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Sections: Working with preschoolers

Relevance:

At present, in preschool education, the problem of organizing the main leading type of activity in understanding the surrounding world during preschool childhood - experimentation - is particularly acute. This activity equally influences the development of the child’s personality as well as gaming. Ideally, the presence of these two truly childlike activities is a favorable condition for the development of preschoolers.

Objective of the project:

To promote the development in children of cognitive activity, curiosity, the need for mental impressions of children, the desire for independent knowledge and reflection, which in turn will lead to intellectual and emotional development.

Objectives of the experimental activity:

1. Expanding children’s ideas about the world around them through familiarization with basic knowledge from various fields of science:

• developing children's understanding of the chemical properties of substances;
• development in children of elementary ideas about basic physical properties and phenomena;
• development of elementary mathematical concepts;
• introduce the main features of the planet's topography: volcanoes, mountains, lakes.

2. Development in children of the ability to use devices - assistants when conducting experimental games.

3. Development of mental abilities in children:

• development of thinking abilities: analysis, classification, comparison, generalization;
• formation of ways of knowing through sensory analysis.

4. Social and personal development of each child: development of communication, independence, observation, basic self-control and self-regulation of one’s actions.

Project duration: month.

Form of work:

1. In small subgroups, taking into account the level of development and cognitive interests of children.
2. Frontal work.
3. Individual work.

Expected results:

1. Children’s acquisition of knowledge and ideas about the world around them.
2. Creation of a unified innovation space.
3. Accurate execution of the assigned task.
4. Increasing the level of motivation to exercise.

Approximate plan of experimental activities in the preparatory group for a month.

Experiment No. 1 – “The benefits and harms of Coca-Cola.”
Experiment No. 2 – “How good and harmful words affect a plant.”
Experiment No. 3 – “Secrets of the volcano.”
Experiment No. 4 – “How to see the movement of water through the roots?”
Experiment No. 5 – Entertaining experiments: “Detectives”, “Where did the jam go?”

“The benefits and harms of Coca-Cola.”

Goal of the work:

Study of the harmful effects of Coca-Cola on the human body.

Research objectives:

• analyze the interaction of Coca-Cola and rust;
• study the effect of Coca-Cola on teeth;
• investigate the compatibility of Coca-Cola with other products.

Research stages:

• A survey of group children and parents on the topics “My favorite drink” and “Do you know about the dangers of Cola.”
• Proposing a hypothesis.
• Direct experimentation.
• Observation of the interaction of Coca-Cola with substances and objects.

Materials for the experiment (observation for a week): five transparent cups; rusty and new nail; a piece of sausage; baby tooth (can be replaced with chicken shell).

1. Before the experiment began, one of the children accidentally lost a baby tooth and we decided to use it in our experiment. The children took a transparent glass, poured Coca-Cola into it and lowered the tooth. On day 2, the tooth turned black, from which the children concluded that Coca-Cola contains a lot of dyes that penetrate even hard tooth enamel. On the 3rd day a crack appeared on the tooth, and on the 5th day the tooth broke into 2 halves. Conclusion: Coca-Cola destroys teeth. Lemonade dyes are very persistent and they darken teeth.
2. We took 2 bolts: a rusty one and a new one. One was placed in a glass of water, the other with lemonade. On the fourth day, the new bolt in the water was covered with a layer of rust, and the bolt in the “Kola” was cleared of it. Conclusion: Coca-Cola even eats away rust!
3. For the experiment, we cut a piece of sausage into 2 halves. One half was placed in water, the other half in Coke. On day 2, the sausage placed in water did not lose its appearance, but the sausage in “Cola” turned into a mushy puree. Conclusion: “Cola” has destructive properties for meat.

Thus, after conducting a series of experiments, we saw that “Coca-Cola” destroys teeth and meat, it contains a lot of dyes. Coca-Cola contains substances that corrode rust. It cannot be drunk with all foods. And Coca-Cola also contains a lot of sugar, which is harmful to our body. This means we were right: “COCA-COLA” IS NOT SAFE FOR HEALTH!

At the end of the experiment, we experimented with children from other groups.

“How good and harmful words affect the plant.”

Goal: To give children an idea of ​​how important air, water and light are for all life on earth. And that good and bad words also affect plants.

Materials for the experiment:

• Three transparent, shallow glasses;
• Oats (or other grain)

Procedure: pour grain into containers in equal parts and add a little water. On the first glass there is a circle with a smiling face, on the second – with an angry face, and on the third – a clean circle. Suggest to the children during the week: for a glass, say good words with a smile, with an angry face, offensive words, and not pay attention to the third one. Watch the cups for a week. By the end of the week, we noticed changes: green sprouts appeared in the glass with a smile, dark and weak sprouts appeared in the glass with an angry face, and the grain became moldy in the glass with an empty circle. Conclusion:

“Secrets of the Volcano”

Preliminary work: show slides and tell the teacher about the volcano.

Goal: To expand children’s knowledge about the world around them, to introduce them to the phenomenon of inanimate nature - a volcanic eruption. In the process of children's experimentation, satisfy children's needs for knowledge, independence, joy and pleasure.

• introduce children to the concept of “volcano”, give an idea of ​​the origin and structure of volcanoes;
• to form children’s ideas about a natural phenomenon – a volcanic eruption;
• develop the ability to properly handle chemicals(with vinegar).

Equipment for experimentation:

Model of a mountain of volcanic origin, water, red gouache, dishwashing detergent, soda, vinegar, coffee, teaspoon and tablespoon.

Attention! The children do the experiment, the teacher pours vinegar.

On the table, on a tray, there is a model of a volcano, lined with small pieces of pumice and pebbles. The children stand around the table. First, Znayka explains to the children what substances they will need to conduct the experiment. Draws the children's attention to the fact that vinegar is used in the experiment and tells (based on the picture - diagram) how dangerous it is. Then, invites the children to read the proposed diagrams - models with the sequence of the experiment. After which, the Know-It-All once again pronounces the sequence of the experiment.

Sequence of the experiment.

First child: pour two teaspoons of soda into the mouth of the volcano.

Second child: pour half a glass of water.

Third child: add a coffee spoon of red gouache to it and mix thoroughly until the color is uniform and rich.

Fourth child: add 5 drops of detergent to the resulting colored water and mix.

Znayka: add two tablespoons of vinegar to the colored water, then pour the resulting mixture into the crater of the volcano (soda).

Attention! During the final operation, children are advised to take a step back.

Expected result: As a result of the reaction of soda with vinegar and detergent, red foam will begin to erupt from the crater of the volcano.

“How to see the movement of water through the roots?”

Target. Prove that the root of a plant absorbs water, clarify the function of the roots of the plant, establish the relationship between structure and function.

Materials. Balsam cuttings with roots, water with food coloring.

Process. Children examine cuttings of geranium or balsam with roots, clarify the functions of the roots (they strengthen the plant in the soil, take moisture from it). What else can roots take from the ground? Children's assumptions are discussed. Consider dry food coloring - “food”, add it to water, stir. Find out what should happen if the roots can take up more than just water (the root should turn a different color). After a few days, the children sketch the results of the experiment in the form of an observation diary. They clarify what will happen to the plant if there are substances harmful to it in the ground (the plant will die, taking away harmful substances along with the water).

Results. The root of the plant absorbs, along with water, other substances found in the soil.

Entertaining experiments.

• continue to develop cognitive activity in the process of experimentation;
• encourage hypotheses;
• develop friendly relationships while working.

"Detectives"

Secret letter

Let the child make a drawing or inscription on a blank sheet of white paper using milk, lemon juice or table vinegar. Then heat a sheet of paper (preferably over a device without an open flame) and you will see how the invisible turns into visible. The improvised ink will boil, the letters will darken, and the secret letter can be read.

The secret jam thief. Or maybe it's Carlson?

Chop the pencil lead with a knife. Let the child rub the prepared powder on his finger. Now you need to press your finger to a piece of tape, and stick the tape to a white sheet of paper - the imprint of your baby’s finger pattern will be visible on it. Now we will find out whose fingerprints were left on the jam jar. Or maybe it was Carlson who flew in?

Description of the project "Experimental activities"

In everyday life, children often experiment with various substances themselves, trying to learn something new. They disassemble toys, watch objects falling into the water (drowning or not drowning), testing metal objects with their tongues in severe frost, etc. But the danger of such “amateur activities” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances and basic safety rules. An experiment, specially organized by a teacher, is safe for the child and at the same time introduces him to the various properties of surrounding objects, the laws of life of nature and the need to take them into account in his own life. Initially, children learn to experiment in specially organized activities under the guidance of a teacher, then the necessary materials and equipment for conducting the experiment are brought into the spatial-subject environment of the group for independent reproduction by the child, if this is safe for his health. In this regard, in a preschool educational institution, the experiment must meet the following conditions:

a) maximum simplicity of the design of devices and rules for handling them.

b) reliability of operation of devices and unambiguity of the results obtained.

c) showing only the essential aspects of a phenomenon or process.

d) clear visibility of the phenomenon being studied.

e) the possibility of the child participating in a repeat demonstration of the experiment.

In the process of experimentation, a child needs to answer not only the question of how I do this, but also the questions of why I do it this way and not otherwise, why I do it, what I want to know, what to get as a result.

In a preschool educational institution, the acquisition of knowledge about physical phenomena and methods of knowing them is based on the child’s keen interest and curiosity and is carried out in a fun way. An experiment in kindergarten allows children to be introduced to specific research methods, various measurement methods, and safety rules when conducting an experiment. Children, first with the help of adults and then independently, go beyond the knowledge and skills acquired in specially organized activities and create New Product- a building, a fairy tale, air saturated with smells, etc. Thus, the experiment connects creative manifestations with aesthetic development child.

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, since the subject of familiarization is present, regulates, exerts its influence and continuously affects the development of the child. By including him in the process of searching for the cause of a particular physical phenomenon, we create the prerequisites for the formation of new practical and mental actions in him.

The result of children's experimentation is the acquired experience of seeing objects and phenomena, peering into them, the development of attention, visual and auditory sensitivity, the expansion of vocabulary and the enrichment of verbal communication based on cultural norms.

Relevance of the project

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, through experiences and experiments. That's why For children of this age, experimentation, along with play, is a leading activity.

In the process of interacting with objects (experimenting), all types of perception develop, as well as fine motor skills of the fingers, which stimulates the activity of the brain centers responsible for the child’s speech. During the experimentation, problematic situations are created that promote the activation of visual, figurative and logical thinking, voluntary and involuntary attention, and imagination. Through explanations and inferences, the child’s vocabulary is enriched. Asking questions that force the child to return to past experiences (past experiments) promotes memory development.

Also, the activity of experimentation contributes to the formation of cognitive interest in children, develops observation, intelligence, curiosity and mental activity. In the course of experimental activity, ideas about the properties and distinctive features of the objects under study are formed, independently mastering the idea of ​​​​a particular law or phenomenon, situations are also created that the child resolves through experimentation and, by analyzing, draws a conclusion, that is, the development of cognitive abilities occurs child (perception, thinking, attention, memory, speech, imagination).

Another goal of the project is to support and develop a child’s interest in research and discovery, and to create the necessary conditions for this.
I propose to organize the work in such a way that children can repeat the experience shown to adults, they can observe, answer questions using the results of the experiments. In this form, the child masters experimentation as a type of activity and his actions are reproductive in nature.

Project topic:“experimental activities in the second group of early age”

Project goals:

·Development of children's cognitive activity in the process of experimentation;

·Development of observation, ability to compare, analyze, generalize, development of children’s cognitive interest in the process of experimentation, establishment of cause-and-effect relationships, ability to draw conclusions;

·Development of attention, visual and auditory sensitivity;

·Creating the prerequisites for the formation of practical and mental actions in children.

Project objectives:

oExpand children’s understanding of the physical properties of the world around them;

oIntroduce the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility.);

oDevelop children's understanding of certain environmental factors (light, air temperature and its variability; water - transition to various states; Air - its pressure and strength; Soil - composition, humidity, dryness;

oExpand the understanding of human use of natural environmental factors: sun, earth, air, water, plants and animals to meet their needs;

oExpand children’s understanding of the importance of water and air in human life;

oIntroduce children to the properties of soil and its constituent sand and clay;

oDevelop an emotional and value-based attitude towards the world around you;

oDevelop the intellectual emotions of children: create conditions for the emergence of surprise in relation to observed phenomena, for awakening interest in solving assigned problems, for reflection, for the opportunity to rejoice at the discovery made.

Project type: practical-experimental.

Duration: February-March 2017 (long-term).

Expected Result:

1. Stimulating the child’s interest in independent research and discovery.

2.Development of observation and curiosity.

3. Development of cognitive processes: logical thinking, perception, voluntary attention, memory, fine motor skills, active speech and vocabulary enrichment.

4. Enrich the subject-developmental environment in the group;

Preparatory stage:

1. Preparation of material and equipment for experiments.

2. Selection of riddles, poems and games for classes, compiling a card index.

Main stage:

1.Activity planning..

2. Planning work with parents on experimental activities (expansion and enrichment of the subject-spatial environment).

3. The final stage:

1. Create a card index for experiments with natural materials.

2.Create a corner for children in the group to experiment independently with natural materials and equipment.

Fundamental question: How to introduce children to inanimate nature?

Project implementation

Based on an analysis of the system of work in kindergarten, conditions and approaches to experimentation, as a means of developing children’s cognitive activity, I designed my subsequent work, where the implementation of the assigned tasks will be carried out within the framework unregulated educational activities.

Joint activities with children of primary preschool age were organized in the evening or by introducing them into educational activities for 10-15 minutes.

The work will be carried out in small groups, taking into account the level of development and cognitive interests of the children.

After the experiment, I do not miss educational moments - the children independently clean up the work place (clean and hide equipment, wipe tables, remove trash and wash hands with soap).

Equipment for experimental activities: game material and equipment for experimental activities with water, sand, air.

"Sand-water": containers different sizes, measuring cups, cups, spoons, watering cans, molds, pebbles, sand, water, straws, soap, cocktail straws, funnels, objects made of various materials (rubber balls, toys, plastic buttons, etc.), plastic cups different shapes, size, degree of transparency.

"Air": strings, plastic bags, balloons, ribbons, flags.

The project “experimental activities for the study of inanimate nature in the second junior group” also provides for work with parents, which

Memo for parents “experimenting with water” and consultation for parents “Organizing children’s experimentation at home”

Exemplary long-term plan on organizing experimental activities

Month	A week	Object of experimental activity
February		Human
		Water
		Water
		Soap bubbles, paints, ice, snow, steam
March		Air, light
		Sinking or not sinking, weight
		Sound, "rainbow" sand
		Entertainment “A warm drop, or let’s help Kolobok wash himself”, “Game of hide and seek”

Planning work with parents on the topic “Experimental activities of preschool children”

Consultation for parents: “Experimental activities in kindergarten”

Memo for parents: “Experimenting with water” on the blog of the group “Chicks”

Consultation for parents: “We learn by playing”

Consultation for parents: "Organization of children's experimentation at home"on the blog of the group "Chickens"

Consultation for parents: “The role of the family in the development of the child’s search and research activity”

Memo for parents“What you shouldn’t do and what you should do to maintain children’s interest in cognitive experimentation.”

Bibliography

1. Bondarenko T.M. Environmental activities with children 5-6 years old: A practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher”, 2004 – 159 p.

2. A cart and a small cart of miracles. Experiments and experiments for children from 3 to 7 years old. Author-compiler: Zubkova N.M. – St. Petersburg: Rech, 2006 – 64 p.

Educator: Dolgova O. V.

Teacher of the preparatory group “Fidgets” Dolgova O.V.

View project: informative - research project.

Duration project: short-term, 5 weeks.

Project participants: children of the preparatory group, parents of pupils, teacher.

Relevance of the project.

Our Don region is amazingly beautiful. The more we learn about the nature of our region, the more we begin to love it. Knowledge of nature, penetration into its cause-and-effect relationships between objects and phenomena develops thinking and the ability to form a scientific worldview. The skills acquired in childhood to see and listen to nature as it really is, arouses in children a deep interest in it, expands their knowledge, and contributes to the formation of interests. It is necessary to teach children to protect and love nature.

During the period of preschool childhood, the emergence of a primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage. The development of cognitive interest in various areas of knowledge and activities is one of the components of the child’s overall development and the success of his education at school. The preschooler’s interest in the world around him and the desire to learn everything new is the basis for the formation of this quality. Throughout preschool childhood, along with play activities Experimental activities, as a process of acquiring knowledge, skills, and abilities, are of great importance in the development of a child’s personality.

Experiment is the most important research method. The most interesting experiments are real experiences with real objects and their properties. Exploration is a natural process for a child; he studies everything that happens around him.

The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, since the need constantly arises to perform operations of analysis and synthesis, comparison and classification, and generalization. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech. Children's experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of his cultural knowledge of the world around him.

Problem:
Nowadays, the problems of environmental education have come to the fore, and more and more attention is being paid to them. Why did these problems become relevant? The reason is human activity in nature, which is often illiterate, incorrect from an environmental point of view, wasteful, leading to a disruption of the ecological balance. Each of those who have caused and are causing harm to nature was once a child. This is why the role of preschool institutions in environmental education children starting from an early age.

Objective of the project.

To develop the creative, cognitive and research activity of preschoolers in the process of children's experimentation.

Project objectives:

Educational:

Create conditions for the child to form a holistic picture of the world, the objects and phenomena around him.

Develop the ability to acquire new information through experimentation.

To develop children’s ability to draw conclusions based on practical experience and apply them in independent activities.

Ensure the transition from objective-practical action to figurative-symbolic action (schematization, symbolization of connections and relationships between objects and phenomena of the surrounding world).

Educational:

To develop the child’s cognitive activity, communication skills, desire for independent knowledge and reflection.

Develop an interest in research.

Develop the ability to establish cause-and-effect relationships based on elementary experiments and draw conclusions.

Enrich children's vocabulary.

Educational:

Improve communication skills, the ability to cooperate with peers and the teacher.

Subject areas, program sections within which the project is carried out:

Cognitive development.

Artistic and aesthetic development.

Physical development.

Speech development.

Social and communicative development.

Forms of work and methods of work.

Experimental activities.

Observations on walks.

Reading fiction.

Working with parents.

Examination of albums, educational literature and photographs.

Labor activity in a corner of nature, on the site and in the garden.

Project implementation stages:

Stage I - preparatory.

Stage II - basic (practical).

Stage III is the final stage.

Project implementation schedule.

Stage 1. Preparatory 1st week

Determining the goals, objectives, content of the project, predicting the result.

Building a system of work to organize children's research activities.

Creation of a subject-developing environment for conducting simple experiments and experiments.

Stage 2.

Basic 2nd week

Topic: “Onions are a green friend”

Cognitive activity:

Conversation with children: “Healthy food”

Conversation: “Vitamins for children”

Conversation: “The onion is a useful friend to everyone.”

Solving riddles about onions.

“Where will onion feathers grow faster in wet or dry soil?”

"Golden and Purple Onion"

“Will onions grow in the dark?”

“Growing onions under normal conditions”

Reading and learning poems, riddles, and sayings about onions with children.

Game activity:

Game exercises “Who can plant onions faster”, “Harvesting”

Plot-wise role-playing game“Gegetable shop”, “Dining room”

Productive activities:

Drawing “Green onions have grown.”

Application “Bow-golden barrel”.

Modeling “Our bed”

Working with parents:

Consultation for parents: “Onions are a medicinal plant”

Topic: “Air” 3rd week

Cognitive activity:

Conversation with children “Where does the air and wind come from”

Conversation on the film “Protecting air from pollution”

Looking at illustrations of the wind.

Experimental activities:

"How to catch air."

"Does air have weight?"

"Dry out of the water."

“Why does the candle go out?”

"Air Movement"

Properties of air. Transparency.

Reading fiction:

Reading the fairy tale “Morozko” and talking about it.

Reading poetry: D. Ponomareva “Kite”, “Air”, V. Skornyakov “Balloon”

Reading the fairy tale "The Air Seller".

Game activity:

Games with balloons and soap bubbles.

Launching sailing ships on the water.

Outdoor game "Planes".

Productive activities:

Drawing on the topic: “What kind of wind is there?”

Drawing on the topic: “Blowing a blot”

Designing paper boats.

Musical activities:

Listening to melodies that convey the sound of the wind.

Observations on the walk:

Watching the leaves swirl in the air.

Watching the flight of birds.

Observing the movement of clouds.

Watching the wind.

Working with parents:

Consultation “The role of the family in the development of a child’s search and research activity”

Topic: “Water” Week 4

Cognitive activity:

Conversation " Beneficial features water. People extracting water"

Conversation “Water around us”

Conversation “Everyone needs water”

GCD "The role of water in the lives of people, animals and plants."

Examination of illustrations depicting bodies of water on the Earth.

Experimental activities:

Does water have a form?

“What color is the water?”

"Water is a solvent."

"Drowning - not drowning."

“Which water is easier to swim in?”

“Obedient water.”

Reading fiction:

Reading the ecological fairy tale “Water of Life”

Reading poetry: A. Hinata “Water”, D. Suchkova “Stream”, “River”, I. Baraeva “Wave”

Reading the fairy tale “The Four Elements.”

Game activity:

Didactic games “Water Sorceress”. “Who needs water” (profession cards).

Productive activity:

Coloring water using paints.

Drawing on the theme: “Rainy day”

Application: "Boat"

Musical activities:

listening to melodies that convey the murmur of water, drops, the sound of rain, classical music about water.

Observations on the walk:

Watching the rain.

Observation of dew.

Labor activity:

Spraying plants in a corner of nature.

Stage 3.

Final. 5th week.

Processing of project implementation results.

Presentation of the project “We are researchers.”

Results.

Created the necessary conditions to form the foundations of a preschooler’s holistic worldview through experimental activities. The implementation of this project taught preschoolers to compare, observe, analyze, and draw conclusions. The children gained new experience in search and research activities. The children's horizons and mental activity have expanded. The process and result of the project brought satisfaction to the children, the joy of experiencing, and awareness of their own skills. Increasing parents' interest in this problem.

Literature:

Veraksa N. E. “Cognitive and research activities of preschool children”

Dybina O. V., Rokhmanova N. P. “Entertaining experiences and experiments.”

Menshchikova L. I. “Experimental activities of children 6-7 years old - Volgograd: Teacher, 2009.

Prokhorova L. N. “Organization of experimental activities of preschool children.” Guidelines— M: ARKTI.

Application:

Experiment No. 1

“Where will onion feathers grow faster in wet or dry soil?”

We plant the onions in different cups with wet and dry soil, don’t forget to sketch them.

Conclusion: Onions do not grow in dry soil. It definitely needs to be watered.

Experiment No. 2"Golden and Purple Onion"

Which one gives the first shoots?

A week passed and the golden and purple bulbs began to sprout green feathers.

Conclusion: Regardless of the onion color and size, both golden and purple onions sprout, and the onion feathers taste the same.

Experiment No. 3“Will onions grow in the dark?”

They planted the onions in the ground in a dark place and watered them. A week passed, but there were no sprouts. Exactly a week later, weak, yellow sprouts appeared.

Conclusion: the absence of one component (light) affects the growth of onions; they grow much slower.

Experiment No. 4"Growing onions in water"

For plant growth there is light, heat, water. The bulbs sent out a huge number of roots, but green shoots appeared after two weeks.

Conclusion: Onions in water will germinate much slower than in soil.

Experiment No. 5"Growing onions under normal conditions"

Let's plant the onions in a warm place, in warm soil, in a bright place, and water them regularly.

Conclusion: Beautiful, long, juicy, green feathers have grown. For good growth, a plant needs: light, warmth, water. Onions grow faster in the ground.

1.Experience “How to catch air”

Take the plastic bags from the table and try to catch the air. Twist the bags. What happened to the package? What's in them? What is he like? Do you see him? Let's check. Take a sharp stick and carefully pierce the bag. Bring it to your face and press it with your hands. What do you feel? And so, we don’t see it, but we feel it.

2. “Dry out of water” experiment

Children are asked to turn the glass upside down and slowly lower it into the jar. Draw children's attention to the fact that the glass must be held level. What happens? Does water get into the glass? Why not?

Conclusion: there is air in the glass, it does not let water in.

Children are asked to lower the glass into the jar of water again, but now they are asked to hold the glass not straight, but tilt it slightly. What appears in the water? (air bubbles are visible). Where did they come from? The air leaves the glass and water takes its place. Conclusion: the air is transparent, invisible.

3. Experiment “Why does the candle go out”

Progress of the experiment: cover the burning candle with an inverted glass glass. At first the candle will burn, but then, after flashing several times, it will go out. Tell your child that combustion is impossible without oxygen (gas). Once the candle went out, there was no more oxygen left under the glass. It was all spent on combustion.

4. Experiment “Air Movement”

Carefully take a strip of paper by the edge and blow on it. She leaned away. Why? We exhale air, it moves and moves the paper strip. Let's blow on our hands. You can blow harder or weaker. We feel strong or weak air movement. In nature, such tangible movement of air is called wind. People have learned to use it (show illustrations), but sometimes it is too strong and causes a lot of trouble (show illustrations). But there is not always wind. Sometimes there is no wind. If we feel the movement of air in a room, it is called a draft, and then we know that a window or window is probably open. Now in our group the windows are closed, we don’t feel any air movement. I wonder if there is no wind and no draft, then the air is still? Consider a hermetically sealed jar. It contains orange peels. Let's smell the jar. We don't smell it because the jar is closed and we can't inhale air from it (air doesn't move from a closed space). Will we be able to inhale the smell if the jar is open, but far from us? The teacher takes the jar away from the children (approximately 5 meters) and opens the lid. There is no smell! But after a while everyone smells the oranges. Why? The air from the can moved around the room. Conclusion: Air is always in motion, even if we don’t feel the wind or draft.

5. Experience “Properties of air. Transparency".

Let's take it plastic bag, fill the bag with air and twist it. The bag is full of air, it looks like a pillow. The air took up all the space in the bag. Now let's untie the bag and let the air out of it. The bag has become thin again because there is no air in it. Conclusion: the air is transparent, to see it, you need to catch it.

6. Experiment “How much does air weigh?”

Let's try to weigh the air. Let's take a stick about 60 cm long. Attach a rope to its middle and tie two identical balloons to both ends. Hang the stick by a string in a horizontal position. Invite the children to think about what would happen if you pierced one of the balls with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the ball, and the end of the stick to which it is attached will rise up. Why? The balloon without air became lighter. What happens when we puncture the second ball? Check it out in practice. Your balance will be restored again. Balloons without air weigh the same as inflated ones.

1. Experiment “What shape is water?”

There is a cube and a ball on the table. The teacher asks what shape these objects are (children's answers). Does water have a form? To do this, let's take narrow jar and fill it with water. Let's pour this water into wide jar. The form that water takes changes all the time.

Conclusion: Water has no form and takes the shape of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. They spread on the asphalt, collect in holes, and are not visible when absorbed into the ground, only the ground is wet. And so water has no form. ( The teacher shows the children an algorithm that symbolizes that water has no shape and hangs it on a magnetic board)

2. Experiment “What color is the water?”

Let's take two glasses - one with water and the other with milk. Let's take a picture and put it behind a glass of water. Can we see the picture? (children's answers). Now let’s put the picture behind a glass of milk. What did we find?

Conclusion: The pattern is visible through water, but not through milk. This means water is a transparent liquid. Clear water can be made opaque. To do this, wet the brush and dip it into the paint. Add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The drawing is not visible. So, we conclude that water is a transparent liquid. (Using an algorithm that symbolizes this property of water. And we hang it on the board)

3. Experiment “Water is a solvent”

Does water have a taste? Children test the waters and voice their opinions. Then invite one child to stir sugar in the water, the other - salt. After the substances have dissolved, offer to taste the water again. What changed? The water has a taste. The water became sweet and salty.

Conclusion: Water has no taste of its own. What happened to the substances we put in the water? ? (children's answers). Now let's try to dissolve flour and sunflower oil in water. Two children complete this task.

4. Experience “Drowning - not drowning”

Invite your child to check which of the objects around you sink in the water and which remain on its surface. Tablespoons, corks, toothpicks, beads, pieces of plasticine, favorite Lego pieces and other household items are suitable for the experiment. Place these objects one at a time into a bowl of water and watch what happens.

Observe those objects that remain floating on the surface of the water. Do they swim the same? Which part of them is under water, and which part is above water: larger or smaller? Don’t forget to write down your observations and at the same time unobtrusively tell us that all the objects and substances around us consist of tiny, invisible particles - molecules. And those substances in which the molecules are located very close to each other - they are friends and tightly hold hands - have greater density.

5. Experiment “Which water is easier to swim in”
It is easier to swim in salt water than in fresh water because salt makes the water heavier: if you take two tanks of the same capacity, one containing salt water and the other containing fresh water, the tank with salt water will weigh a little more. And the greater the density (weight) of water, the easier it is to swim in it.
An object can float in a liquid if its weight is equal to the weight of the water it displaces or pushes out (the water is displaced to make room for the object). You can look at it from the other side: when you sit in the bathtub, you see that the water level in it is rising. If you knock down the water that your body has displaced, the weight of that water will be equal to the weight of your body. If the water has a higher density, like salt water, then your body will displace less of it (i.e., less water will be needed to equal your body weight), and you will float higher than if you floated in fresh water.

6. Experience “Obedient Water”

Goal: continue to introduce the volume of bodies (objects), develop observation and curiosity.

Materials: Two glass jars with water, half filled, six small pebbles, a plexiglass plate, a foam sponge, a sheet of paper, pencils.

Carefully place the pebbles into the jar. What's happening? (water rises, i.e. increases in volume). Now put a foam sponge in a jar of water and take it out. What's happening? (water was absorbed into the sponge - and the jar was almost empty)

Squeeze the water out of the sponge into a jar and place the wet sponge on the plate. What's happening? (water drains)

Let's summarize the results of the study (the volume of water can increase as a result of immersion of another body in it; water can be absorbed into and flow out of other bodies.

Project passport
Relevance:
IN educational process preschool experimentation is a teaching method that allows a child to model in his mind a picture of the world based on his own observations, experiences, establishment, interdependence, and patterns. Experimental work arouses the child’s interest in exploring nature, develops mental operations, stimulates the child’s cognitive activity and curiosity, and activates perception educational material on familiarization with natural phenomena, with the basics of mathematical knowledge, with the ethical rules of life in society. Topic: “Miracles from Experimentosha”
Goal: To develop in children of senior preschool age a sustainable cognitive interest in search and research activities, the desire for independent thinking and speech accompaniment when conducting unusual experiments.
Tasks:
Enriching and clarifying children's ideas about inanimate nature through elementary experimentation and experiments.
Formation in children of the ability to use assistant devices when conducting experiments and experiments.
Development of children's cognitive abilities (mental abilities - analysis, classification, comparison, generalization);
Child development in the social and personal direction:
development of communication;
improving independence and observation skills;
development of basic self-control and self-regulation of one’s actions.
Project participants: preparatory group children, teachers
Implementation period: 1 month (November)
Type of project: educational - speech
Educational field: communication (the world around us)
Expected results:
The child’s ability to independently solve accessible cognitive problems.
Ability to use different ways and methods of cognition.
Interest in experimentation in children.
Readiness for logical cognition.
Replenishment of speech reserve and development of coherent speech.
Project implementation stages:
I. Preparatory stage
Questioning parents to identify attitudes towards children's research activities (Appendix 1)
Analysis of scientific and methodological literature
Creating conditions for children's experimentation: a place for conducting experiments, a place for storing materials
Preparation of materials for experiments
Selection didactic games(Appendix 2)
Selection of fiction
Consultations for parents: (Appendix 3)

“What not to do and what to do to maintain children’s interest in cognitive experimentation”
“How to organize a mini-laboratory at home?”
II. Main stage
Experiments: (Appendix 4)
How to puncture a balloon without harming it?
Egg submarine
Where did the ink go?
Grape submarine
How to get a coin out of water without getting your hands wet?
Lotus flowers
Natural magnifying glass
How to get water for drinking?
Making a cloud
Obedient and naughty egg
Magic mirrors
Where did the smell go?
The concept of electric charges
Dancing foil
Secret letter
Live fish
Broken pencil
Vanishing coin
Lemon inflates a balloon
Running toothpicks
"Bait" for ice
Dancing cereal
Reading fiction: “Secrets of familiar objects”
- Shapiro A.
Thread, rope, rope
air bubble
Paper
Puddle
Egg
Candle
Wheel
Gvozdik
Matches. Cubes
Pipe
Mirror
Didactic games:
What changed?
Remember and write down the numbers
What's added?
What's different?
Remember - name it
Name the shape of the object
Lay it out as I say
What's in the left and what's in the right hand
Twelve months
Find the treasure on the map
Sea battle
Math coloring
Who will reach the goal faster?
Rock Paper Scissors
Listing items
III. The final stage:
Final event: children demonstrate experiments for group guests.
Summing up the project at the teachers' meeting.
Annex 1
Questionnaire for parents: “CHILDREN’S EXPERIMENTATION IN THE FAMILY”
Child's full name _____________________________________________________
2. How does your child’s research activity manifest itself? (Underline whatever applicable)
a) likes to learn new things from different sources (watching television, reading children's encyclopedias, stories from adults)
b) tries to create something new from ordinary objects and things.
3. What objects and materials does your child like to experiment with? (with water, detergents, glass, paper, fabric)
4. Does it happen that a child continues experimentation started in kindergarten at home?
If yes, how often? (often, rarely, always, never)
5. How do you support your child’s interest in experimenting (underline as appropriate):
- I show interest and ask questions;
- provide emotional support, approve;
- I cooperate, i.e. I get involved in activities;
-other methods (which ones exactly?)

6. What are some of the most striking discoveries for yourself that you think your child has made?
______________________________________________________
7. How does your child please and surprise you?
(curiosity, cognitive activity, something else)
____________________________________________________________________________________________________________
8. What do you prefer: when a child independently explores the world around him or in close interaction with his parents?
______________________________________________________
Appendix 2
Didactic games
1. Game “What has changed?”
Goal: development of attention span.
Task: develop visual memory and children’s attention, teach them to remember the sequence of pictures or details of a plot picture.
Equipment:
Option I: a row of 3-4 pictures or toys familiar to the child.
Option II: one plot picture with a small number of characters and details characterizing them, another one similar to it, but with minor differences.
Description:
I option. The adult shows the child pictures or toys, names them, then puts them on the table and asks him to remember how they lie next to each other. Then the child closes his eyes, the pictures (toys) are mixed, after which he needs to arrange them in a given sequence and name them in order.
Option II. The child carefully examines the first picture of the story, trying to remember the details of the objects on it. Then this picture is removed, and the child is presented with a second one. Having examined it, the child must answer the question “What has changed?” compared to the first one and talk about these differences in detail.
For example: “In the first picture the bunny has a bow, and in the second there is a tie. At first the hedgehog was wearing a red blouse and carrying an apple on his back, and then the blouse turned blue, and there was a mushroom on his back.”
2. Game “Remember and write down the numbers”
Goal: development of memory, attention,
Objective: learn to recognize and name numbers within the first ten, correctly fill in the gaps in a number line within the first ten, develop visual and motor memory, fine motor skills children.
Equipment: card with 2-3 numbers written on it.
Description: An adult shows the child a card with numbers and asks them to look at them carefully for 5-10 seconds, trying to remember how they go in order. Then the card is removed, and the child must name or write the numbers he saw in the given order.
3. Game “What’s added?”
Goal: development of voluntary attention.
Objective: to develop voluntary visual memory, the ability to remember the number and location of given objects.
Equipment: 3 pictures with objects familiar to the child or 3 toys.
Description: After looking at the pictures (toys), the adult lays them out on the table and asks them to remember their sequence. Then the child closes his eyes, and the adult quietly adds some picture (or toy) that does not attract much attention. The child must name the original pictures (toys) and identify the extra one.
4. Game “What has become different?”
Goal: development of visual attention.
Task: to develop voluntary visual attention, teach to remember a given sequence of objects.
Equipment: 3-4 pictures with objects familiar to the child or 3-4 toys.
Description: After looking at the pictures (toys), the adult lays them out on the table and asks them to remember how they lie. Then the child closes his eyes, and the adult swaps any pictures (toys). The child must restore the original sequence of pictures (toys). By the age of 5, the child should accompany his actions with suggestions about the location of the pictures (or toys). For example: “The picture with the ball was the first, followed by a doll, a pyramid,” etc. or “We swapped the place of the car and the book.”
5. Game “Remember - name it”
Goal: development of attention and memory.
Objective: to develop children’s visual memory, teach them to remember the number of given objects or pictures.
Equipment:
Option I: children aged 4-5 are presented with pictures or well-known objects; for children 7 years old, the number of pictures or objects increases to 6-7 pieces.
Option II: paired cards, one of which shows a certain (depending on the child’s age) number of objects (see Option I), on the other, several new ones are added to the number of objects from the first card.
Description:
I option. The child examines a number of objects or pictures, counts them, and then from memory names those that he remembers.
Option II. First, the child is presented with the first card, the child examines and names the objects depicted on it, and counts them. Then
this card is changed to the second, and the child must remember and name the objects that were on the first card.
6. “Name the shape of the object”
Goals: to consolidate the ability to visually correlate the shape of an object with a standard.
Progress of the game: children are divided into two teams. One team names objects rectangular shape, and the other is square. For each item named, children receive a chip. At the end of the game, it is revealed how many chips each team has earned.
7. “Lay out as I say”
Goal: to develop visual memory, differentiation of flat geometric figures, visual attention, orientation in microspace.
Progress of the game: In front of the children lie different geometric figures. The teacher makes sure that the children know their names
nia. Then the teacher invites the children to lay out these figures in a certain order. The order can be very different: from left to right, from top to bottom, according to a sample, from memory, in a certain sequence, according to counting (lay out so that the second is a trapezoid, the fourth is a rhombus, etc.).
8. “What’s in the left hand, what’s in the right hand” Goal: to consolidate orientation in directions, on a sheet of paper, visual attention, sight. memory.
Progress of the game: The teacher shows the children two pictures, identical in plot, but different in the arrangement of objects. Children must name the location of objects in both pictures. For example: in the picture on the right the sun is in the upper left corner, and in the picture on the left it is in the upper right corner. Pictures can be made on any topic. The older the children, the more objects there can be in the pictures and the more differences.
9. "Twelve Months"
Goal: to develop orientation in time (names of months), seasons, auditory attention.
Progress of the game: the teacher lays out cards with numbers from 1 to 12 on the table and mixes them. The players take cards and arrange them in order according to the number indicated on the card. They turned into 12 months. The teacher asks questions: “First month - what is your name?” “Twelfth month - what’s your name?” “Sixth month - what’s your name?” etc. You can give a hint - write the first letter of the month on the back side.
10. “Find the treasure on the map”
Goal: To develop logic, spatial orientation, and the ability to act according to a certain pattern.
11. "Battleship"
Goal: To develop the ability to navigate on a sheet of paper in a box, spatial thinking.
12. “Math coloring”
Goal: Develop the ability to solve simple examples.
13. “Who will reach the goal faster?”
Goal: To develop logical and spatial thinking.
14. "Rock - paper - scissors"
Goal: To develop fine motor skills and interhemispheric connections.
15. “Listing items”
Goal: Develop attention, visual memory, enrich vocabulary.
Appendix 3
Consultation for parents
"Organization of children's experimentation at home"
Children's experimentation is one of the leading activities of a preschooler. Obviously, there is no more inquisitive researcher than a child. The little man is seized with a thirst for knowledge and exploration of a huge new world. But a common mistake among parents is to limit the path of children’s learning. Do you answer all the young man’s questions? Are you willing to show objects that attract a curious eye and talk about them? Do you regularly visit a puppet theater, museum, or circus with your child? These are not idle questions that are easy to laugh off: “he will know a lot, he will soon grow old.” Unfortunately, “mother’s mistakes” will make themselves felt very soon - in the very first grades of school, when your child turns out to be a passive creature, indifferent to any innovations. Children's research activities can become one of the conditions for the development of children's curiosity, and ultimately the child's cognitive interests. In kindergarten, a lot of attention is paid to children's experimentation. Children's research activities are organized, special problem situations are created, and classes are conducted. In the groups, conditions have been created for the development of children's cognitive activity6 in all activity centers and corners there are materials for experimentation: paper different types, fabric, special instruments (scales, watches, etc.), unstructured materials (sand, water), maps, diagrams, etc.
How to organize a mini-laboratory at home?
Simple experiments and experiments can be organized at home. This does not require much effort, just desire, a little imagination and, of course, some scientific knowledge.
Any place in the apartment can become a place for an experiment. For example, a bathroom. While washing, a child can learn a lot of interesting things about the properties of water, soap, and the solubility of substances.
For example: which will dissolve faster: sea ​​salt, bubble bath, pine extract, soap bars, etc.
The kitchen is a place where a child disturbs parents, especially mother, when she is preparing food. If you have two or three children, you can arrange competitions between young physicists. Place on the table several identical containers, a low bowl of water and foam sponges different sizes and colors. Fill the bowl with about 1/2 inch of water. Have the children place the sponges in the water and guess which one will hold the most water. Squeeze the water into the prepared jars. Who has more? Why? Is it possible to fill a sponge with as much water as you want? What if you give the sponge complete freedom? Let the children answer these questions themselves. It is only important that the child’s questions do not remain unanswered. If you do not know the exact (scientific) answer, you need to consult reference literature.
The experiment can be carried out during any activity.
For example, a child is drawing, but he has run out of green paint. Invite him to try making this paint himself. See how he will act, what he will do. Don't interfere or give any hints. Will he guess that he needs to mix blue and yellow paint? If he doesn’t succeed, tell him that he needs to mix two paints. Through trial and error, the child will find the right solution. The child learns to identify best way solve the problems facing him and find answers to emerging questions.
“What shouldn’t be done and what should be done to maintain children’s interest in cognitive experimentation?”
You should not brush aside your child’s wishes, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.
If the action is accompanied positive emotions child, initiative and ingenuity, and at the same time the goal is not to harm anyone, then this is not an offense, but a prank.
Need to! Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration.
Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with the internal desires to learn new things, because it is interesting and pleasant, to help him in this with his participation.
If you need to prohibit something, be sure to explain why you are prohibiting it and help determine what is possible or how it is possible. From early childhood, encourage your child to complete the work he has started, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.
Showing interest in the child’s activities, talk with him about his intentions, goals, and how to achieve the desired result (this will help to understand the process of activity).
Appendix 4
Experiments
1.How to puncture a balloon without harming it?
Equipment: balloon, tape, knitting needle
Procedure of the experiment: The child knows that if you puncture the balloon, it will burst. Place a piece of tape on both sides of the ball. And now you can easily push the ball through the tape without any harm to it.
2. Egg submarine
Equipment: two liter jars, water, salt, two eggs
Procedure of the experiment: Take 3 jars: two half-liter and one liter. Fill one jar with clean water and place a raw egg in it. It will drown. Pour a strong solution of table salt into the second jar (2 tablespoons per 0.5 liters of water). Place the second egg there and it will float. This is explained by the fact that salt water is heavier, which is why it is easier to swim in the sea than in a river.
When the experiment is completed, you can show the trick. By adding salt water, you will ensure that the egg floats. Adding fresh water will cause the egg to sink. Externally, salt and fresh water are no different from each other, and it will look amazing.
3. Where did the ink go?
Equipment: glass, ink, activated carbon
Procedure of the experiment: Place a drop of ink or ink into a bottle of water so that the solution is pale blue. Place a crushed tablet there. activated carbon. Close the neck with your finger and shake the mixture. It will lighten before your eyes. The fact is that coal absorbs dye molecules on its surface and it is no longer visible.
4.Grape submarine
Equipment: glass, sparkling water or lemonade, grape
Procedure: Take a glass of fresh sparkling water or lemonade and throw a grape into it. It is slightly heavier than water and will sink to the bottom. But gas bubbles, like small balloons, will immediately begin to land on it. Soon there will be so many of them that the grape will float up.
But on the surface the bubbles will burst and the gas will fly away. The heavy grape will sink to the bottom again. Here it will again become covered with gas bubbles and float up again. This will continue several times until the water runs out. And fish have a swim bladder. When she needs to submerge, the muscles contract, squeezing the bubble. Its volume decreases, the fish goes down. But you need to get up - the muscles relax, the bubble dissolves. It increases and the fish floats up.
5.How to get a coin out of water without getting your hands wet?
Equipment: coin, plate, water, newspaper, matches
Procedure of the experiment: Place a coin on the bottom of a plate and fill it with water. How to take it out without getting your hands wet? The plate must not be tilted. Fold a small piece of newspaper into a ball, set it on fire, throw it into a half-liter jar and immediately place it with the hole down in the water next to the coin. The fire will go out. The heated air will come out of the can, and due to the difference in atmospheric pressure inside the can, water will be drawn into the can. Now you can take the coin without getting your hands wet.
6. Lotus flowers
Equipment: colored paper, scissors, pencil, basin, water
Procedure of the experiment: Cut out flowers with long petals from colored paper. Using a pencil, curl the petals towards the center. Now lower the multi-colored lotuses into the water poured into the basin. Literally before your eyes, flower petals will begin to bloom. This happens because the paper gets wet, gradually becomes heavier and the petals open.
7. Natural magnifying glass
Equipment: insect, three-liter jar, cling film
Procedure of the experiment: Place the insect in a three-liter jar. Cover the top of the neck with cling film, but do not pull it, but, on the contrary, push it through so that a small container is formed. Now tie the film with a rope or elastic band, and pour water into the recess. You will get a wonderful magnifying glass through which you can perfectly see the smallest details. The same effect can be achieved if you look at an object through a jar of water, securing it to the back wall of the jar with transparent tape.
8. How to get water for drinking?
Equipment: empty plastic container, film, stone, grass, leaves
Procedure: Dig a hole in the ground approximately 25 cm deep and 50 cm in diameter. Place an empty plastic container or wide bowl in the center of the hole, and place fresh green grass and leaves around it. Cover the hole with clean plastic wrap and fill the edges with soil to prevent air from escaping from the hole. Place a pebble in the center of the film and lightly press the film over the empty container. The water collecting device is ready. Leave your design until the evening. Now carefully shake off the soil from the film so that it does not fall into the container (bowl), and look: there is clean water in the bowl. Where did it come from? Explain to your child that under the influence of the sun's heat, the grass and leaves began to decompose, releasing heat. Warm air always rises. It settles in the form of evaporation on the cold film and condenses on it in the form of water droplets. This water flowed into your container; remember, you slightly pressed the film and put the stone there.
9. Making a cloud
Equipment: three-liter jar, baking tray, hot water
Procedure of the experiment: Pour hot water into a three-liter jar (about 2.5 cm). Place a few ice cubes on a baking sheet and place it on top of the jar. The air inside the jar will begin to cool as it rises. The water vapor it contains will condense to form a cloud. This experiment simulates the process of cloud formation when warm air cools. Where does rain come from? It turns out that the drops, having heated up on the ground, rise upward. There they get cold, and they huddle together, forming clouds. When they meet together, they increase in size, become heavy and fall to the ground as rain.
10. Obedient and naughty egg
Equipment: two raw eggs, sand, candle, small pellets
Procedure: Poke two holes the size of a match head in the ends of the egg and blow out the contents. Rinse the inside thoroughly. Let the shell dry thoroughly from the inside for one to two days. After this, cover the hole with plaster, glue with chalk or whitewash so that it becomes invisible.
Fill the shell about one-quarter full of clean, dry sand. Seal the second hole in the same way as the first. The obedient egg is ready. Now, in order to put it in any position, just shake the egg slightly, holding it in the position that it should take. The grains of sand will move, and the placed egg will maintain balance.
To make a “vanka-vstanka” (tumbler), instead of sand, you need to throw 30-40 pieces of the smallest pellets and pieces of stearin from a candle into the egg. Then put the egg on one end and heat it up. The stearin will melt, and when it hardens, the pellets will stick together and stick them to the shell. Mask the holes in the shell.
It will be impossible to lay the tumbler down. An obedient egg will stand on the table, on the edge of a glass, and on the handle of a knife.
11. Magic mirrors
Equipment: two mirrors, an apple
Procedure of the experiment: Place two mirrors at an angle of more than 90°. Place one apple in the corner.
This is where the real miracle begins, but only just begins. There are three apples. And if you gradually decrease the angle between the mirrors, the number of apples begins to increase.
In other words, the smaller the angle of approach of the mirrors, the more objects will be reflected.
Ask your child if it is possible to make 3, 5, 7 from one apple without using cutting objects. What will he answer you? Now perform the experiment described above.
12. Where did the smell go?
Equipment: corn sticks, jar, cologne
Procedure of the experiment: Take corn sticks, put them in a jar into which cologne was previously dripped, and close it with a tight lid. After 10 minutes, opening the lid, you will not feel the smell: it was absorbed by the porous substance of the corn sticks. This absorption of color or odor is called adsorption.
13. The concept of electric charges
Equipment: balloon,
Procedure: Inflate a small balloon. Rub the ball on wool or fur, or even better, on your hair, and you will see how the ball begins to stick to literally all objects in the room: to the closet, to the wall, and most importantly, to the child.
This is explained by the fact that all objects have a certain electrical charge. As a result of contact between two various materials electrical discharges are separated.
14. Dancing foil
Equipment: aluminum foil, comb
Progress of the experiment:
Cut aluminum foil (the shiny wrapper from chocolate or candy) into very narrow, long strips. Run the comb through your hair and then bring it close to the sections. The strips will begin to “dance.” This attracts positive and negative electrical charges to each other.
15. Secret letter
Equipment: sheet of paper, milk or lemon juice, table lamp
Procedure of the experiment: Let the child make a drawing or inscription on a blank sheet of white paper with milk or lemon juice. Then heat a sheet of paper (preferably over a device without an open flame) and you will see how the invisible turns into visible. The improvised ink of the letters will darken, and the secret letter can be read.
16. Live fish
Equipment: thick paper fish, basin, water, fork, oil, pipette
Procedure of the experiment: Cut out a fish from thick paper. In the middle of the fish there is a round hole A, which is connected to the tail by a narrow channel AB. Pour water into a basin and place the fish on the water so that the bottom side is completely wet and the top side remains completely dry. It’s convenient to do this with a fork: placing the fish on the fork, carefully lower it into the water, push the fork deeper and pull it out. Now you need to drop a large drop of oil into hole A. Trying to spread over the surface of the water, the oil will flow through channel AB. The fish will not allow it to spread in other directions. What do you think the fish will do under the influence of the oil flowing back? It’s clear: she will swim forward!
17. Broken pencil
Equipment: glass, tap water, pencil
Procedure: Fill the glass about 2/3 full with tap water. Place a glass of water and a pencil on the table. Let's begin the scientific magic: Hold the pencil in front of you. Announce to the audience: “Now I will break a pencil by simply putting it in a glass of water.” Dip the pencil vertically into the water so that its tip is approximately halfway between the bottom of the glass and the surface of the water. Keep the pencil at the back of the glass, away from the audience. Move the pencil back and forth in the water, holding it vertically. Ask the audience what they see. Take the pencil out of the water.
Result: The audience will think that the pencil is broken. From their point of view, the part of the pencil that is under water is slightly offset from the part that is under water. This effect occurs due to refraction. Light travels in a straight line, but when a ray of light passes from one transparent substance to another, its direction changes. This is refraction. When light passes from a denser substance, such as water, to a less dense substance, such as air, refraction occurs, or a visible change in the angle of incidence of the beam. Light travels at different speeds in substances of different densities. Light reflected from a pencil, passing through air, appears to viewers to be in one place, and through water, in another.
18. Vanishing Coin
Equipment: 1 liter glass jar with lid, tap water, coin
Procedure of the experiment: Pour water into the jar and close the lid. Give your assistant a coin so that he can make sure that it is really an ordinary coin and there is no trick in it. Have him place the coin on the table. Ask him: “Do you see the coin?” (Of course, he will answer yes.) Place a jar of water on the coin. Say magic words, for example: “Here is a magic coin, here it was, but here it is not.” Have your assistant look through the water on the side of the jar and say, can he see the coin now? What will he answer? You can make this trick even more effective. After your assistant fails to see the coin, you can make it appear again. Say other magic words, for example: “As the coin failed, so it appeared.” Now remove the jar and the coin will be back in place.
Result:
When you place a jar of water on a coin, the coin seems to disappear. Your assistant won't see it.
This trick is achieved by reflecting light from the wall of the jar. Reflection is the bounce of light back from a surface.
19. Lemon inflates a balloon Equipment: 1 tsp. baking soda, lemon juice, 3 tbsp. vinegar, balloon, electrical tape, glass and bottle, funnel. Procedure of the experiment: Pour water into a bottle and dissolve a teaspoon of baking soda in it. In a separate bowl, mix lemon juice and 3 tablespoons of vinegar and pour into a bottle through a funnel. Quickly place the ball on the neck of the bottle and secure it tightly with tape. Look what's happening! Baking soda and lemon juice mixed with vinegar enter into a chemical reaction, releasing carbon dioxide and creating pressure that inflates the balloon.
20. Running toothpicks
Equipment: a bowl of water, 8 wooden toothpicks, a pipette, a piece of refined sugar (not instant), dishwashing liquid.
Procedure of the experiment: Place the toothpicks in rays in a bowl of water. Gently drop a piece of sugar into the center of the bowl; the toothpicks will begin to gather towards the center. Remove the sugar with a teaspoon and drop a few drops of dishwashing liquid into the center of the bowl with a pipette - the toothpicks will “scatter”! What's going on? The sugar absorbs the water, creating a movement that moves the toothpicks towards the center. The soap, spreading over the water, carries along the water particles, and they cause the toothpicks to scatter. Explain to the children that you showed them a magic trick, and all magic tricks are based on certain natural physical phenomena that they will study at school.
21. "Bait" for ice
Equipment: thread, ice cube, glass of water, pinch of salt.
Experiment progress: How to use a thread to pull an ice cube out of a glass of water without getting your hands wet. Let's put the ice in the water. Place the thread on the edge of the glass so that one end of it lies on an ice cube floating on the surface of the water. Sprinkle some salt on the ice and wait 5-10 minutes. Take the free end of the thread and pull out the ice cube from the glass. Salt, once on the ice, slightly melts a small area of ​​it. Within 5-10 minutes, the salt dissolves in water, and clean water on the surface of the ice freezes along with the thread.
22. Dancing cereal
Equipment: paper towel, 1 teaspoon (5 ml) crispy rice cereal, balloon, wool sweater, paper towel
Procedure of the experiment: Some cereals can make a lot of noise. Now we will find out whether it is possible to teach rice cereal to also jump and dance. Place a paper towel on the table. Pour the cereal onto a towel. Let's begin the scientific magic! Address the audience like this: “Of course, you all know how rice cereal can crack, crunch and rustle. And now I will show you how they can jump and dance.” Inflate the balloon and tie it. Rub the ball on a wool sweater. Hold the ball near the cereal and see what happens.
Result: The flakes will bounce and be attracted to the ball. Helps you with this experiment static electricity. Electricity is called static when there is no current, that is, movement of charge. If you wait longer, electrons will begin to transfer from the ball to the flakes. Gradually the ball will become neutral again and will no longer attract flakes. They will fall back onto the table.

Main equipment of the experimentation center:
instruments - “helpers”: laboratory glassware, scales, objects of living and inanimate nature, containers for playing with water of different volumes and shapes;
natural material: pebbles, clay, sand, shells, bird feathers, saw cuts and tree leaves, moss, seeds, etc.; recycled material: wire, pieces of leather, fur, fabric, cork;
different types of paper;
dyes: gouache, watercolors;
medical materials: pipettes, flasks, measuring spoons, rubber bulbs, syringes (without needles); other materials: mirrors, Balloons, flour, salt, sugar, colored and transparent glass, sieve, candles.Additional equipment:
children's robes, aprons, towels, containers for storing bulk and small items.
cards-schemes of experiments and experiments, designed on thick paper (the back of the card describes the progress of the experiment).
Bibliography:
Dybina O.V. , Poddyakov N.N., Rakhmanova N.P., Shchetinina V.V., “A child in the world of search: search activity of preschool children” / Ed. O.V. Dybina. – M.: TC Sfera, 2005. – 64 p., - (Development Program).
Dybina O.V. Rakhmanova N.P., Shchetina V.V. “The unknown is nearby: entertaining experiences and experiments for preschoolers” / Ed. O.V. Dybina. – M.: TC Sfera, 2004. – 64 p.
Korotkova N.A. “Cognitive and research activities of older preschoolers”/ / J. Child in kindergarten. 2003. No. 3, 4, 5. 2002. No. 1
Nikolaeva S.N. “Introducing preschoolers to inanimate nature. Nature management in kindergarten." Toolkit. – M.: Pedagogical Society of Russia, 2005. – 80 p.
Novikovskaya O.A. A collection of developing games with water and sand for preschoolers. – St. Petersburg: “CHILDHOOD – PRESS”, 2006. – 64 p.
Solovyova E. “How to organize children’s search activities” // Preschool education. 2005. №1.
Dybina O.V. Game technologies for introducing preschoolers to the objective world. M: Pedagogical Society of Russia, 2007.
Doronova T.N., Korotkova N.A. Cognitive and research activities of older preschoolers // Child in kindergarten, 2003 No. 3.
Zubkova “Experiments with children from 3 to 7”