Methodological recommendations “Organization of experimental activities of preschool children”

Methodological recommendations “Organization of experimental activities of preschool children”

Selection and preparation of benefits and equipment taking into account the age of children.

Summarizing the results of observations (diaries, tables, photographs) in order to lead children to independent conclusions.

Forms of working with children

(methods and techniques).

1. Experimental game: helps to verify the reliability of the phenomena. 2. Practical activities. Actions (with magnets, magnifying glass, measuring instruments). Allows you to independently master the method of cognitive activity. 3. Observations in real life, excursions (melting snow, fog, rainbows, dew). Encourages the search for explanations of the causes of natural phenomena. 4. Examination of diagrams, tables, drawings. Allows you to simplify the understanding of complex phenomena at the preschool level. 5. Use of encyclopedic data. Develops interest and intelligence. 6. Dramatization game. The child takes on the role – explains, teaches.

Specially organized research activities

allows children to obtain information about the objects and phenomena being studied themselves, and allows the teacher to make the learning process as effective as possible and more fully satisfy the natural curiosity of preschoolers.

Organization of an experimentation corner

—

The material located in the corner is located in a place accessible to children. — There should be sufficient materials for experiments and tests. — The equipment of the corner is selected taking into account the age and level of development of the children. — Material for experimentation is divided into sections.

Experimentation corner equipment

— Instruments: magnifying glasses (magnifying glasses), microscopes, hourglasses, magnets, mirrors, etc. — Vessels made of various materials of different volumes and shapes: flasks, test tubes, glasses, cups, etc. — Natural materials: pebbles, cones, shells, moss, etc. - Different types of paper: cardboard, whatman paper, tracing paper, corrugated paper, etc. - Dyes: food and non-food: watercolor, gouache, etc. - Medical materials: cotton wool, pieces of gauze, measuring spoons , wooden sticks, etc. - Bulk materials: cereals, sand, flour, etc. - Other materials.

Conclusion

The world of a child is diverse. It is important to teach him to find unknown properties in familiar objects, and long-familiar ones in unfamiliar ones. And all this in the atmosphere of the game. While playing, a child gets acquainted with the world around him and learns new things more easily and willingly. It is important to encourage and cultivate the habit of learning. Many phenomena are incomprehensible to children. Acquaintance with physical phenomena serves as a means for accumulating impressions about the world around us and acts as a tool for the development of mental activity. Entertaining experiences and experiments encourage children to independently search for reasons and methods of action. The proposed methodological recommendations indicate how to achieve this.

Attention! Promotion until October 25!

Author: Yuzenko Irina Mikhailovna

Modern children live and develop in the era of information technology. In a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself and operate with it, to think independently and creatively. We want to see our students as inquisitive, sociable, independent, creative individuals who can navigate their surroundings and solve emerging problems. The transformation of a child into a creative personality depends largely on us, teachers, on the technology of the pedagogical process; in this regard, one of the main tasks of a preschool educational institution is to support and develop the child’s interest in research and discovery, and to create the necessary conditions for this.

In connection with the introduction of the federal state educational standard, traditional education is being replaced by productive learning. This training is aimed at developing children’s creative abilities, developing preschoolers’ interest and need for active creative activity. We, teachers, must develop the creative abilities of the child’s personality, which are determined by the tasks of children’s research and experimental activities. The goal of the work of kindergarten teachers is to develop knowledge about the world around them through children's experimentation. What kind of person would we like our graduates to be? Able to act independently in various types of children's activities; be interested in new, unknown things in the world around you; take an active part in the educational process. During the research approach, the training of preschoolers is based on the child’s direct experience, on expanding the active exploration of the world. Children are not given ready-made knowledge. Teachers create a problematic situation, which the child can solve if he draws on his experience, establishes other connections in it, while mastering new knowledge and skills. Experimental activities lay the foundations of logical thinking, ensure maximum efficiency of the intellectual development of preschool children and their full readiness for learning at school. An effective method that promotes the development of cognitive activity of children in preschool educational institutions is the method of children's experimentation, which includes both live observation and experiments conducted by the child. The purpose of children's experimentation is the development of children's cognitive activity, the desire for independent knowledge of the phenomena of the surrounding world. The tasks that the teacher sets when working on the development of cognitive activity in children: develop mental processes (perception, imagination, memory, thinking); ensure active intellectual and cognitive development; activate children's cognitive interests; expand children's horizons and knowledge about inanimate and inanimate nature, the man-made world; learn to plan your activities, put forward hypotheses, draw conclusions, establish cause-and-effect relationships.

Experimentation permeates all areas of children's activity: eating, playing, studying, walking, sleeping. The activity of experimentation contributes to the formation of cognitive interest in children, develops observation and mental activity. In order for experimentation to become a leading activity, it must arise on the initiative of the child himself. An obligatory element of the lifestyle of preschoolers is participation in resolving problem situations, conducting basic experiments, experimenting, and making models.

It should be noted that at the age of 3 years, children cannot yet operate with knowledge in verbal form, without relying on visual evidence, so in the vast majority of cases they do not understand the explanations of an adult and strive to establish all the connections on their own.

After 5 years, a stage begins when children’s activities diverge in two directions: one direction turns into play, the second into conscious experimentation.

Thus, for preschool children, experimentation, along with play, is a leading activity

The role of development of experimental activities of preschool children is very great. Children's experimentation is of great importance in the development of children's intellectual abilities.

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. For successful development, it is necessary to pay more attention to the creation of conditions and the activity of the children themselves.

During an experiment, preschoolers learn to set a goal, solve problems, put forward hypotheses and test them empirically, and draw conclusions. Children experience great joy and surprise from their small discoveries, which give them a feeling of satisfaction from the work done.

During the experimentation process, the child needs to answer the following questions:

– How do I do this?

– Why do I do it this way and not otherwise?

– Why am I doing this, that I want to find out what happened as a result?

When conducting experiments, work is most often carried out in stages: after listening and completing one task, the children receive the next. However, due to an increase in memory capacity and increased voluntary attention, in some cases you can try to give one task for the entire experiment and then monitor the progress of its implementation. Children's level of independence increases.

In kindergarten, experiments are carried out with inanimate objects, plants and animals. Simple experiments can be used in children's games; they can be associated with their work in a corner of nature and in the garden, and be included in classes.

In the process of organizing search activities, children acquire the ability to independently set cognitive tasks that reflect a deeper penetration into the essence of natural phenomena, the establishment of analogies, and an understanding of increasingly general patterns.

When guiding children’s search activities, it is important to create conditions for solving every problem that arises on their initiative.

During the learning process, children's search activity improves. Its dynamics are manifested in the transition from accepting cognitive tasks set by the teacher and solving them with the help of an adult to independently setting and solving them. Gradually, children develop the ability to independently formulate search tasks.

Methodological requirements for conducting elementary experiments:

1. The teacher must simply and clearly formulate the task facing the children (for example, is the grass warm under the snow or not)

.

2. For the purpose of greater clarity, you should take two objects: one is experimental, the other is control (for example, some oat crops should be watered, others not)

.

3. Mandatory guidance of experience: questions that require the child to form a holistic idea of ​​an object or phenomenon, encouraging him to reason, explain, and compare.

4. Carry out the same experiment twice, so that children are convinced of the correctness of the conclusions, and also in order to attract children who did not show interest in it the first time.

5. When conducting an experiment, make sure that everything possible is done so as not to harm living objects.

It is most advisable to organize experimental activities with children of senior preschool age. By this time, preschoolers will have already accumulated a certain amount of information; they will learn to compare facts and natural history information, which will allow them to successfully solve the problem posed in the experiment. However, there is no doubt that experimental activities

children need to be prepared. Preparation is carried out at the stage of primary and secondary preschool age by conducting various research sessions with children.

Thus, familiarizing preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of diverse knowledge about the environment. One of the pressing problems of the modern education system is the development of curiosity, cognitive and creative activity of each individual. According to psychologists and teachers, creative activity is one of the meaningful forms of human mental activity. The creative process is a special form of qualitative transition from the already known to the new, unknown. For preschoolers, this transition is carried out through the organization of various forms of experimental and research activities.

Literature

1. Kosolapova N. G., Formation of search and investigative behavior in preschool children in the process of creating projects, Irkutsk, Publishing House of Irkutsk State Pedagogical University, 2008.

2. Marudova E.V., Familiarization of preschoolers with the world around them. Experimentation, St. Petersburg, OOO Publishing House DETSTVO-PRESS, 2010.

3. Organization of experimental activities of preschool children, Methodological recommendations, ed. L. N. Prokhorova, 3rd ed., revised. ,Moscow, ARKTI, 2005.

Publication date:

13.04.2020

Job title:

teacher

Educational institution:

Locality:

Republic of Sakha Yakutia Tomponsky district, Khandyga village

Publication file

Municipal budgetary preschool educational institution Kindergarten "Mishutka"

Report on the topic: “Experimental research activities of children in preschool educational institutions”

Prepared by: Yulia Yurievna Sivak

Tell me and I’ll forget, Show me and I’ll remember, Let me try and I’ll understand” (folk wisdom)

Relevance

Experimentation is one of the types of cognitive activity, any experience, an attempt to accomplish something.

margin-bottom: 0;"> A child is born an explorer. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world. Knowledge acquired independently is conscious and more durable. The child learns about an object as a result of practical activities with it.

Honey mushrooms help develop a child’s speech, thinking, logic, and creativity

Research gives the child the opportunity to find answers to the questions of how and why.

Target:

The main goal of experimental activities in kindergarten is the development of the free creative personality of the child.

Experimental activities are aimed at achieving the following objectives

Tasks:

Develop the ability to see the diversity of the world

-Develop observation skills, the ability to compare, analyze, generalize, develop cognitive interest in the process of experimentation

-Develop speech

_Expand the prospects for the development of search and cognitive activity, support children’s initiative and independence

Hypothesis:

If you use experimental experience to develop the cognitive research abilities of preschool children, then the formation of these abilities will happen faster and more efficiently.

In kindergarten, experimentation can be organized in three main directions: specially organized training, joint activities of the teacher with children, and children’s independence.

Experiments help develop a child’s speech, thinking, logic, and creativity

The child must think for himself and learn to draw conclusions. In preschool age, this method is the leading one, and in the first three years it is practically the only way to understand the world. All work is carried out under the supervision of an adult! We always put the health and safety of the child first.

To engage in experimental activities, the group must have an “Experimentation Corner”

The corner should have a variety of materials and instruments for experiments - natural material: stones, tree cuts and leaves, moss, seeds, different types of soil, etc.

-waste material: wire, pieces of leather, fur, fabric, plastic, wood, cork, etc.;

-different types of paper: plain, cardboard, sandpaper, copy paper, etc.

-dyes: food and non-food (gouache, watercolors, etc.

-medical materials: pipettes with rounded ends, flasks, wooden sticks, measuring spoons, rubber bulbs, syringes without needles

-other materials: mirrors, air bullets, butter, flour, salt, sugar and the like; sieve, funnels, halves of soap dishes, magnifying glass, hourglass, microscopes, magnifying glasses, oilcloth aprons, sleeves, rubber gloves, rags

Everything should be accessible and safe for children; the older children become, the more independent they are in preparation for experimentation. It is important to remember that the child hears, sees and does everything himself - he learns and remembers this better.

Children's experimentation has enormous developmental potential. Its main advantage is that it gives children a real idea of ​​the various aspects of the object being studied and its relationships with other objects and the environment. Children's experimentation is closely related to other types of activities - observation, speech development (to be able to clearly express their thought while increasing knowledge contributes to the development of speech).

The most suitable age for starting this type of cognitive activity is the period of 5-6 years. Therefore, it is most effective in older preschool age. He studies everything that happens around him, but most often this happens unsystematically. Specially prepared experiments on experimentation in kindergarten will be able to expand the child’s understanding of the world around him, to interest him in something that he may not encounter in everyday life.

Experimental activities are considered as one of the options for integration. Children are not given knowledge in a ready-made form; they are given the opportunity to reflect, explore, and draw conclusions. With the support of adults, children can become authors of their own creative, as well as research, adventure, gaming, and practice-oriented projects. Participating in the pedagogical process on an equal basis with adults, children design their lives in the space of the kindergarten, showing ingenuity and originality.

Preserving, supporting, developing curiosity, a tendency to experiment - this is the most important task.

Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age, he is the leader, and for the first three years he is practically the only way to understand the world. L. S. Vygotsky repeatedly said: “Experimentation has its roots in the manipulation of objects.”

Children's work is aimed at developing research activities. The main task in the search and research activity of a preschooler is the ability to directly satisfy his inherent curiosity and organize his ideas about the world.

To explore, discover, study means to take a step into the unknown. This is a huge opportunity for children to think, try, search, experiment, and most importantly, express themselves. My task is to help children carry out these studies, to make them demonstrative.

One of the areas of children's experimental activities that I actively use is experiments. I conduct them both during organized activities and in independent ones. Experiments contribute to the development of children's thinking, logic, creativity, and allow them to clearly show the connections between living and nonliving things in nature. Research gave children the opportunity to find answers to the questions “how?” for themselves. and “why?”, provided abundant food for children’s curiosity and are very popular.

Children with great pleasure conduct experiments with paper, fabric, rubber, plastic, sand, and clay. For example, I suggest making a figure from wet and dry sand. Children discuss what kind of sand is being molded and why. Examining sand through a magnifying glass, they find that it consists of small crystals and grains of sand, this explains the flowability of dry sand.

Having lowered the paper into a basin of water, we find out that the paper is soaked and torn; clothes cannot be sewn from paper. Having done experiments with wood and metal, we find out that wood is lighter than metal because it does not sink in water. Conducting experiments with a balloon, we were convinced that the rubber stretches when inflated; by lowering it into a basin of water, we observe that it does not sink, does not let water through, and does not get wet.

Children also enjoy conducting experiments with inanimate objects: sand, clay, magnets, fabrics, snow, water, air. For example, in order to find out if there is air around us, I suggest children catch it using bags, and then determine what color it is? Having filled the bag with air, the children argue that it can be caught, it means that it is around us and that it has no color. This is how I introduce children to the properties of air.

In my research work, I give preference to experiments, experiments, research activities, and independent search activities of children. I see that this type of activity delights children. The experience is fun and exciting, but at the same time, in each experience the reason for the observed phenomenon is revealed, children are led to judgment, conclusion, and in free independent and joint activities.

Such experiments somehow remind the kids of magic tricks, they are unusual, and most importantly, the kids do everything themselves. Our relationships with children are built on the basis of partnership. Children learn to set a goal, solve a problem, put forward hypotheses and test them empirically, and draw conclusions. They experience great joy, surprise and even delight from their small and large discoveries, which give them a feeling of satisfaction from the work done.

Experimental activity is, along with play, the leading activity of a preschool child. The main thing is that the child’s interest in research and discoveries does not fade over time.

I try to involve every child in the process of conducting experiments. Such experiments somehow remind the guys of a magic trick, they are unusual, and most importantly, the guys try to do everything themselves.

Experiments contribute to the formation of children's cognitive interest in objects, develop observation and mental activity. In each experiment, the cause of the observed phenomenon is revealed, children are led to judgments and conclusions.

One of the important points is that when conducting experiments, children become active participants. Children love experiments and actively explore objects, but this requires time and consistency in the presentation of material. When discussing the results of experiments, I lead children to their own conclusions and judgments.

As a result of all the work done with children, I realized that children learn something better if they get involved in the work themselves. Practical contact with life is the method through which children learn about the world and natural phenomena. They become more relaxed and can defend their point of view. This work helps children develop fine motor skills and, for some, overcome shyness and self-doubt.

Together with the guys, we discuss the result that turned out in real life, and I do not try to fit it into ideas that seem correct. In the process of experiments, I note: the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis, comparison, classification, and generalization. In the course of experimental-cognitive activity, they create situations that the child resolves through experimentation, and by analyzing, draws a conclusion, an inference, independently.

This helps enrich the child’s knowledge, teaches him to analyze, reflect, reflect on what he learns; has a beneficial effect on the child’s worldview and the development of his human and social feelings.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand!”

Games-activities encourage children to independently search for methods of action, to show creativity. Children learn to ask questions: “How to do this?”, make requests: “Let’s do this”, “Let’s see what happens if...”, learn to compare two states the same object and find not only the difference, but also the similarity; They independently conceive the experiment, think through the methodology themselves and distribute responsibilities among themselves, and draw their own conclusions. An entertaining game-activity for preschoolers encourages children to independently search for ways to act and be creative. Such games are aimed at developing in children the ability to isolate essential features of materials and understand the cause and effect relationships between materials and knowledge of objects. An entertaining game-activity for preschoolers encourages children to independently search for ways to act and be creative.

It is important for me that this activity is not set by me in advance in the form of one scheme or another, but is built by the children themselves as they receive new information about the object. Work experience shows that cognitive and research activities in a preschool institution allow not only to maintain existing interest, but also to excite, which for some reason has faded, which is the key to successful learning in the future.

The requirements for experiments vary depending on the nature of the observations.

-no random training required

-planned - begin with choosing an object, setting tasks

The teacher should always encourage children who are looking for their own solutions to a problem, various moves to conduct and complete an experiment, solve a problem, but should not let those children who work slowly out of their sight, they need help, give time.

After the end of the experiment, the children must tidy up their workspace on their own.

In conclusion, I would like to quote the words of K.E. Timiryazeva: “People who have learned... observations and experiments acquire the ability to pose questions themselves and receive factual answers to them at a higher mental and moral level in comparison with those who have not gone through such a school.”

Literature:

Ivanova A.I. Children's experimentation as a teaching method./ Preschool educational institution management, N 4, 2004

Kulikovskaya I.E., Sovgir N.N. Children's experimentation. Senior preschool age. — M.: Pedagogical Society of Russia, 2003

Organization of experimental activities for preschool children. / Under. ed.L.N. Prokhorov M., 2004

Parshukova I.L. Conducting research classes in kindergarten; spatial developmental environment in kindergarten. Principles of construction, advice, recommendations / comp. N.V. Nishcheva. - St. Petersburg, “Childhood-press”, 2006

Solovyova E. How to organize children’s search activities. / Preschool education. N 1, 2005

Materials from Internet sites.

MAGAZINE Preschooler.RF

Relevance

Children's experimentation is one of the methods of cognitive development of preschool children.

The federal state educational standard is aimed at solving many problems. One of them is “the creation of favorable conditions for the cognitive development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world...” (Federal State Educational Standard 1.6)

Currently, the latest developments, technologies, and methods are being formed and successfully applied in the preschool education system, which make it possible to raise the level of preschool education to a higher and higher quality level. One of such effective methods of understanding the patterns and phenomena of the surrounding world is experimental activity.

It is known that familiarization with any subject or phenomenon gives the most optimal result if it is effective.

Experimental activities give children real ideas about the various aspects of the object being studied, about its relationships with other objects of the environment. This is because children of preschool age are characterized by visually active and visually imaginative thinking, and experimentation, like no other method, corresponds to these age-related characteristics. In preschool age he is the leader, and in the first three years he is practically the only way to understand the world. The more varied and intense the search activity, the more new information the child receives. The faster and more fully it develops.

Experimental work develops cognitive activity in children, creates an interest in search and research activities, and stimulates them to acquire new knowledge. The horizons expand, in particular, knowledge about nature and the relationships occurring in it is enriched; about the properties of various materials, about their use by humans in their activities.

A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand . New knowledge is acquired firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation into the practice of preschool education.

Goals:

• Development in children of cognitive activity, curiosity, desire for independent knowledge.
• Dictionary development
• Familiarizing children with the phenomena and objects of the surrounding world;
• Deepening preschool children's understanding of living and inanimate nature.

Tasks:

• To develop in children the ability to see the diversity of the world in a system of relationships.
• Combine the display of an object with the child’s active action to examine it (touching, tasting, smelling, etc.).
• Teach children to compare facts and conclusions from reasoning
• Use practical experience with gaming activities
• Develop thinking, modeling and transformative actions in children

Educational objectives:

• Introduce children to the properties of the subject of research;
• Develop the ability to make discoveries and conclusions;
• Teach smooth directed approach to an object.

Developmental tasks:

• Develop experimental activities;
• Develop children's speech;
• Develop sensory abilities, tactile sensations, fine motor skills;
• Develop attention, thinking, memory

Educational tasks:

• Foster independence and activity throughout the lesson;
• Develop the ability to listen to each other, a sense of mutual assistance, the ability to work in a team, goodwill and responsiveness.
• Cultivate accuracy in work.

Methods:

1. Problem-search method: active actions of the child to examine objects.
2. Site Observations
3. View illustrations
4. Conversation with elements of discussion
5. Educational story from a teacher
6. Reading fiction.
7. Conducting an experiment.

Subject environment:

1. Magnifiers, mirrors, scales, ropes, pipettes, rulers, globe, flashlights, soap, brushes, sponges, gutters, disposable syringes, food coloring, hourglasses, scissors, screwdrivers, cogs, grater, sandpaper, scraps of fabric, salt, glue , balls made of different materials, wood, metal, chalk, plastic
2. Containers: plastic cans, bottles, glasses of various shapes and sizes; measures, funnels, sieves, spatulas, molds
3. Natural material: acorns, cones, seeds, tree cuts, stones of various sizes, shells, etc.
4. Waste material: corks, sticks, tubes, rubber hoses, etc.
5. Non-structural material: sand, clay, paints, sawdust, polystyrene foam, chalk, etc.

Formation of ideas in children:

• About the objective world.
• About materials: sand, clay, water, material, stones, etc.
• About the plant world: growing from seeds, bulbs, leaves.
• About natural phenomena: wind, frost, rain, snow, fog, dew, etc.

Forward planning

Cognitive and research activities

Second junior group

September

Topic: Properties of sand

Objectives: To introduce the properties of sand: it consists of grains of sand, it is loose, small, it crumbles easily, it allows water to pass through, traces remain on the sand, it sticks together, wet is darker than dry.

Material: Buckets, scoops, water, sand.

October

Topic: Games with fans and plumes

Objectives: To introduce children to one of the properties of air: movement; air movement is wind.

Material: Sultans, turntables

November

Topic: Sounds

Objectives: Learn to identify and distinguish noise sounds made. Develop auditory attention and memory.

Material: Paper, wooden hammer, rattle, sound toy, etc. d.

December:

Subject: Fabric

Objectives: To teach children to identify and name the quality of fabric: softness, strength, softness; fabric properties: wrinkles, tears, gets wet.

Material: Fabric: silk, cotton, synthetic, fur.

January

Theme: Wood

Objectives: Teach children to recognize objects made of wood. Introduce the qualities of wood: hardness, strength, surface structure. Introduce the properties of wood: it cuts, does not break, does not sink in water, burns.

Material: Pieces of wood, wooden objects.

February

Topic: Paper

Objectives: Teach children to recognize objects made of paper. Introduce the properties of paper: wrinkles, tears, cuts, burns, gets wet. And also with its qualities: color, smoothness, thickness, ability to get wet.

Material: Paper items.

March:

Topic: Planting onions

Objectives: To form children’s ideas about the growth of onions from bulbs. Show the need for light and water for the growth and development of plants.

Material: Bulbs, vessels with and without water, paper bag.

April

Theme: Twig

Tasks: Observe the appearance of leaves on twigs: poplar, willow - placed in water.

Material: Willow and poplar branches, vessels with water.

May

Topic: What are things made of?

Objectives: To teach children to identify by touch the material from which an object is made. Activate in speech adjectives denoting material: plastic, wood, paper, rubber.

Material: Toys made from various materials.

June

Theme: Sunny bunny

Objectives: To form children’s idea that a “sunny bunny” is a ray of sunlight reflected from a mirror surface.

Material: Mirror.

July

Topic: Find out by taste

Objectives: Continue to introduce children to the senses and their purpose. Teach children to recognize the taste properties of foods: sour, sweet, bitter.

Material: Products with different flavors: candy, lemon, bread, etc. d.

August

Topic: Smells

Objectives: To form children’s understanding of the ability to identify odors and their qualities: sour, sweet, unpleasant.

Material: Items with different smells: perfume, mint herb, tea, tobacco.

Literature

1. Derkunskaya V.A. Games - experiments with preschoolers. / Center for Teacher Education, 2012
2. Dybina O.V., Rakhmanova N.P., Shchetina V.V. The unknown is near. M., 2004
3. Zubkova N.M. A cart and a small cart of miracles. Experiences and experiments for children from 3 to 7 years old / Rech 2006 Ivanova A.I. Children's experimentation as a teaching method. / Department of preschool education, N 4, 2004, 4. Isakova N.V. Development of cognitive processes in older preschoolers through experimental activities. / Childhood-press 2013
4. Korotkova N.A. Cognitive and research activities of older preschoolers. / Child in kindergarten. N 3, 4, 5 2003, N 1, 2002 6. Materials from Internet sites.
5. Organization of experimental activities for preschool children. / Under. ed. L. N. Prokhorova