Modern world is very dynamic, and it changes so rapidly that it forces modern psychology to reconsider the role and importance of exploratory behavior in human life, and pedagogy focuses on reassessing the role of exploratory teaching methods in practice mass education. With the beginning of the 21st century, it becomes more and more obvious that the skills and abilities of research search are required not only for those whose life is already connected or will be connected with scientific work, they are necessary for every person. In modern Russian education this is expressed in the striving for theoretical ideas and practice of research teaching, actively manifested by teachers and practical psychologists.

It is no secret to anyone that children's need for research is biologically determined. Every healthy child is born an explorer. An unquenchable thirst for new experiences, curiosity, the desire to observe and experiment, independently seek new information about the world are traditionally considered the most important features of children's behavior. Constantly shown research activity is a normal, natural state of the child. He is tuned to the knowledge of the world and wants to know it. It is this inner desire for knowledge through research that gives rise to exploratory behavior and creates the conditions for exploratory learning. In today's dynamic world, it is fundamentally important that the mental development of the child, already at the very first stages, unfold as a process of self-development.

Since ancient times, teachers have identified two main ways of learning: "passive learning" - through teaching - and "active learning" - through their own experience (terms of K.D. Ushinsky). Despite fierce disputes regarding the very possibility of dividing the teaching into "passive" and "active", it is impossible not to notice that we are talking about two fundamentally different ways of getting an education. At different times, their ratio in the practice of education has changed significantly. First one came to the fore, then the other.

Savenkov Alexander Ilyich - Professor, Doctor of Science in Pedagogy and Psychology. An outstanding psychologist devoted his life to creating programs for the identification and development of gifted children. Wrote many scientific papers and practical manuals for teachers and educators.

Biography

Savenkov Alexander Ilyich was born on September 25, 1957 in a small village Novosibirsk region. He grew up as an ordinary Soviet boy. He was fond of sports, went to an ordinary rural school. Nevertheless, the guy was distinguished by his extraordinary abilities in the field of the humanities.

After school, Alexander entered the National State Pedagogical Institute. In 1983 he received a diploma of graduation from the art and graphics faculty of the National State Pedagogical Institute.

The newly minted teacher did not stop there and target program went to Moscow.

In 1988, Aleksandr Ilyich Savenkov defended his Ph.D. thesis at the Lenin Moscow Pedagogical Institute in the field of "Theory and History of Pedagogy", received a scientific degree - Candidate of Pedagogical Sciences.

Alexander Ilyich Savenkov is an example of a scientist who is engaged in self-education and does not get tired of developing throughout his life.

At the age of 40, he defended his dissertation on the topic "Pedagogical foundations for the development of productive thinking in gifted children," which he wrote with the support and guidance of Dr. Ped. Sciences, Academician of the Russian Academy of Education A. M. Matyushkin. So in 1997 Alexander Ilyich became a doctor of pedagogical sciences.

Despite such a high pedagogical rank, Savenkov felt a gap in knowledge in the field of educational psychology. Developing the theory of giftedness and developing a methodology for working with gifted children, the scientist seriously engaged in deepening knowledge of the psychology of childhood and education.

This prompted him to write and defend his doctoral dissertation, which revealed the main points of the development of capable children in conditions educational environment. So, in 2002, Alexander Ilyich Savenkov received a doctorate in psychology.

In the professional field, Alexander Ilyich reached great heights. He is a lecturer at the Moscow State Pedagogical University, the head of the Department of Educational Psychology and the director of the IOPS of the Moscow State Pedagogical University.

But this did not prevent the scientist in 2012 from graduating from the MSGU under the training program "Psychology of Education Management".

"Live and learn for a century" - this saying describes the life of Alexander Ilyich Savenkov as accurately as possible.

Scientific and pedagogical activity

Doctor of Sciences has devoted his life to the study of children's giftedness. He developed programs for the diagnosis and development of giftedness. He published many scientific articles and practical manuals on organizing work with children. preschool age and students primary school. Under his leadership, it was created and is being actively introduced into practice Russian schools experimental program "Gifted child in public school". Today, this program has been adopted by some schools in Moscow, Yekaterinburg, Khabarovsk and other cities of our vast Motherland.

Another area that Alexander Ilyich Savenkov is actively developing is the research activities of preschoolers and students. elementary school. This topic is devoted to many scientific works of an outstanding teacher-psychologist.

Savenkov is the author of a unique program, a methodology for research education of preschoolers. Savenkov Alexander Ilyich initiated the organization in 2005 of the competition of research works and creative projects "I am a researcher", in which children from 4 to 11 years old take part. The doctor of science himself is the permanent chairman of the jury of this All-Russian competition young researchers.

Project activities and the development of research skills have acquired particular relevance in the context of the introduction of the Federal State Educational Standard in Russian schools.

In 2016, Alexander Ilyich was elected to the position of corresponding member of the Russian Academy of Education.

Social activity

Alexander Ilyich takes an active public position.

On a voluntary basis, he is an assistant to a member of the Federation Council V.S. Kosourova.

The outstanding scientist was invited to the Expert Council of the Federation Council Committee dealing with science, education, culture and information policy.

Alexander Ilyich is also a member of the expert group for the development of the social infrastructure of childhood and the safety of children's products.

Recently, Savenkov has been an expert in the Committee on Family, Women and Children of the State Duma of the Russian Federation.

Awards

For his educational activities, Alexander Savenkov was awarded the Diploma of the Federation Council of the Russian Federation.

Working with gifted children

Savenkov has been dealing with issues of children's giftedness for more than 30 years. He developed a program to identify the inclinations and abilities of children at an early age. He issued a number of recommendations for the development of these abilities and practical guides for parents and teachers. Alexander Ilyich insists that with the right approach one or another type of giftedness can be detected and revealed in most children. He expressed his thoughts in scientific papers dedicated to the study of the phenomenon of giftedness and the development hidden abilities kids.

• in kindergarten and school";
• "Gifted child in public school";
• "Diagnostics and development of children's giftedness";
• "The path to giftedness. Exploratory behavior of preschoolers".

Research program

Great attention in scientific work pays to the development of research abilities of pupils preschool institutions and primary school students. In his writings, the scientist claims that children are researchers by nature. That is why the educational process must be built on the basis of research activities. Education should not be problematic, only then it will lead to success, it will be interesting for the child.

The author describes in detail the methodology of research teaching in his scientific articles and manuals for parents and teachers. These include books by Savenkov Alexander Ilyich, dedicated to the organization and implementation of the foundations of research education:

• "Content and organization of research education for schoolchildren";
• "Psychological foundations of the research approach to learning".

In total, the bibliography of Alexander Savenkov consists of more than 340 scientific publications revealing the problems of psychology, pedagogy and psychodidactics.

The products of the scientist's activity are in demand not only among teachers. Responsible parents find answers to such questions in Savenkov's books. important questions how to teach a daughter or son to read, what to do if the baby does not want to learn, how to help your child acquire knowledge" and others.

The relevance of the organization of research activities with children of preschool age.

Development of cognitive interest through the development of the research behavior of the child. “For a child, it is more natural and therefore much easier to comprehend new things by conducting their own research - observing, setting up experiments, making their own judgments and conclusions based on them, than to receive knowledge already obtained by someone in a “ready form”. (A.I. Savenkov). Therefore, it is necessary to increase the share of research teaching methods in the educational process.

Research activity allows you to organize learning so that the child can ask questions and independently find answers to them. However, there is no holistic approach to the development of research activities in the aspect of the personal development of a preschool child. And this testifies to the relevance of the problem of the development of research activities among preschoolers and its insufficient development in terms of child development.

With the introduction of federal state requirements into the system of preschool education, the requirements for the educator himself, for the methods of teaching and educating preschoolers are changing. By the time of entering the first grade, the child should be able to solve such complex problems as:

Be able to see the problem and ask questions;

be able to prove;

draw conclusions;

Make assumptions and make plans to test them.

It is the research method that is one of the main methods that can help a preschooler solve the above tasks. After all, the research method most fully corresponds to the nature of the child and modern requirements education and training.

At preschool age, during classes, children should receive only positive emotions, satisfaction and a sense of self-esteem from the results achieved. Therefore, a special approach to learning is needed, which is built on the basis of the natural desire of the child to independently study the environment. This is research education, as it is aimed at developing the child's skills and abilities of scientific research, at educating a true creator. And this means that research activity should be free, practically unregulated by any external settings or time.

Therefore, it is necessary to look for new ways for the full development cognitive activity children. For this purpose, the materials of the relevant methodical literature on the topic "Children's Research". The work is based on the methods and techniques of research teaching, proposed by A.I. Savenkov "Methodology of research teaching"

aim This method consists in the development of cognitive activity, the intellectual and creative potential of the child's personality, by improving his research abilities.

Approaching the creation of research activities with preschoolers, I put the following tasks:

1. Organize a subject-developing environment.

2. To teach children the skills and abilities of research search.

3. To develop the ability to use research and communication skills in the learning process and in everyday life.

4. Organize work with parents to develop the research activities of preschoolers.

Stages implementation of research activities.

Independent research practice;

Research abilities training;

Monitoring the research activities of children.

Independent research practice.

The main content of the work at this stage is the conduct of independent research by children and the implementation of creative projects by them. Classes within its framework are built in such a way that the degree of independence of the child in the process of research search and creative design gradually increases.

Research abilities training.

During this training, children should acquire special knowledge, skills and abilities of research search. They must learn:

see problems;

Ask questions;

put forward hypotheses;

Give definitions to concepts;

classify;

Observe;

Conduct experiments;

Make inferences and conclusions;

Structure the material;

Explain, prove and defend your ideas.

Monitoring the research activities of children.

Monitoring includes the activities necessary to manage the research learning process. The child should know that the results of his work are of interest to others, everything that he discovered and studied is very important for everyone, and he will definitely be heard. He needs to master the practice of presenting the results of his own research, master the ability to argue his own judgments, conclusions and conclusions.

Stages of children's research.

Educational research of a preschooler includes the following main stages:

Identification and formulation of the problem (choosing a research topic);

Development of hypotheses;

Search and offer options solutions;

Collection of material;

Generalization of the received data;

Preparation of research materials for defense;

Protection.

The specifics of the organization of the educational process.

First stage consists in the preliminary preparation of preschool children for research activities, involves the acquaintance of children with the equipment and materials of the mini-center "Experiments and Experiments", their purpose. This mini center has:

Devices - "assistants": laboratory glassware, scales, objects of inanimate nature, containers for playing with water of various sizes and shapes;

Natural material: pebbles, clay, sand, shells, bird feathers, saw cut and tree leaves, moss, seeds, etc.;

Recycled material: wire, pieces of leather, furs, fabrics, corks;

Different types of paper;

Dyes: gouache, watercolors;

Medical materials: pipettes, flasks, measuring spoons, rubber bulbs, syringes (without needles);

Other materials: mirrors, balloons, oil, flour, salt, sugar, colored and transparent glasses, sieve, candles, containers for storing loose and small items.

Second phase (practical) - classes for the acquisition of special knowledge by children (a thematic dictionary of a scientific nature) and the development of their special skills and research search skills. For this, training sessions are held, proposed by A.I. Savenkov (with the addition of several of his games and exercises). The purpose of these classes is to introduce the child to research activities. Here the child learns to make a choice of a topic of interest to him, build an action plan, communicate with peers and adults, search for and collect information, systematize it and make a report. Also, training sessions contribute to the fact that children become more confident in themselves, learn to listen and hear each other. This type of work is carried out in free time- in the morning or evening, between classes, on walks - with the whole group or in individual form. At the same time, targeted walks, excursions, short-term and long-term observations of objects of animate and inanimate nature are planned. Conversations are held weekly, which are aimed at developing children's curiosity, the need for new knowledge. Such work allows you to identify children who are active, inquisitive, capable of creative thinking. Then, from a group of such children, a club of experts “I explore the world” is created. Further, classes are held on the cognitive cycle, developed using research teaching methods. These classes are attended by children all at the same time or in subgroups (in accordance with the schedule of classes).

The value of such activities lies in the exciting joint acquisition of knowledge by children through their own search for the necessary information on the proposed topic. The program content of the classes allows the maximum implementation of methods and techniques that activate the use of safe analyzers of children, which is very important for our children. After all, sensory knowledge of the environment is considered to be the initial stage of knowledge. Children, living in the world of objects, human relations, strive to understand them, to reveal them with the help of their feelings. Therefore, participation in research activities, especially in its experimental part, helps our children to penetrate deep into objects - living and non-living, and also help to realize their internal properties and relationships. In turn, the sensory experience of children is strongly associated with speech, therefore, research activity contributes to the implementation - the development of children's communicative abilities. And one more important circumstance: in such classes, much attention in the form of praise is given to notorious, insecure children, whose interest in search activities is somewhat reduced. Thus, their further participation in joint work is activated and a sense of self-esteem gradually develops. As a result, children become more courageous, gradually reveal their natural talents: the ability to listen, speak, just communicate. And this, in turn, serves as a guarantor of self-development of the individual, they learn to think, prove, argue, etc. in their own way. Thus, the main function of exploratory behavior is performed - the function of development. After conducting several joint classes on the cognitive cycle, you can start the work of the club. In the club of connoisseurs, children independently choose a topic for research according to the proposed pictures (for example, with images of water, light, air, volcanoes, sounds, milk, etc.). Together they discuss a work plan on a topic they like and set an approximate deadline for completion. Then, for a certain time, "experts" are engaged in an independent search for information, illustrations, materials for the experimental part of the work. The main researchers, together with the "scientific adviser" (educator), process the collected material, conduct a lesson on the study of the selected object and set a time for the report. Speakers with a "scientific" report, the children put on a robe and an academic headdress. All paraphernalia creates an atmosphere of mystery and importance of all ongoing work, some introduction to the world of adults. The end result of the work on the topic is a folder (album) with illustrations, with sketched experiments and, of course, the most important thing in it is the report itself, recorded in the form of symbols.

An exceptionally large role in carrying out such a huge work is given to parents. They are an important and integral part of this work. Their task is to provide all possible, trouble-free assistance to their children in the search for information, illustrations on the topics studied. It is also extremely important to hold weekly campaigns "Together with the child", which involve close contact between parents and children, orient them towards emotional and cognitive communication. Consequently, such interaction with parents has a beneficial effect on the psychological development of the child and, as a result, provides great opportunities to increase the level of his cognitive abilities.

Doctor of Pedagogical Sciences Alexander Ilyich Savenkov, introduces you to the methodology academic research elementary school students. You can learn more about the content and management of the research activities of schoolchildren from the books of A.I. Savenkov "A gifted child in a mass school", published by the publishing company "September" in 2001, and "The content and organization of the research education of schoolchildren", which will be published in the series "Library of the journal" Principal of School "" at the end of this year.
Methodology for conducting educational research for elementary school students

Instructional research and schooling

Children are by nature explorers. With great interest they participate in a variety of research activities. This is especially true for gifted children. An unquenchable thirst for new experiences, curiosity, a constantly manifested desire to experiment, independently seek the truth spread to all spheres of life. However, the idea that has been established in Russian education about learning as a predominantly process of transmitting information is clearly not consistent with this.

Can educational activities be different? A positive answer to this question has long been found by child psychology and pedagogy. This solution looks surprisingly simple - learning should be problem-based, it should contain elements of independent research practice. It must be organized according to the laws of scientific research, it must be built as an independent creative search. Then learning is no longer a reproductive, but a creative activity, then it has everything that can captivate, interest, awaken a thirst for knowledge.

It is noteworthy that no one argues with this for a long time. But it must be admitted that this idea has not been brought to the level of practical use in mass educational practice.

Development pedagogical technology conducting educational research with older preschoolers and first-graders was devoted to experimental work carried out within the framework of the research program "Gifted child in a public school" in state educational institutions Moscow (elementary school - kindergarten) No. 1611, No. 1669, No. 1882, No. 2386, at school No. 3 in Reutov.
Instructional research in elementary school

The practice of conducting educational research with younger students can be considered as a special area of ​​extracurricular or out-of-school work, closely related to the main educational process and development-oriented research, creative activity children, as well as to deepen and consolidate their knowledge, skills and abilities. This work can be both local and frontal in nature; it can be carried out individually, with a small group of children, in the course of the main training sessions.

Express research. This form of organization presupposes the mass participation of children, both the gifted and those who cannot be classified in this category. Its essence boils down to the fact that children quickly conduct short-term research on the topics proposed by the teacher. For example, third-graders, going for a walk after a school day, received individual tasks to conduct empirical research in natural history: to investigate which birds live in the vicinity of the school, which trees grow, the wind rose in the vicinity of the school, to identify the main signs of winter observed in nature, such as grasses overwinter, how snow falls, what insects live on the school grounds, how and why people make paths through the territory, etc. Similar tasks in our work were successfully performed by older preschoolers.

Not only empirical (based on observations and experiments), but also theoretical and, of course, fantastic express studies are possible. To do this, it is only necessary to designate a range of problems for collecting material and, without delaying time, include children in the work. For example, to conduct fantastic research, topics can be proposed: architecture of the future (instruct children to quickly draw up projects for a residential building of the future, a school building of the future, a store, etc.); extraterrestrial civilizations; fantasy stories, etc.

Theoretical rapid studies are technically more difficult, but in terms of learning they are very productive and can easily be tied to all major traditional subject disciplines. But here the problem of sources of information is particularly acute.

We offered the children to work in a specially created school “Center for Enriching the Content of Education”*. The task of the child is to collect material from books and other sources on previously proposed topics, which were most often associated with history, local history, music, and fine arts.

For example: the art of a portrait (main features, classification of portraits, features of modern portraits and portraits of the past, etc.); the history of the emergence of the Moscow tram, forgotten folk musical instruments and etc.

Sometimes works that began as theoretical developed into empirical ones. For example, one day two second-graders from GOU No. 1611 in Moscow, who were collecting material on landscape art in Russia, had the idea to conduct a study of the artistic preferences of classmates. They classified the paintings by style and, armed with their reproductions, conducted a survey of classmates. With the help of a simple ranking, the ratings of each of the picturesque directions and each of the participating paintings were determined. Conclusions based on the results of the survey formed the main content of the report.

Of particular importance in this form of organization of educational express research is the final point. We usually held it in the form of a symposium and a conference. The collected research materials were summarized, and the authors made brief reports.

In order to hold such a conference, the tables were usually placed in a circle or square, which allows organizing multilateral communication. Our experiment showed that the teacher should take on the chairmanship functions. It is still difficult for children to cope with the role of a leader. Each child gets a few minutes for their report.

Long term research. This work was carried out by us within the framework of extracurricular activities. Its methodological side can be conditionally divided into six relatively independent stages:

The child identifies and poses a problem (selection of a research topic);

Offers possible solutions;

Collects material;

Makes generalizations;

Prepares a project (report, layout, etc.);

Protects the project.

Let's consider these stages in more detail.

Statement of the problem, or how to choose a research topic. The result of the work largely depends on the correct choice of topic. The topic should be interesting to the child and at the same time should carry a cognitive charge. The topics that we used in our work with children can be grouped into three main groups:

fantastic- themes focused on the development of non-existent, fantastic objects and phenomena;

theoretical- this group of topics is focused on the study and generalization of facts, materials contained in different sources: this is what you can ask other people, this is what is written in books, etc.;

empirical- topics that involve conducting their own observations and experiments.

The most complex and at the same time the most interesting in a cognitive sense theoretical studies, but only gifted junior schoolchildren can perform them. Empirical research is more entertaining and accessible to most children, but it is difficult to prepare for the teacher. Our experience has shown that the less prepared children and teachers are for work, the more often fantastic themes are used.
Theme Selection Rules

The topic should be interesting to the child, should captivate him. Research work, like any creativity, is possible and effective only on a voluntary basis. A topic imposed on a child, no matter how important it may seem to us adults, will not give the desired effect. Instead of a lively exciting search, the child will feel involved in another boring, voluntary-obligatory activity. Under these conditions, there is nothing to think of captivating him with the content or the process of research.

Children are concerned about a variety of problems. So, for example, in the course of experimental work at school No. 3 in Reutov, younger students carried out a variety of projects. Boys from the second grade, Seryozha Loshkarev, Vanya Morozov and Vanya Vaganov, made a project for a border outpost to protect the southern borders of Russia. Their classmates Anya Ekzhanova, Masha Vdovitsa and Lena Alyabysheva had a real psychological research"Ideal teacher for first graders." In the third grade, Maxim Sobolev and Sasha Pleshkov made their own version of a computer game. A logic textbook for first graders with the figurative title "First Steps" was developed and written by Lena Alyabysheva, Katya Glukhova and Vika Morozova, who have already become third graders. Misha Reveryuk, Misha Kalenovich and Vova Safonov made a project of a racing car for Formula 1 circuit races, etc.

A similar pattern was observed in other experimental institutions. Sasha Sheremetiev and Tolya Timofeev, second-graders from GOU No. 1611, made a project spaceship- "Space Tourist". Their classmates designed and made several numbers of special children's magazine. The girls conducted a study using a special simple technique on how they perceive an unfamiliar adult preschoolers from the senior and preparatory groups kindergarten.

The topic should be feasible, its solution should be useful to the participants in the study. Offer the child the idea in the implementation of which he will reveal the best sides of his intellect, acquire new useful knowledge, skills and abilities - a difficult task, but without its solution, this work loses its meaning.

At first glance it may seem that this rule contradicts the first. Really perfect for every child in this moment of its development, the topic of educational research is a result that is on the verge between the first and second rules. The art of the teacher in carrying out this work consists in leading the child to such a problem, the choice of which he would consider his choice.

Second-graders from GOU No. 1669 in Moscow Bezprozvanny Vova and Degtyarenko Denis took up the development of a fantastic project "Residential House of the Future". But the work required not only the ability to fantasize. It soon became obvious to researchers that it was necessary to know what dwellings were like in the past, how they are arranged in the present. The boys studied with interest the work of Le Corbusier and Oscar Niemeyer, the works of contemporary architects. But Vova and Denis thought they were in a better position - their project was fantastic. Therefore, in the design they used non-existent Construction Materials. This made it possible to endow the house with extraordinary opportunities inherent in natural (plants, sea shells, etc.) and fantastic objects.

Considering the interests of children, try to stay close to the area in which you yourself are best versed, in which you feel gifted. Only one who is carried away by himself can captivate another. This idea is well known to everyone and does not require proof. It should not be forgotten when developing the topics of children's research. The topic, as noted above, depends primarily on the interests of the child, but moving towards these interests, you should stay closer to the area where you yourself feel like a "fish in the water."

In GOU No. 1669 in Moscow, younger students willingly conducted research in the field of pedagogy, the psychology of human relations and zoopsychology. For example, third grader Masha Felitsina developed a test to assess mental capacity cats. She made it by analogy with the test for assessing the intelligence of dogs, developed by the Canadian psychologist S. Coren.

Having studied the problem, Masha carefully developed subtests, repeatedly testing them on her own cat and the cats of her classmates. As a result, she created a rating scale for a variety of parameters: long-term and short-term memory, the ability to solve problems, learning ability, etc. Masha created an interesting set of methods, maybe naive, from the point of view of professional zoopsychology, but, of course, very interesting and deservedly highly appreciated by the jury and classmates.

The theme should be original, it needs an element of surprise, unusualness. Originality in this case should be understood not only as the ability to find something unusual, but also as the ability to look outside the box at traditional objects and phenomena. This rule is focused on the development of the most important characteristic of a creative person - hypersensitivity to problems. The ability to find unusual, original points of view on various, including well-known objects, distinguishes a true creator from a mediocre, creatively undeveloped person.

I will give one example of such an approach. "How to protect the trees in the city" - this was the name of the research topic of the second grader Murashkin Vitaly. The formulation of the problem itself is interesting, Vitaliy considers the tree in an unconventional way. After all, it is generally accepted that trees save cities from many environmental ills. But the child was able to see another aspect of the problem, emphasizing by the very topic of his research that the rescuers themselves need our protection.

The topic should be such that the work can be done relatively quickly. Ability to concentrate for a long time own attention on one object, that is, for a long time, purposefully work in one direction, for a younger student is limited. Often one has to observe that a project (drawing, building, etc.) that has been enthusiastically started and not immediately completed, remains unfinished. It is practically very difficult to carry out a study "in one breath", but, given the above-mentioned feature of a child's nature, one should strive to ensure that the first research experiments do not require a long time.

The theme must be accessible. Naturally, the problem must correspond age characteristics children. This rule concerns not so much the choice of the problem (research topic) as the level of its presentation. This refers to the formulation and selection of material for its solution. One and the same problem can be solved in the course of one's own research practice by different age groups at different stages of education.

Combination of desires and possibilities. When choosing a problem, you need to take into account the availability of the necessary funds and materials. The absence of the necessary research base, the inability to collect the necessary data usually lead to a superficial decision, give rise to idle talk. All this not only does not contribute, but, on the contrary, significantly hinders the development of critical thinking, based on evidence-based research and reliable knowledge.

With the choice of topic, do not delay. Most children, with the exception of the gifted, do not have permanent addictions, their interests are situational. Therefore, choosing a topic, do not waste time. You have to act quickly before the interest fades. Gradually, as our observations have shown, interests become more stable.

Search for solutions and collection of material

Naturally, the ways of solving problems by novice researchers largely depend on the chosen topic. First, we need to help children find all the ways leading to the achievement of the goal. Then select generally accepted, well-known and non-standard, alternative. After classifying, make a choice, evaluating without emotion, as the researcher should, the effectiveness of each method.

However, it should always be borne in mind that it is not these methods themselves that are important, but the pedagogical component of their use. Therefore, it is worth encouraging the use of non-standard, alternative methods, even if it threatens that a very real topic from the category, for example, empirical, acquires the features of a fantastic one.

The choice of sources for collecting material also largely depends on the wording of the topic. But the very actualization of the search for new information creates excellent ground for attracting the child, on the basis of his own research, cognitive needs, to work with a variety of sources and means.

For example, in order to make this stage more productive, Centers for enriching the content of education were created in GOU No. 1611 and No. 1669 in Moscow.

Above, an example of the implementation by boys of the project "Dwelling House of the Future" from our experimental work has already been given. The theme of this project activated the children's interest in architecture, and they did not just try to realize what came to mind, but studied residential buildings and trends in the development of residential architecture. Other boys working on the border outpost project also questioned adults, carefully selected the necessary information in feature films, news programs, and studied military magazines.

But it should be borne in mind that in a book, a video film, an information review, we meet with information that someone has already obtained. The main point of a long-term study of a student is to acquire knowledge on their own.

Therefore, in this case, nature itself in its various manifestations should be considered the most valuable source of information. Very important in educational plan when children conduct educational research, methods such as observation and experiment.

You can watch the behavior of people, birds and animals, how trees lose their leaves in autumn, how a spring stream chooses its way, and much more. It is especially valuable to conduct your own experiments.

Good ground for both observations and experiments is provided by the research work of younger students in the field of human relations. Children enthusiastically observe the behavior of people, conduct simple tests and in the course of this they learn the most important quality - to understand others.

For example, a study to identify the moods of children senior group the kindergarten was held by the third-grader Lena Churaeva. Lena's mother works as a teacher in a kindergarten, and the girl was interested in the problem of the emotional attitude of the kids to attending kindergarten, their mood. Why do many babies cry, ask their parents not to leave them in kindergarten in the morning, and the same babies cry again, do not want to leave kindergarten in the evening?

In search of an answer to this question, the methodology of the psychologist A. N. Lutoshkin "mood screen" was modernized. And Lena began to carefully study the dynamics of the mood of children during the day, carefully recording the data received. The researcher paid special attention to the factors influencing the formation of the child's mood. Lena found a number of interesting patterns, some of them, as it turned out later, even professional educators did not always think about. So, for example, educators, as a rule, are convinced that the classes and festive events they conduct make the life of children in kindergarten interesting and increase the emotional mood of children. Lena's research showed that this is possible and often occurs, but still far from always true.

At this stage of the study, as shown by the work in the experimental educational institutions, no need to rush. Research work is a serious matter and does not like haste and fuss. We need to teach children to understand the problem. To educate in them the ability not only to offer interesting unusual ideas, but also to learn how to develop them.
Summarizing the data obtained and preparing for the presentation of the results

Choosing a topic and even collecting material is fun and enjoyable when organized properly. It is much more difficult to decide what to do next with the information received. How to analyze it, and then generalize, highlight the main thing, exclude the secondary and, finally, in what form to present it. Here the first time can not do without the delicate help of an adult.

In what form can the results of the study be presented? This difficult question requires individual consideration.

The result of the research work can be a model made of a variety of materials, with a description of the action of the object it represents; it can be a book, and a scientific report on the experiment, and much more. It is important that the presented materials meet not only the content of the study, but also aesthetic requirements. Children should be helped to choose how to present the results based on the topic and their own abilities.

So, for example, third-graders from GOU No. 1669 Alyosha Kim and Seryozha Paley developed a project and built a model of a space aircraft carrier. It was made of paper, cardboard, packaging from various products, and even cosmetic bottles.

Properly organized project preparation for protection for children should turn into an interesting multi-day game. They become very serious and important, enthusiastically, responsibly, with undisguised interest, they conduct experiments, make drawings, diagrams, drawings.

Before choosing the form of presentation of the results (layout, scientific report, book, etc.), it is necessary to determine how much time it will take to prepare. Considering that the possibilities of a younger student have a limit, one should not plan the production of complex, time-consuming works (models, drawings, etc.).
Protection of results
research

“By teaching others, you learn yourself” - this exact thought of Ya. A. Comenius came to us from the depths of centuries. Intuitively understanding this pattern, a child who has learned something often seeks to tell others about what he has learned. In our case, when conducting educational research, it is important not so much to report what has been learned to the one to whom the message is addressed, but to the one who tells.

Therefore, the project protection stage cannot be skipped. Without it, the study cannot be considered complete. Defense is the crowning achievement of research work and one of the main stages in the training of a novice researcher.

It is necessary not only to talk about the work done, but, like any real research, it must be protected. Naturally, the defense of the project should be public, involving both the authors of other projects and the audience (this can be teachers, parents). In the course of defense, the child learns to present the obtained information, faces other views on the problem, learns to prove his point of view.

We usually held the defense as a festive event. Initially, one or two defenses were held during school year, we subsequently came to the conclusion that protection should be carried out as projects are ready. If five or six works are prepared for defense in the class, you can announce the defense, and the rest of the guys can present their work next time. A jury is formed to evaluate the results and award diplomas.

The jury should include people who are authoritative for children: administrators and methodologists of the school, teachers, parents and students whose projects won first place in previous project competitions. As experience shows, the jury of five to six people plus one presenter works most effectively.

Each member of the jury receives a form for marks. An example of such a form is shown below (see table 1).
Table 1. Jury score sheet

The time of presentation of the project, as our experience has shown, it is advisable to limit it to 4-5 minutes. It is also necessary to limit the time for questions and answers. This is best done by removing repetitive and unimportant issues. This work is usually assigned to the teacher leading the defense.

As a result of the defense, it is necessary to encourage not only those who answered well, but especially those who asked smart, interesting questions.

The work of organizing long-term research requires extraordinary efforts from the teacher. The well-known specialist D. Treffinger recommends that teachers involved in the development of research inclinations in children observe the following rules.

Do not instruct, help children act independently, do not give direct instructions about what they should do.

Do not make hasty assumptions, based on careful observation and evaluation, determine the strengths and weaknesses of children; one should not rely on the fact that they already possess certain basic skills and knowledge.

Do not hold back children's initiatives and do not do for them what they can do (or can learn to do) on their own.

Learn to take your time in making judgments.

Teach children to trace interdisciplinary connections.

Teach children the skills of independent problem solving, research and analysis of the situation.

Use difficult situations that have arisen in children at school and at home, as an area for applying the acquired skills in solving problems.

Help children learn how to manage the learning process.

Get creative with everything.

Compliance with these recommendations gives a good effect, but another thing is no less significant. As already noted, research learning has always been accused of randomness, spontaneity, lack of systematicity. And often these accusations turned out to be true. To avoid this, we have developed a special classifier of topics for children's research.
Topic classification

As learning theory convinces us, information becomes knowledge when it comes into contact with the child's previous experience. When she, figuratively speaking, passing through the brain, finds something to cling to. Otherwise, everything happens like in a fairy tale - "it flew into one ear, flew out into the other." That is why teachers insist on the need for systematic training. Chaotic training does not give much effect.

Classification by subject contributes to the systematization of educational research. It is not a dogma and can be expanded or reduced. But it is important that there be a system in our research experiments. It will allow you to see the achievements and new benchmarks more clearly.

General areas of research:

1. Wildlife.

2. Man.

3. Society.

4. Culture.

6. Universe.

8. Technique.

9. Economy.

Basic sciences and activities:

Live nature: zoology, botany, genetics, environmental management (agriculture).

Human: the origin of man, the development of the human body, medicine, human psychology, activities, outstanding thinkers.

Society: civilizations, states and countries, history, demography, statesmen.

culture Keywords: language, religion, art, education.

Earth: geography, climate, structure of the Earth.

Universe: galaxies, sun, stars, alien civilizations.

The science: mathematics, physics, chemistry, astronomy, history of science.

Technique: transport, industry, engineering and design, construction.

Economy: finance and production, money and trade, banks.

A more fractional division is also possible and certainly useful. For example: science, mathematics, number, measurement, basic laws, etc.

This list characterizes a general, one might even say, global view of the classification of children's research. Let us now consider aspects related to how to use this classifier.

Of particular difficulty for younger students, as we have already noted, are works aimed at studying theoretical topics when serious work with textual information is required. To teach the ability to systematize information, a certain systematization algorithm can be proposed. The questions contained in the scheme proposed below can serve as specific keys to the search and systematization of information. For example:

Direction - wildlife, field of knowledge - zoology:

Where does he live?

What does it eat?

Main features: type of animal, class, detachment, family, genus, species;

Behavior;

Who are the main enemies.

Now we only have to specify the topic of the study (for example: bears, giraffes, whales, etc.), and these “keys” will help open the doors to the unknown and at the same time systematize the knowledge gained. Almost the same, with minor changes, the algorithm for collecting information on topics from botany and even the first areas of knowledge from the direction "Man: the origin of man and the development of the human body" may look like.

The general scheme for studying such areas as "Outstanding Thinkers" or "Statesmen" will be somewhat different. In this case, you can use something like this:

General characteristics of the personality of an outstanding person;

Where and when was born;

characteristics of the environment in which he grew up (family, inner circle, etc.);

Where did he spend his life?

The first serious work;

Key achievements and performance results;

Major works about him;

How did his contemporaries treat him?

How it is treated today.

Now let's choose a person (for example, Leonardo da Vinci, Peter I, Admiral Nelson, M. V. Lomonosov, Salvador Dali, etc.), and these questions, as in the previous case, will become "keys" that help open the door to the unknown.

Another example from the general direction "Earth". Let's say we explore a topic from the "Geography" section - "The largest lakes in the world." The general algorithm for processing information can be as follows:

Name of the largest lakes;

Their geographical location;

climatic conditions;

Main characteristics:

Dimensions (area, depth, etc.);

Fresh or salty;

Animal and vegetable world these lakes;

What kind of people live nearby, what is the nature of their economic activity;

Characteristics of the ecological situation.

In almost the same way, information can be structured when researching in the field of the general direction "Universe". Take for example the theme "Planets of the Solar System":

List of planets;

Origin of name;

General characteristics of each:

Dimensions;

Distance from the Earth;

Time of revolution around the Sun;

Distance from the Sun;

Human exploration of the planet;

conditions on the planet.

I would like to emphasize that it is necessary to discuss the list of these issues with the authors of the projects. It is, of course, formal, like all generalizations. Each new topic contains something that will require additional special questions. Therefore, each time it will have to be improved.

Collective Research

Research work done by two or three people can rightfully be considered collective, but in this case we call collective other options for organizing research practice - when the whole class is working on one problem.

To this end, we used game plots designed to develop various personal qualities. Here is an example of one of these games. It was proposed by the psychologist V. Yu. Bolshakov for special training sessions on the development of leadership talent in high school students. This plot, as our practice has shown, is attractive in that it has a wide age range and allows you to work not only with high school students, but also with teenagers and even with younger students.

The game is called "Historical Simulation". On the school board, the teacher attaches with buttons (magnets, adhesive tape) 6-8 sheets of A-4 paper so that they make up the playing field together.

At the first stage, participants are divided (optionally) into microgroups - pairs and triples. The task is to draw on the general playing field geographical map fictional world with continents, islands, seas, rivers and everything else. For example, the first pair will draw continents, the second - islands and seas, the third - rivers and lakes, the fourth - mountains and volcanoes, the fifth - forests and deserts, the sixth - cities, and so on. Ten to fifteen minutes are given for reflection, after which the participants come to the board and use felt-tip pens, colored crayons, pencils to draw whatever they consider necessary.

When the drawing is completed, each microgroup in turn should give the necessary explanations: describe the part of the world they created, give all the necessary names, underline characteristics. All this usually takes about an hour (with younger students less), and after this time, descriptions of the relief of the created world, its climate, vegetation, and wildlife should appear. In our work, we tried to set the creators the task of not only coming up with names for everything, but also explaining the origin, not skimping on details and details.

When everything is clear with the created world, the teacher draws the attention of the participants to the fact that the playing field does not accidentally consist of 6 (8) sheets. Each leaf is a state. At this stage, we agree and divide the states between microgroups. After the discussion on this issue has ended (it is not recommended to continue it for more than 3-5 minutes), we suggest that each microgroup unpin the sheet with the image of the state they have inherited and join in the task.

It does not matter if someone gets one jungle, the Arctic, the desert, or even one sea! These things happen during class. And the participants usually handle the situation admirably. The inhabitants of such a country can be resettled on rafts, in small places in piled buildings, under a double seabed, and even on airships! The more diverse the states are geographically, the more interesting.

Then we offer each microgroup to create their own country, think over all the issues of its state structure, create the necessary social institutions, economy, science, culture, religion, the history of the country, etc. Participants will draw cities and towns, give them names, lay roads, build dams. Let's set a condition: all countries should be approximately at the same level of development (for example, the Middle Ages, modern civilization).

It is advisable to strive to ensure that there are no magical kingdoms and other occultism. In my opinion, it is important that the participants show their fantasy within the limits of real existence.

And the participants of our classes, of course, succeeded in this. We usually gave them half an hour of time for this, but did not strictly follow the hands of the clock. If the facilitator saw that the work was finished, he suggested that the group move on to the next stage of the game. And if after half an hour the participants were still immersed in the arrangement of their powers, they were usually given extra time to work (another 10-15 minutes).

Then representatives of each country should make a presentation about their state. Representatives of one country are given 5 minutes to speak. At the end of each speech, the microgroup that spoke about their country, the rest of the participants ask no more than one or two questions from each microgroup (thus, the number of questions is usually no more than 8-12). The creators of other powers are trying to find a discrepancy in the story or discrepancy between what was said and the conditions that were agreed during the joint creation of the world for this territory.

Here are examples of such questions and answers.

Are you saying that your country is very rich because one of the mountain ranges is made entirely of gold? It seems to us that this is impossible, because it is unlikely that gold can play the role of money in a world where there is so much of it.

If the creators of the country to which the question was addressed can defend their positions with reason, then everything remains the same, and the creators of the country with mountains of gold receive three bonus points in addition to their gold reserves. If they recognize the correctness of the doubters or their response argument is unconvincing, then the golden ridges are canceled, and the authors of the question get the right to cancel something else in this country at their discretion, for example, any industry, or mode of transport, or military branch or something important scientific discovery. In addition, the authors of the question receive 5 points.

This stage of the game is evaluated as follows:

For a question that the speakers could not answer, the authors of the question receive 5 points;

For a convincing answer to a question, respondents receive 3 points;

For winning answers to all the questions asked, those who answered receive a prize - 7 points;

For winning answers to all questions except one - a prize of 5 points;

For winning answers to all but two questions - a prize of 3 points.

Now it remains to sum up the game and mark the winners.

We used this plot for a long-term collective study with younger schoolchildren. Such game plots make it possible to arouse the child's interest in certain global issues and create high motivation for independent study of complex problems of social science, geography, biology and other areas. When creating a “own state”, the child has to delve into the essence of the social structure and the specifics of government controlled, solve linguistic problems (sometimes we were faced with the fact that children created an original language for the inhabitants of their country), study geography, biology, study the basics of urban planning. And also much of what it is extremely difficult to involve him in the usual way.

Other game plots also give a good result, for example, "City Hall" (participants receive portfolios of heads of city structures, then a situation is introduced: the Olympic Games, an earthquake, etc.). You can come up with many similar interesting plots on your own and thus give the work of children any subject orientation.

Competition of intellectuals

for younger students

A variety of olympiads, competitions, sports competitions are traditionally considered as effective ways to identify and realize the extraordinary opportunities of young talents. Especially many of these events are held for teenagers and young men. Much less is being done for younger students in this regard. The proposed methodology is focused on this age group.

Events with similar names are still found in modern elementary school practice. However, if we turn to their content, it is easy to see that under the new beautiful term “intellectual competition” traditional subject Olympiads are often hidden, where not the levels of development of productive thinking, mnemonic abilities, abilities to concentrate, etc. are checked, but the level of training child. The competition described below is fully consistent with its name in content and form, the tasks included in it are focused on various aspects of intellectual abilities, and not on testing how a child knows mathematics, language or natural history.

General characteristics. The competition of intellectuals should be regarded as a celebratory action. During the school year, it can be held several times. The competition is a team one, and at the same time, it is necessary to identify and encourage children who excel in the individual competition. It can be carried out both in the conditions of one class, and between students from different classes and schools.

Team preparation. The content of the training is entirely assigned to special courses as part of the horizontal enrichment of the content of education. The essence of this preparation is easy to understand by considering the content of the tasks offered to children.

The organizational side of team preparation comes down to the selection of participants. When holding a competition at the class level, it is advisable to involve all children. Naturally, it is necessary to put forward the students who won at the first stage to the competition between classes, etc.

The optimal composition of one team is 5-7 children. It is desirable that the team has a name, emblem and other identification attributes.

Room preparation. For the competition, a room is needed where tables could be placed for each team and jury members, where there would also be a place for guests and fans. In this case, the room must have appropriate acoustic capabilities. It would also be useful to have a place where the children could play or dance during short breaks.

Tasks. The main part of the preparatory work is the selection and preparation of tasks. Experience shows that it is advisable to use no more than three or four series of tasks. Naturally, the tasks in each series should differ in direction. For example, if the first series included verbal tasks, then the next one will be better received if it consists of non-verbal tasks. In addition, this alternation will allow you to see the possibilities of participants from different angles and give a chance to children with different thinking characteristics. Naturally, tasks within one series are compiled according to the principle of gradual complication from the first to the next.

Experience shows that among the participants there are often children who significantly exceed the capabilities of their peers, therefore it is advisable to make the last tasks in each series especially difficult, significantly exceeding the capabilities of the average child. The calculation is simple - maybe there will be such a child among the participants who will solve this problem. And the more difficult it will be, the more significant is the discovery of an unknown talent.

It is not difficult to select tasks; there are many methods for diagnosing and developing the intellectual and creative abilities of a child. As an example, consider the options for selecting tasks.
First grade

1st series. Non-verbal tasks for finding patterns in the arrangement of figures - Figure 1. Posters with tasks are prepared in advance on sheets of drawing paper. Size - 1/4-1/2 standard sheet. It is best to make them using the application technique of bright colored paper. Each task should be placed on a separate sheet of paper.
Rice. one

Children need to distribute leaflets and markers. On each piece of paper, you must first write the name and surname of the participant.

The task posters are presented to the participants at the same time, so consider seating the children so that everyone, including the audience, can see the task poster.

Task for children: find a pattern in the arrangement of shapes and draw a shape instead of dots. The time to complete each task is approximately 1-1.5 minutes. Thus, the total duration of the tasks of the 1st series is 5-6 minutes.

Answer sheets are sent to the jury. Its composition can be very diverse - leaders, methodologists, parents. Any adult who is able to correctly assess the child's answer can be included in the jury.

The duration of the break after completing the tasks of each series depends on the organization of the work of the jury, but in any case this time should not exceed 4-5 minutes. While the jury checks the completed tasks, teams and fans can dance, sing something, play. It is also possible to use special tasks for the audience during the break, these can be riddles or simple logical tasks. According to the results of their performance, the distinguished ones should be noted.

The following number of points is awarded for a correct answer: A - 1 point; B - 1 point; B - 1 point; D - 1 point; D - 2 points; E - 2 points.

The results summed up by the jury must be announced immediately after the break, while it is necessary to note the children who have scored the highest number of points and name the total points scored by each team. The host announces to the jury the names of the spectators who distinguished themselves during the break, and they are awarded along with the participants.

2nd series. This series includes tasks to identify originality and flexibility of thinking. Each team member receives a piece of paper with the same lines drawn on it (Fig. 2).
Rice. 2

Exercise: finish the drawings by turning each line into some interesting, unusual image. Try to come up with something that no one else could come up with.

Appreciate originality.

Figure 2-a - 0 points for images of the roof of the house, rocket, road sign, rhombus, square, mountain, letter L, letter A, for other images - 1 point; drawing 2-b - 0 points for drawings: waves, caterpillars, ropes, clouds. Other images - 1 point.

You have 4 minutes to complete the task. After that, the jury sums up the results, and the team members and spectators have a break. After it, just as after the first break, the results of the execution are announced. given task, the winners in the individual standings are marked, the total points of each team are called.

3rd series. Children are presented with three tasks in sequence:

draw figures that have three corners;

draw figures that have four corners;

draw shapes that have no corners.

For each correctly drawn figure, 1 point is awarded.

4th series. Exercise: draw as many sketches of animals as you can from circles, triangles, and squares.

Each image is worth 1 point.

After the children have completed the task, the leader announces a break. The jury summarizes the results of this competition and the overall results, highlights the winners in the individual competition and the teams with the most points. Naturally, if there are doubts about the assessment, a decision should be made in favor of the child, and as many children as possible should be singled out and encouraged. It is better to award two first places to teams or individual participants than to award none.

The moment of the final award should be very solemn. Be sure to mention the winners, do not forget about the rest of the participants.

1st series.Exercise: find a pattern in the arrangement of the figures and draw the missing figure (see Fig. 3).
Rice. 3


Rice. four

Grades: a - 1 point; b - 1 point; c - 2 points; d - 2 points.

2nd series. Tasks to identify the level of development of volumetric-spatial thinking.

The host folds a piece of paper four times, in front of the children, as shown in Figure 4. Makes cutouts with scissors. Children should draw what should happen if the sheet is unfolded. Grades: a - 1 point; b - 2 points; c - 2 points; d - 2 points.

3rd series. Verbal tasks to identify combinatorial abilities. Exercise: make words from the letters written in the circle. Letters cannot be added or subtracted.

Evaluation: for each word - 1 point.

4th series.Exercise: divide the square into four equal parts in different ways. Evaluation: two ways - 1 point; three ways - 2 points; four ways - 6 points. Answer options in Figure 6.
Rice. 6

The solution to this problem is not limited to these four answers, it has an infinite number of correct answers. For finding this solution, the number of points can be doubled.

1st series.Exercise: draw the missing figure.

Grades: a - 1 point; b - 1 point; c - 1 point; d - 1 point; e - 3 points.

2nd series. Intelligence tasks.

How do day and night end?

What is in the middle of the earth?

How does summer end and autumn begin?

One thermometer shows 2 degrees of frost. How many degrees of frost will two thermometers show?

Evaluation: task 1 - 1 point; task 2 - 1 point; task 3 - 1 point; task 4 - 1 point.

3rd series. Convergent tasks to determine the level of development of spatial thinking. Exercise: select a pair for each figure so that, when connected together, they form a cube - figures 8.9. Evaluation: 1 point is awarded for each correctly matched pair.
Rice. eight

4th series. Exercise: come up with as many sentences as possible using the words - space, summer, theater. The sentence must contain all three words. Each suggestion will be awarded one point.
______________________________________________

* "Center for Enriching the Content of Education" - in a special room (we used the school library for this), everything that could be useful for present and future research was collected and stored: these are reference books (for children), diagrams, drawings, video cassettes, devices, toys, as well as stones, sticks, pieces of cloth, etc. The value of this for beginning researchers is very high.

Journal "Practice of administrative work at school", No. 5, 2003

Valentina Yakovleva
Children's research activity (technology Savenkov A.I.)

MBDOU " Kindergarten №122"Sunbeam" general developmental type with priority implementation activities on cognitive and speech development of children in Cheboksary

Children's research activities

(technology Savenkov A. AND.)

Prepared:

educator

Yakovleva Valentina Sergeevna

Cheboksary 2016

Children's research activities of preschoolers(technology Savenkov A. AND.)

Modern children live and develop in the era of information and computerization. In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it, to think independently and creatively.

A child - a preschooler in itself is already researcher, showing a keen interest in various kinds of . Preparing a child for research activities teaching his skills and abilities research search is becoming the most important task of modern education.

I present to your attention the "Methodology for conducting training research in kindergarten", the author of which is Savenkov Alexander Ilyich, Doctor of Pedagogical Sciences, Doctor of Psychology, Professor of the Department of Developmental Psychology, Moscow State Pedagogical University.

Study- search for information on a problem, followed by its generalization (writing research work and conclusion)

main feature research learning - activate academic work children, giving her exploratory character, and thus give children the initiative in organizing their cognitive activities.

Educational preschooler research, also,

like study conducted by an adult researcher, inevitable

but includes the following elements:

Identifying and posing a problem (choice of topic research) ;

Development of hypotheses;

Search and offer possible solutions;

Collection of material;

Analysis and generalization of the obtained data;

Preparation and defense of the final product (message, report,

layout, etc.).

The proposed method allows you to include the child in his own research search in any subject classes in kindergarten. It is designed not only to teach children observation and experimentation, but includes a full cycle research activities. From defining the problem, to presenting and defending the results.

In order to acquaint children with the methodology, 1-2 frontal training sessions will be required, for which it is better to divide the group into subgroups of 10-13 people.

"Training sessions"

Preparing for classes:

Cards with symbolic images are required for classes. "methods research» : on the back of each card, a verbal designation of each method, cards with pictures indicating the topics of possible children's research.

In addition, you need to prepare pens, pencils, felt-tip pens and small pieces of paper for fixing by children obtained during research, information.

Small lecterns, robes and academic headdresses will not be superfluous.

Conducting a lesson:

To show children how to behave at each stage research search, it is necessary to single out a couple of the most active guys on a voluntary basis. It is advisable to pick up energetic, active children with well-developed speech.

Together with the teacher they will do the main work researchers from the first to the last stage, all other children in the first lessons will participate as active helpers.

1. Choosing a theme

Step one - the pair we selected « researchers» determines the theme of research. In order for children to be able to do this, offer them prepared cards with various images - themes of future research.

After a short discussion directed by the teacher, the children usually opt for a topic - they choose one or another card.

2. Making a plan research

Let's explain researchers that their task is to obtain as much new information as possible about what (who) is the subject of their research and prepare a message about it - a short report

Let's start with the usual problem questions, for example: "What should we do first?" "Where do you think it starts? research scientist?»

In a group discussion, children usually name methods research, the sequence of its implementation and it is necessary to lay out cards with the designation methods:

"think for yourself".

"ask someone else"

"observation and experiment".

"learn from a book"

"look on computer"

"contact a specialist".

3. Collection of material

The pictographic writing used at this stage allows you to reflect the information received through various sensory channels. (vision, hearing, taste, temperature, etc.).

4. Generalization of the obtained data

At this stage, it is necessary to highlight the main ideas, note the secondary ones, and then the tertiary ones.

5. Report.

When conducting training research, to report on what has been learned is important, first of all, to the one who prepared this message.

After the speech researchers- the completion of the report, it is necessary to arrange a discussion of it, give the audience the opportunity to ask questions.

After mastering the general scheme activities, you can move on to another option for organizing this work - independent research practice of children. Now each child will conduct his own study.

preparation

Once again, cards with images of themes will be needed for future research, special "folder researcher» for each child in the group and an unlimited number of small pieces of paper and a pen.

folder device- researcher: on a sheet of A4 cardboard on-

glued small (3X3 cm) thick white paper pockets. On the

each pocket is a schematic representation of the "method research-

niya". In these pockets, children will put their pictographic

information notes.

At this stage, active exploratory search are involved

all participants in the class. During the lesson, children should have complete freedom of movement in the group.

Having chosen a topic, each child receives a special “folder research

provider", sheets for collecting information and a pen, pencil and fl-

masters. Plan research in this case, it is not necessary to pronounce

important, because it is outlined and already fixed on the pockets of the folder.

Armed with everything necessary, each child begins to act on one's own: included in own exploratory search. The task of the teacher is to perform the duties of an active assistant, consultant researchers to help those who need help at this moment.

As soon as the first messages are prepared, the children can be gathered and seated to listen to the reports. We put on the speaker a mantle and a special headdress. A small table can serve as a pulpit.

Rules for educators when using technology A. AND. Savenkova

Do not instruct; help children act independently, do not give direct instructions about what they will do.

o Based on careful observation and evaluation, identify children's strengths and weaknesses.

o Do not hold back children's initiatives and do not do for them what they can do on their own.

o Teach children to trace interdisciplinary connections; don't rush into judgments.

o Help children learn to manage the learning process.

o Get creative with everything.

o be able to see the problem and ask questions;

o be able to prove;

o draw conclusions;

o make assumptions and make plans to test them.

Bibliography:

1. Savenkov, A.I. Children's study as a method of teaching older preschoolers”: Lectures 5–8. / A.I. Savenkov. - M.: Pedagogical University "First of September". - 2007. - 92 p.

2. Savenkov, A. I. Methodology research teaching preschoolers / A.I. Savenkov. Series: - publishing house: House of Fedorov. – 2010.