The research project “Tasty Danger” is designed for children aged 6-7 years.
Problem:
Many of us simply cannot imagine life without sweets. Sweets are the most favorite treat among children and adults. But are they really good for dental health? And what candies are the most harmful?
Target: Concretize children's knowledge about the effect of eating sweets on dental health.
Tasks:
- Introduce children to dental disease - caries, and the cause of its occurrence.
- To identify the effect of consuming different types of sweets on dental health, depending on their composition and sugar content, and the length of time the sweets remain in the oral cavity during their consumption.
- Develop rules for choosing sweets that are least harmful to dental health.
- Strengthen the ability to analyze, generalize, schematize, and conduct experiments.
- Cultivate a caring attitude towards the health of your body (dental health in particular).
- Develop interest in research activities.
Project type:
- by number of participants – individual,
- according to the priority of the method - research and search,
- in the direction - health saving,
- according to the contingent of participants - same age,
- by duration - average duration.
Project plan:
The first stage - “Creating a piggy bank”
Our collection included different types of sweets, information from the Internet about the effect of sugar on dental health, and information that we received in a conversation with a dentist.
Second stage
We classified sweets according to different criteria:
Based on the length of time the candy remains in the mouth during consumption.
We record in the table the type of candy (lollipop, toffee, regular caramel, chocolate candy) and the time of its consumption.
We experimentally found out that hard candy stays in your mouth the longest while you eat, which means that hard candy is the most harmful candy for your teeth. Chocolate candy turned out to be less harmful (of all types of candy).
For the experiment, we took several types of sweets:
- regular caramel,
- sour candy caramel,
- sour candy caramel containing soda (“Fizzy”),
- chocolate candy,
- bitter chocolate.
We examined all these candies for their composition and tasted them in order to prepare solutions similar to the composition of the candies for the next experiment.
We record the type of candy and composition in the table.
We conducted the following experiment in order to find out exactly which candy is the most harmful.
In order not to harm our teeth, for the experiment we used chicken eggs (their shells also contain calcium), which were immersed in prepared jars with candy solutions and left for several days.
The faster the egg shell breaks down in a certain candy solution, the more destructive this candy is for teeth.
This experiment helped us find out which candy is the most harmful.
- It turned out that this is a sour candy “Kislinka”, because in addition to sugar, it also contains citric acid, which is also very harmful to dental health.
- In second place “in terms of harmfulness” is the “Fizzy” lollipop.
- On the third - regular caramel.
- On the fourth - chocolate candy.
And in the “Bitter Chocolate” solution, the egg shell remained intact, even after 15 days. In addition, according to information from the Internet, we learned that cocoa, contained in large quantities in dark chocolate, on the contrary, protects teeth from caries.
We also learned that another type of sugar found in all fruits, fructose, is not at all harmful to teeth. Therefore, fruits and berries, as well as dried fruits, can be added to sweets, replacing regular sugar that is harmful to teeth.
We have developed a model for the correct selection of sweets that are least harmful to dental health.
- It should remain in your mouth for as little time as possible while you eat it.
- Shouldn't be sour.
- Should not stick to teeth.
- Should contain little sugar.
- May contain a lot of cocoa.
- May contain fruits, berries or dried fruits.
This model is also a product of our project - a reminder on the correct choice of sweets:
The presentation of the project took place in the form of a scientific report.
Practical significance of the project
In our opinion, this project allows children to develop research skills and cognitive interest, as well as to consciously approach the choice of sweets that are less harmful to dental health, and take care of the health of their body.
Project perspective
In the future, we plan to deepen the topic of our project and expand children’s ideas about the benefits and harms of sweets for the body as a whole.
NOTE. Pretend toys at low prices in the specialized store "Kindergarten" - detsad-shop.ru.
PORTAL FOR CHILDREN, PARENTS AND TEACHERS
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The work tells what birds Nastya saw at her feeder in winter in the city of Kalachinsk, Omsk region.
Project “Alive - animate, animate - inanimate”
The research project provides answers to questions about the categories of animate and inanimate living and inanimate objects.
Project “Health of the Nation. Smoking"
Smoking is a real scourge of our time. In my work I will tell the story of the appearance of smoking on earth and the harm it causes.
Project “My Small Motherland”
The problem of patriotic education of the younger generation is one of the most pressing today. Subject of research: the history of the creation of a division, a town, the service of rocket soldiers.
Project "Amazing Crystals"
Many substances have a crystalline structure. Crystals are found very often in life, but children know little about them.
Project “Flower for Mom”
Project “Legs, wings and... jet engine”
Preparing for the New Year celebration, I was inflating balloons, one of them escaped from my hands and flew away from me. I asked myself the question: what happened to the ball?
Project “Circles for Parents”
My parents love to drink tea. Mom likes warm tea, and dad likes hot tea. Tea cools differently in different mugs. I was wondering what this depends on.
Project “Saturn – a planet of the solar system”
The research work is devoted to studying the questions: Why is the planet called Saturn? When and who explored it?
Project "Origami and Mathematics"
A research project by Queen Dasha on the topic of identifying the relationship between the art of origami and mathematics.
Project “Oh, those dinosaurs!”
In this work, Danil introduces the life history of these creatures and their habitat. The work is interesting for its presentation, which uses a lot of photographs.
Project “Finger dancing in ballet”
I chose this topic because I like ballet. I wanted to know how ballerinas manage to stand on their toes and achieve high mastery in dance.
Project “A Little Drop of a Big World”
This paper describes the history of the creation of ponds in the village of Verkhouslino, Yaransky district, Kirov region.
Project “How indoor plants affect our lives”
Many residents spend up to 20 hours a day indoors. To improve your well-being, you need to grow indoor plants in them.
Project "Weather forecast in February 2011"
Watching the weather forecast and comparing temperatures with 2010.
Project "River Yaran"
This work studies the source of the Yarani River, its tributaries, the flora and fauna of this reservoir. Former swimming places are being explored. It turns out that the river has become shallow, its banks are overgrown and there are no places left for swimming. A survey is being conducted “Where do children swim?”
Project “Soft toy Bunny”
This paper studies the history of the origin of soft toys. The main stages of manufacturing the soft toy “Bunny” are determined.
Project "Ladies' Things"
This work is interesting because in a short time you can help your loved ones transform and decorate dresses and suits, bags and shoes.
http://www.o-detstve.ru/forchildren/research-project.html?start=270
Project "Onion" happiness
Interest in the problem of growing onions is due to the fact that onions are one of those vegetables that is eaten by everyone.
Project “Costume from the Past”.
The study introduces the traditions of the Chuvash people and the features of folk costume. It is very important to know the basic symbols and signs that were used to decorate a woman’s dress.
Project "School"
We go to school every day. I wondered: what kind of school was there before?
Project “Caution – FOOD!”
My friends and I buy chips, kirieshki, and carbonated drinks to quench our hunger and thirst. But we constantly hear that this is harmful. And I decided to figure it out: are instant foods healthy or harmful?
Project “The influence of color on human health”
Color surrounds a person everywhere. The purpose of my work is to study the problem of the impact of color on human mental health.
Project “Nizhnevartovsk in names”
My research invites everyone to think about their names, because they are given to a person only once.
“Do relatives of dinosaurs exist today?”
I wanted to understand how they lived, why they became extinct, and whether they had relatives in our world. After all, many existing animals are similar to dinosaurs.
Project “Piano – the best musical instrument”
Purpose of the study: to find out why the piano is considered the most universal (popular) musical instrument.
Project “Birds in Winter”
Design and research work of 3rd grade students.
Project "My Home Friends"
HAVE AN INTERESTING WORK TO YOU, COLLEAGUES!
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Slide captions:
Research projects at preschool educational institutions. Message for the seminar “Project activities as a means of interaction between teachers in preschool educational institutions, children and parents in the context of the implementation of the Federal State Educational Standard” Prepared by teacher: Ovchinnikova I.V. E-Koleno 2015 MKDOU "E-Kolenovsky kindergarten No. 1"
“Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.” (Chinese proverb) Research projects. Children conduct experiments. After which the results are presented in the form of newspapers, books, albums, and exhibitions.
Research activity of a preschooler A special type of intellectual and creative activity, generated as a result of the functioning of the mechanisms of search activity, built on the basis of research behavior. (A.I. Savenkov) This is the highest form of development, when an individual from a “carrier of spontaneous activity” turns into a “subject of activity” purposefully realizing his research activity in the form of certain actions. (V.I. Panova)
Research projects for preschoolers: Develop: Higher mental functions (attention, perception, memory, thinking) Imagination Speech Methods of mental activity (the ability to compare, analyze, generalize) Stimulates the development of curiosity Develops skills: See problems Ask questions Put forward hypotheses Define concepts Classify Observe Structure the received material Draw conclusions and conclusions Prove and defend your ideas
method of Korotkova N.A. Experimentation (experimentation). Collecting (classification). Travel on the map. Traveling along the “river of time”.
Experiments (experimentation) State and transformation of matter. Movement of air and water. Properties of soil and minerals. Living conditions of plants. Light and color in nature. The simplest mechanical ones. For experiments, it makes sense to turn to events that actually occur in nature, life, or specially simulated facts. Result (product) of the activity: - subject for experimentation (glider, turntables, model of something), formulation of cause-and-effect relationships.
Collecting (classification) Types of plants, animals, building structures, transport, professions and others. For collecting, the goal of research work will be to find grounds for grouping and systematizing any set of objects. Result (product) of activity: - own collection.
Traveling on the map of the cardinal directions. Terrain reliefs. Nature and its inhabitants. Parts of the world. To travel on a map, you need a globe and a physical map of the hemispheres as material, which serve as visual substitutes for the space of the world. The teacher and children select a route point and transport, then the route is plotted on the map, and suggestions are made about what they might encounter along the way. Next, the card is filled in and “comes to life”, because During the trip, children put marks on it, sketch routes, animals, people, etc. Result (product) of the activity: - sketches of the surveyed areas.
Journey along the “river of time” Past and present of man. History of various subjects. History of mail, professions and others. To travel through time, sheets of blue paper are used, glued together, symbolizing the “river of time”, along which stops are planned, for example, “antiquity - antiquity - our time”; during the journey, the stops are “lived in” and various clippings are glued to them, illustrations on the topic. Result (product) of the activity: -models of cities, fortresses, landscapes.
A.I. Savenkov's methodology Stages: Identification and formulation of problems Developing hypotheses and proposals Searching and proposing possible solutions Collecting material Summarizing the data obtained Preparing research materials for defense (report, message) Defense Research methods Think for yourself Ask someone else Look in the book Look in TV Observe Conduct an experiment Get information from the Internet Contact a specialist
Sample equipment for research activities. 1. Various containers. 2. Measuring spoons, strainers, funnels of different sizes, gloves. 3. Pipettes, plastic syringes (without needles). 4. Rubber bulbs of different sizes. 5. Plastic, rubber tubes. 6. Wooden sticks, spatulas, spatulas. 7. Plastic containers. 8. Roulette, ruler. 9. Scales, compass, hourglass, flashlight, candles, thermometer. 11. Colored transparent pieces of glass. 12. Magnifying glasses, mirrors, magnets. 14. Schemes of work stages, pre-prepared cards for independent research activities.
Food materials: sugar, salt, flour, coffee, tea, chocolate. Soluble aromatic substances (bath salts, baby shampoos, bubble bath). Material to be studied Natural materials: pebbles, acorns, tree bark, twigs, chalk, soil, clay, seeds, cones, feathers, shells, nut shells. Waste material: paper of different textures and colors, foam rubber, pieces of fabric, fur, corks, cotton wool, napkins, threads, rubber.
Safety rules 1. Work under adult supervision. 2. Ask first, experiment later. 3. Take all experimental substances only with a spoon. 4. Do not touch your eyes with dirty hands. 5. Do not put anything in your mouth.
On the topic: methodological developments, presentations and notes
Research project “MAGIC WATER” Project participants: teachers and children of the preparatory group. Project manager: teacher Tyuleneva T.A.
Practical, research activities in natural conditions play a major role in the environmental education of preschoolers. Unfortunately, modern children, especially urban children, have very limited...
Children's research project “Where did the book come from?” (Project passport with older children)
In modern society, children are bombarded with a large flow of information from television and the Internet. Books in a child’s life are relegated to the background. Tasks: Expand and clarify knowledge about books, about...
“Environmental education of preschool children” - Video trainings. Equestrian school. Caring for plants and animals. Environmental education (propaganda). Creative groups. Family living rooms, participation in competitions, quizzes. Experimental activity. Ecological Center "Rosyanka". Prospects. Information stands, issues of environmental newspapers.
“Ecology for preschoolers” - Happy MARCH 8th. The purpose of our work: Formation of the beginnings of an ecological culture in the personality of preschoolers, implying a formed ecological consciousness, environmentally oriented behavior and activities in nature, environmental attitude, cognitive interest in knowledge about their native land.
“Preschooler’s Portfolio” - The portfolio should attract and interest. Therefore, it is initially worth attracting active, caring parents. This is how electronic portfolios, poetic captions for photographs, drawings, etc. appear. Methodological recommendations for creating a portfolio for a preschooler. For a child, the design of a portfolio is of particular importance.
“Environmental education of preschool children” - Systematics. Some protected plants and animals of their region, country. Target. Cognitive activities. Relevance of the work. Working with family. Distinguish between studied plants and animals. Tasks. The main signs of the seasons. Identify the effectiveness of the work done. To analyze domestic literature on the problem of environmental education of preschool children.
“Legal education of preschool children” - People cannot live without a reliable family, remember! Legal education of preschool children. Our kindergarten not only teaches, develops, and strengthens. Here the children's health is taken care of. Nurses will weigh and vaccinate the children. The right to life and education in one's own family. Everyone in the world, adults and children, knows that family is our best friend on the big planet.
“Research work” - Research tasks (values dependent on several simple factors are studied). Structure of the research work: Reasons for introducing the course: OCDOD. (April) Youth forum. Part 5. Main topic. Research methods. Competitions. How to write a review? Main topics of the course: Criteria for evaluating research works.
Generalization of work experienceon the topic:
Nikiforova Olga Alekseevna, senior teacher of the highest qualification category of MBDOU No. 11 in Salavat.
Municipal budgetary preschool educational institution "Kindergarten of a combined type No. 11"
urban district of the city of Salavat of the Republic of Bashkortostan
Slide 1.Presentation on the topic:
“Design and research activities with children of senior preschool age”
Practical research activities in natural conditions play a major role in the environmental education of preschool children. Unfortunately, modern children have very limited opportunities to communicate with nature. During the monitoring, it turned out that children know plants and animals of other countries quite well - and those that live next to them are much worse. But environmental education should begin with the objects of the immediate environment that a child encounters in everyday life, including because the learning process will be ineffective without the emotional perception of trees, grass, sunsets, sunrises... And this will not happen if you study nature from pictures and photographs.
Slide 2. In our city there are natural objects that are interesting to observe: trees, grass, birds, insects, stones, etc. It is better to study them in the process of design and research activities, since participation in project activities becomes for children a way to satisfy cognitive activity, a means of expression and development of creative abilities; it helps children understand the multifaceted significance of nature and gain experience in educational and environmental activities.
Slide 3. What is a project?
Project (from Latinprojectus- put forward) is the development of a plan, idea, detailed plan for a particular practical product. In this case, not only the idea is developed, but also the conditions for its implementation. This result can be seen, comprehended, and applied in real practical activities. To achieve this result, it is necessary to teach childrenthink independently, find and solve problems, using knowledge from different fields for this purpose, the ability to predict results and possible consequences of different solution options, and the ability to establish cause-and-effect relationships.
Project activity is a didactic means of activating the cognitive and creative development of a child and at the same time the formation of certain personal qualities. The knowledge acquired by children during the project becomes the property of their personal experience. Education is the acquisition of life experience. The project method allows children to accumulate experience on their own, and this experience becomes a driving force for the child, on which the direction of further intellectual and social development of the individual depends. Learning takes the form of research, the application of existing knowledge in activities, the results of which are truly interesting to the child.
Project participants not only receive new knowledge, but also acquire the skills of a caring, creative attitude towards the world around them.Joint project activities help parents master some pedagogical techniques that are so necessary in family education, objectively assess the capabilities of their children and cooperate with them as equal partners.
However, successful design activities in the educational process require serious preparation of teachers for organizing design, didactic, methodological and logistical support.
First of all, it is the solution of certain problems in the research process. The scale of the tasks can be different; it is determined by the timing of the project, the age and, accordingly, the capabilities of the children, and the content of the educational programs of the preschool institution.
WITH lead 4. Basic requirements for using the project method in kindergarten:
At the heart of any project is a problem that requires research to solve.
The project is a “serious game”, the results of which are significant for children and adults.
Mandatory components of the project are children's independence (with the support of a teacher), co-creation of children and adults, the development of children's communication abilities, cognitive and creative skills, and the application of acquired knowledge by preschoolers in practice.
When working with older preschoolers, the following are distinguished:project stages:
Preparatory - setting goals and objectives, determining research methods, preparatory work with teachers and preschoolers, selecting and preparing equipment and materials. Should not be put in front of childrenishcom distant tasks, offer distant prospects, demand to cover several areas of activity simultaneously.
Actually research - searching for answers to the questions posed.
Final - generalizing the results of the work, analyzing them, formulating conclusions and, if possible, drawing up recommendations for practitioners.
Stages of project development and implementation:
The teacher sets a goal based on the needs and interests of the children.
Involves preschoolers in solving a problem (denoting a “children's goal”).
Outlines a plan to achieve goals while maintaining the interest of children and parents.
Discusses the plan with the families of the students.
Seeks recommendations from preschool education specialists (creative search).
Together with children and parents, he draws up a plan for the project and hangs it in a visible place.
Together with parents and children, collects information and material on the project.
Conducts classes, games, observations, trips - all the activities of the main part of the project.
Gives homework to both children and parents - performing independent creative work (crafts, drawings, albums, applications, searching for material, information).
Organizes a presentation of the project (holiday, open lesson, event, KVN).
Together with the children, he compiles a book or album based on the completed project.
Summarizes the results: summarizes the experience and speaks at the teachers' meeting.
Slide 5. We bring to your attention projects developed by our teachers, which are published in the collection and took part inAll-Russian distance competition “Rainbow of Discoveries” for preschool children, where Babushkina Lyudmila Mikhailovna, head.
Nikiforova Olga Alekseevna, senior teacher.
Semyonova Anna Aleksandrovna, teacher.
Fayzullina Liliya Raifovna, teacher.
Altynbaeva Zinira Shamilyevna, teacher.
Rutskova Yulia Radikovna, teacher. All teachers were awarded letters of gratitude, and the children were awarded diplomas as winners in the categories: “Nature Experts”, “Smart Experiments”, “Mosaic of Discoveries”.
Slide 6. Project “Birds of our region!”
Name: "Birds are our land."
Altynbaeva Zinira Shamilyevna
Participants: teachers, parents and children of the senior group.
Deadlines : September-November.
Project type: pedagogical.
Project type: cognitive - research.
Children often confuse wintering and migratory birds. Also, children have an underdeveloped sense of caring for birds.We decided to implement the project “Birds of Our Land”! This will expand and deepen children’s knowledge about the birds of our region, will serve to develop a caring attitude towards birds, and an awareness of the need to care for birds during the most difficult time of the year for them. Working together with parents, we must increase the child's environmental consciousness, stimulating his interest in helping his feathered friends, thereby stimulating the child's feelings. It is very important that the child can evaluate human behavior in nature and express his opinion on this problem.
Slide 7. Target: expanding children's knowledge about the birds of their native land and their way of life.
Tasks:
clarify ideas about familiar birds, their habitat conditions, the role of humans in the life of birds: external signs of birds, features of the external structure that allow them to fly.
develop observation and cognitive activity of children.
develop a caring attitude towards feathered friends, teach them to take care
about the birds of the immediate environment.
Working methods: conversations, selection of literature, Internet.
Form of work: playful, educational, productive, work with parents.
Expectedresult:
By studying the birds of our region and observing birds, helping them, children will expand their knowledge about our smaller friends and develop an emotional attitude towards the natural world. They will learn to be happy, sad, and surprised by natural objects. The world of birds will become an integral part of every person's world.
Children will learn to treat themselves as part of nature, and take practical actions to protect nature. Children’s mental abilities develop, which manifest themselves in the ability to analyze and draw conclusions.
Children will learn to control their actions and learn to care for birds.
slide 8. Project stages:
Preparatory stage.
At the preparatory stage, the children and I discussed issues related to project and research activities.
Birds, what are they?
What do you know about birds?
How to recognize a bird?
Main stage.
The children looked at illustrations depicting the birds of our region, read fiction, guessed riddles, learned sayings and tongue twisters, children brought books, fairy tales, and shared new information.
During the walk we carefully observed the birds in the autumn season. By observing, we found out what birds fly to the territory of the kindergarten (pigeons, sparrows, crows, magpies).
slide 9. The most interesting thing was the experiment “What will fly away next?” (paper, fabric or bird feather). The children, taking part in the experiment with pleasure, were convinced that the feather flies further than the fabric and paper. After conducting the study, “Oil and Feathers” answered the question: What happens when a bird lands on water covered with a film of oil? The feathers become dirty, stick together, and the bird cannot fly and becomes prey to predators.
Slide 10. To raise emotional and muscle tone, create a cheerful, joyful mood, and consolidate knowledge about birds, educational, didactic, active, finger games were held: “Divide the birds into migratory and wintering ones”; "Leeshnmy picture"; “Guess by the description”; “Sparrows and the car”; "The Fox and the Chickens."
Slide 11. The children, together with their parents, designed albums with photographs “Me and the Birds” and prepared messages about the birds of our region. From the messages we learned what each bird eats, how it behaves at one time or another of the year, where and when it nests, about its plumage, etc. We learned that many birds feed on insects, worms, berries, the rest feed on rowan and apple berries. To help the birds with food during the winter, parents made different feeders. The children and I hung feeders on the territory of the kindergarten. Every day we added different food to the feeder. The sparrows were the first to notice the feeders. At first they approached the feeders with caution and looked around for a long time, but gradually they got used to it and stopped being afraid of children. They became regular guests. Magpies and crows flew in one by one.
As a result of the observations, the children learned to: feed birds with various food, take care of migratory friends, observe and keep a diary of observations.
Result:
Slide 12. By studying the birds of our region and observing birds, helping them, children's knowledge about our smaller friends has expanded and an emotional attitude to the natural world has formed. They learned to be happy, sad, and surprised by natural objects.
sla ID 13. Project: “Invisible Air”
Project name: "Invisible air."
Supervisor: Rutskova Yulia Radikovna
Performers:
Project type: pedagogical
Project type: educational - research
Time scale:July – November
Object of study: air.
Slide 14. Project goal: strengthening children's ideas about the properties of air.
Project objectives: generalize, clarify, consolidate children’s knowledge about air; develop cognitive interest in project activities, communicative
skills, interaction and cooperation in research work; instill in children a caring attitude towards the world around them.
Methods:
Reading articles from encyclopedias about air.
Searching for air information on the Internet.
Conducting experiments and observations.
Expected result: open lesson, presentation design.
Slide 15. Subject of research: properties of air.
What is air?
How can you see air?
Hypothesis: Air is man's invisible helper. What is he like?
Slide 16. Subject of research: properties of air.
Problematic issues resolved during the project:
What is air?
Why do people and plants need it?
How can you see air?
Project organization
stage. Statement of the problem, determination of the purpose and objectives of the research work
Christina came to kindergarten and said: “Yesterday I blew soap bubbles with my grandmother.” Ramis asked her: “Are they made from soap?” “Yes,” Christina answered, “and also from the water.” And I added: “And out of thin air.” The children were surprised what the air had to do with it and how it helped make soap bubbles. Then I began to inflate the balloon, and when I inflated it, I asked: “Ah?Why does a balloon inflate? What are we inflating there...? In the course of reflection and conversation, the children identifiedproblem: “What is air?”, “Where does it come from?”
In accordance with the problem, the children, together with the teacher, set tasks for further research of the problem:
Learn as much as possible about air.
Conduct experiments with air.
stage. Organization of research within the project
Observations.
Conversations.
Experiences and experiments.
stage. Presentation of research results
Slide 17. Making a card index of entertaining experiments and experiments with air
Making a project presentation
Slide 18. Project: “Once a grain of sand, two grains of sand”
Project name: « One grain of sand, two grains of sand».
Supervisor: Semyonova Anna Alexandrovna.
Performers: children of the older group and a teacher.
Project type: pedagogical.
Project type: cognitive - research.
Time scale:July – May.
Slide 19. Target : consolidate and clarify children’s knowledge about the properties of sand: dry sand flows easily, wet sand molds.
Tasks:
Expand and systematize children's knowledge about the properties of sand (flowability, friability, ability to pass water), about the human use of sand (construction, hourglass, etc.).
To develop children's interest in independent play with sand, logical thinking, imagination, and motor skills of children's hands.
Cultivate observation skills, promote the formation of the habit of playing and studying together.
Preliminary work: Conversation “What is sand for?”, playing with sand, stones, looking at grains of sand under a magnifying glass, drawing in the sand, looking at illustrations, sculpting Easter cakes from sand, memorizing poems and riddles about sand.
Slide 20. Relevance of the problem:
Sand, made up of tiny grains, symbolically reflects human autonomy and embodies Life in the Universe. Sand allows water to pass through and also absorbs negative mental energy. Interacting with sand cleanses a person’s energy and stabilizes his emotional state. Playing with sand has a positive effect on emotional well-being, and this makes it a unique tool for child development.
It is in the sandbox that an additional emphasis is created on tactile sensitivity, on vision correction, and the “child’s manual intelligence” develops.
Sand has the remarkable property of “grounding” negative mental energy. Using a sandbox provides a comprehensive educational and therapeutic effect.
On the sand “sheet” the child’s inner world is revealed to the teacher. This world becomes really tangible. The ancient principle of “do no harm” is especially important in this context.
Slide 21. The implementation of this project is aimed at developing safe behavior skills in children, the ability to anticipate dangerous situations and the ability to avoid them if possible, and, if necessary, act in a very urgent manner..
Design and research activities:
Experiment 1. “Sand cone”
Experiment 2. “Properties of wet sand”
Experiment 3. “Wind and Sand”
Experiment 4. “Hourglass”
Experiment 5 “Sand does not dissolve in water”
Experience “Our Handprints”
Rainbow Sand Experience
Slide 22. Thus, the organization of experiments and games with sand is a powerful incentive for the development of the most important personality traits of children: independence, determination, ability to predict, and plan their own activities.
References
Bondarenko T. M., Environmental activities with children 5-6 years old: A practical guide for educators and methodologists of preschool educational institutions. - Voronezh: PE Lakotsenin S.S., 2007.
Bobyleva L, Duplenko O. About the program of environmental education for older preschoolers // Preschool education. 1998 No. 7, p. 36.
Davydova O.I., Vakhrushev A.A., Kochemasova E.E., Akimova Yu.A. Hello world! /educational program “School 2100”. Method. recommendations. / Moscow, Balass, 2013.
Magazine "Hoop". Preschool education, No. 2, 1998, Moscow.
Magazine “Preschool Pedagogy” No. 1, 2007, St. Petersburg.
Ryzhova N.A. Environmental education in kindergarten. M.: Karapuz, 2000.
Ryzhova N.A. Environmental education in kindergarten. M.: Education, 2001.
Shorygina T. A., Friitsy. What are they? A book for educators, tutors and parents. - M.: Publishing House GNOM and D, 2000.
9. Materialscollection All-Russian Scientific and Practical Conference , 2014.
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