: 1) showing animated videos with educational content, 2) showing slides as symbol locations (jungle, North Pole, seabed, fairy-tale kingdom), 3) watching a video of an interesting experiment in order 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 educational objectives were incorrect. 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, strengthening friendly relations. 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, entertainment together with the parents of the pupils.
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, bubbles;
- 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.
Modern system preschool education is aimed at nurturing a well-rounded personality in a 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.
To increase the effectiveness of correctional work in speech therapy classes in kindergarten, along with other types of work, it is recommended to use experimental activities of children. The proposed material can be used in group and individual lessons.
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EXPERIMENTATION AS A MEANS OF DEVELOPING COGNITIVE ACTIVITY OF SENIOR PRESCHOOL CHILDREN IN THE WORK OF A Speech Therapist.
Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech connects people in their activities, helps to understand, shapes views and beliefs, and provides a tremendous service in understanding the world. A future first-grader must be able to coherently, logically, consistently and expressively express his thoughts, create different types texts on topics accessible to his understanding.
Speech development and experimentation are closely related.
To increase the effectiveness of correctional work in speech therapy classes in kindergarten, along with other types of work, it is recommended to use experimental activities of children. The child most fully and clearly perceives and remembers what was interesting to him. You can always find something interesting and exciting in learning the Russian language. You just need to find it and present it to the children in such a way as to encourage them to make similar finds and discoveries.
The algorithm for organizing children's experimentation is formed as follows - a child together with an adult:
1-identifies and poses a problem that he wants to solve (i.e. learns to ask a question correctly, set cognitive tasks for himself);
2- offers various options her decisions; checks these possible solutions (i.e., reasons, gives various arguments, and the sentences must be constructed correctly, understandable for other children);
3-sums up (i.e. analyzes the information received, systematizes it).
Thus, at every stage of his work, the student actively develops his speech. In the course of children's experimentation, preschoolers learn to actively argue with their peers, prove their point of view, using complex sentences in their speech (demonstrative speech develops). In speech therapy classes, children can not just learn something, but try and experiment on their own, gaining knowledge. I want to offer the tasks and exercises that I use in my work.
Construction of letters.On the tables there are sticks, strings, buttons, clothespins. Children are asked to lay out the given letters. They must choose the material most convenient for laying out these letters.
Reconstruction of letters.How to get others from one letter? (Move or add part).
“Complete the letter” (finish the broken letter: we work according to the instructions in the notebook)
Game "The Word Has Scattered". On the board is a word with a changed order of letters (option: this may result in not one word, but several).
Selection of words for a given sound model.On the board there is a diagram of uncolored chips or colored chips representing sounds. Children must select as many words as possible (mentally “fit” the words to the diagram).
"The letters are hidden." Using ready-made letters, lay out those that the child sees in the diagram (or trace with your finger). Find the given letter and color it.
Formation of new words from the letters of a given word.(game “Mysterious Letters”)
Replacing one sound (letter) in a word to get a new word(metagram). For example: bunny - T-shirt - nut - seagull. Game “Replace the sound” during differentiation sounds Sh-S, R-L.
Selection of words for this rhyme.
Solving puzzles. Solving crossword puzzles.
Composing a wordusing the initial sounds or the final sound of other words.
Drawing up proposals using graphic diagrams(game "Telegraph")
Rearranging words to get the desired phrase.For example: “Misha has a new car.”
Connecting parts of broken sentences.(For example: “It’s drizzling. The rain meows plaintively. Murka”).
Composing a story from two texts, read intermixed.
Compiling a coherent story from fragmentary phrases and phrases.
When diagnosing children on speech development, teachers often encounter a number of problems: children cannot clearly formulate their question, express their thoughts, or construct a sentence correctly.
The use of experimental activities in working with children helps to solve a number of problems in this area. It is necessary to note the two-way nature of these connections. The ability to clearly express one’s thoughts makes it easier to carry out the experiment, while increasing knowledge about the world around us contributes to the development of speech. In the process of experimentation, preschoolers learn to set a goal, solve problems and test them empirically, draw conclusions and simple conclusions. They experience joy, surprise and even delight from their small and large “discoveries”, which give children a feeling of satisfaction from the work done. The introduction of a new object for study each time helps to expand the children's vocabulary. In the process of experimentation, the preschooler gets the opportunity to satisfy his inherent curiosity, to answer a hundred thousand “why?” For what? How? what will happen if...?”
At the beginning academic year when considering the question “What helps us speak?” The experiment “The work of the vocal cords” is carried out. The purpose of which is: to understand the origin of sound in the vocal cords. If you inflate a balloon, then squeeze the hole of the balloon with your fingers, leaving a small hole, and press on the balloon, the air escaping from the balloon into the hole makes a whistle. If we stretch the hole differently, we will get a different whistle. This is exactly how we get sound. As a result of the experiment, children conclude: air from the lungs enters the larynx and passes through the vocal cords.
Experimental work is aimed at improving the theoretical basis of training, education and development of preschool children, achieving positive results in practical activities.
In the process of experimental activity, it develops emotional sphere child, creativity, labor skills are formed. During the experiment, the child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification. Experimental activities also have a huge impact on the development of children’s speech.
For example, the long-term project “Our Flowers”, which lasted 6 months, just showed that the knowledge gained through experiments was deep and lasting. Even a year after the start of this project, the children remember it and talk about what they did, why and what they learned.
To increase the effectiveness of correctional work in speech therapy classes in kindergarten, along with other types of work,experimental games.The following tasks are achieved through these games:
- expand and deepen information about the surrounding world, form a system of ideas on this basis;
- develop in children mental operations- analysis, synthesis, comparison, generalization;
- develop children’s speech, teach them the interrogative form of speech interaction;
- to form the need for organizing cognitive communication with adults;
- develop abstract and logical thinking children;
- learn to pose a question, analyze, find the correct answer and draw a conclusion.
I will give examples of experimental games used in speech therapy classes in a group with OPD, which are related to the lexical topic being studied.
Experimental games with a ball.
Experiment options:
a) take two balls of the same size, only one is made of rubber, the second is made of plastic.
Question: Which ball will bounce when it hits the floor?
Children hit the ball one by one on the floor and draw conclusions.
b) Two balls, identical in size and both rubber. Let's make a hole in one of the balls, what will happen?
Can such a ball jump and jump? Children are asked to knock on the floor first with a deflated ball, then with a regular one. Is there a difference, what is the reason? We draw a conclusion.
C) Drown a deflated ball in water, an ordinary one, a metal one: which of the balls will float or sink?
With the help of a demonstration we confirm the correct answer. Let's draw conclusions.
“In what ways can a person move?” (theme "Human. Body parts")
Exercise. Come up with different ways to move and get to the table. We find out who has come up with the most methods of transportation; conclusions are drawn that a person can use a huge number of different methods of transportation.
Approximate options: jump on one (two) legs, walk, crawl on your stomach, back, on all fours, squatting, dance, roll, etc.
Particular attention in organizing children's experimental activities should be given to working on individual cards with tasks of increasing complexity aimed at preventing reading and writing errors at the level of letters, syllables, words and sentences.
Completing tasks on individual cards is of great importance both for children and for the teacher.
For children:
- provide a minimum level of phonemic, sound-letter, graphic, cognitive tools that make it possible to move on to the next stage of learning - reading;
- create conditions for children’s orientation and research activities;
- develop various aspects of mental activity - attention, thinking, memory, speech;
- consolidate the stock of existing ideas about the sound-letter side of a word, the degree of preparedness of the hand to perform graphic skills;
- develop the ability to understand a learning task and solve it independently;
- form self-control and self-esteem skills.
For the teacher:
- remove selection difficulties didactic material when working individually with children;
- allow you to control the level of assimilation of program material;
- build relationships with children, especially those with little contact.
Work on cards can be carried out in individual lessons - as one of the types of control of frontal exercises, in the afternoon - in correctional work with a teacher and at home.
All tasks on the cards are accompanied by bright illustrations and protected with film, which allows children to use felt-tip pens when completing tasks and can be used repeatedly.
Sample tasks.
1. Make sound models of words and compare them.
2. Make a sound model of the word, denoting vowel sounds with letters.
3. How many sounds are there in a word? Write the number in the square.
4. Connect the picture with the sound model.
5. Connect pictures and sound models.
6. Correct errors in the sound model of the word.
7. Choose one word for each sound model.
8. Match three words to the sound model.
9. Make up a word based on the first sounds of the names of the pictures.
10. Make up a word based on the second sounds of the names of the pictures.
11. Make up a word based on the last sounds of the names of the pictures.
12. Determine the place of the sound in words (at the beginning, middle, end).
13. Highlight the first sounds in the names of the pictures. Name the sounds paired with them based on hardness and softness.
14. Highlight the first sounds in the names of the pictures. Name the sounds paired with them based on deafness and voicedness.
15. Write the word in letters. What other words can be made from these letters?
16. How many syllables are in a word? Write the number in the square.
17. Connect the picture with the syllable diagram.
18. Connect the pictures and syllable patterns.
19. Choose one word for each syllable pattern.
20. Make up a word based on the first syllables of the names of the pictures.
21. Make a sound model of the word. How many sounds are there in a word? Give a description of each sound. Write the word in letters. How many letters are there in a word? Divide the word into syllables and add stress.
22. Make a proposal based on the picture and graphic diagram.
23. Make one sentence for each graphic diagram.
Thus, in the process of correctional and developmental work, including new techniques and methods, favorable conditions are created for correcting deficiencies in speech development, in the personal, cognitive, emotional and volitional spheres. Experimentation is a means of developing the cognitive activity of children of senior preschool age. Thanks to the experimental type of activity, children's speech becomes more meaningful, more expressive, and correctly constructed. The widespread use of experimental activities in our work will help us prepare children for school who are capable of creatively solving problems, capable of making bold statements, making assumptions, and finding ways to solve a situation.
- Zueva L.N., Kostyleva N.Yu., Soloshenko O.P. Entertaining exercises for speech development. M., Astrel-AST, 2001.
- Kolesnikova E.V. Fun grammar for children 5-7 years old. M., 2003.
- Kolesnikova E.V. Development of sound-letter analysis in children 5-6 years old. M., 2000.
- Milostivenko L.G. Methodical recommendations on preventing children's reading and writing errors. St. Petersburg, 1995.
- Nechaeva N.V., Belorusets K.S. ABC. Samara, 1997
- Pozhilenko E.A. A magical world of sounds and words. M., 1999.
- Uzorova O.V., Nefedova E.A. 1000 words for phonetic (sound-letter) analysis. Development of phonemic hearing. M., 2003.
