The project "I know the world" on the example of the work of a school cycling club. Program of project activities "I know the world" Components of the project
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Project "Know the world"
Topic: Elementary search activity of younger preschoolers on the issue: “Snow and
its properties."
View: Organization of special pedagogical work in winter.
Type of: Information - search.
Implementation form: Walks, observation, elementary experimentation in winter
season.
Members: Children, parents, teachers.
1. Explanatory note.
2. Purpose and task.
3. Stages of work on the project.
4. Long-term plan of work and main directions of activity.
5. Organization of elementary - search activities for children 3-4 years old.
6. Conditions that encourage children 3-4 years old to cognitive activity and practical
activities.
7. Expected result.
Program-methodical material.
Explanatory note
In the period of preschool childhood, children experience the emergence of a primary image of the world.
due to the cognitive activity of the child. The cognitive needs of the child depend on
age and individual characteristics. The level of formation of cognitive
processes (perception, attention, memory, thinking) determine the child's ability to
cognition, in the ability to receive information; process and apply it; have an attitude towards
the surrounding world.
Children 3-4 years old look with great interest at the world around them, but they don’t see everything, sometimes
They don't even notice the main thing. The child learns the world through trial and error, through the manipulation of
objects. At the same time, a lot of information that is significant for its development remains unclaimed,
passes by, which means it is assimilated primitively, superficially. Mental and
the intellectual capabilities of a child of 3-4 years old do not allow him to fully and correctly
to perceive and process the flow of information that fell upon him from the outside.
The cognitive sphere of younger preschoolers is actively replenished with new information
about objects, phenomena, events, immediate environment. But a child of 3 years is interested first
only external characteristics that answer the questions: Who? What? Which? From 4 years old baby
py lurking to realize the relationship, dependence, but without the help of an adult, he cannot do this.
Therefore, the role of an adult in the child's knowledge of the world around is very great. In the process
communication and interaction with children, an adult gives them his rich experience. But very important
to determine the extent of their participation in the cognitive activities of the child, so as not to crush him
initiative, do not extinguish the desire to discover new things.
A deep imprint in the soul of a child is left by nature, which affects all his feelings.
its brightness, diversity, dynamism. In children 3-4 years old, it already begins to appear
search questions: “Why yesterday it was possible to sculpt from snow, but not today?”, “How can
find out who painted the footprints in the snow?”, “Why does the snowflake melt on the palms?” etc.
Elementary search and cognitive activity allows you to answer questions of interest.
child questions to form in children an idea of \u200b\u200bnatural phenomena; reveal the causes
relationships. It provides the highest degree of activity and independence
baby in the knowledge of the world.
Objective of the project: Formation of a system of knowledge about snow and its properties by the method of search and
cognitive activity.
Project objective:
1.Help children learn the scope of knowledge defined by the Rainbow Program through the organization
elementary search and cognitive activity.
2.Create conditions that encourage children to active cognitive and practical activities.
3.Raise interest in non-animal objects.
4.To form an aesthetic perception of feeling, to develop sensory abilities.
5. Form the basis of respect for the environment.
Stages of work on the project
Stage one:
1.Determination of the level of formation of cognitive processes, the possibilities of children
in the knowledge of the surrounding world.
2.Definition of tasks.
3.Learning Programmatically-methodological support.
Stage two:
1.Determination of the structure of educational activities.
2.Development of a long-term plan, main activities.
Stage three:
1.Creation of conditions that encourage children to cognitive and practical activities.
Stage four:
1.Presentation of the work.
2.Final diagnosis of children.
A long-term plan of work and the main directions of search and cognitive
activities.
1.Systematically convey a variety of information to children in a fun way
about individual objects, highlight their properties and qualities, establish relationships.
2.Give children the opportunity to contemplate nature.
3.Create a visual support for fixing observations: piggy bank "Gifts of winter", illustrations,
sketches, paintings, postcards, books.
Kind of activity
I. Walks and excursions.
Introduce children to the properties of snow: white, can be fluffy,
light; may be heavy, loose, sticky.
Help children to establish the dependence of the properties of snow on weather
manifestations. Snow lies everywhere, but its cover depends on the relief
the surface of the earth.
Develop speech utterances, aesthetic perception.
II. Observation:
1.simple viewing
individual snowflakes
Show children the variety of shapes of snowflakes: stars, flowers,
needles.
Pay attention to color, size. Learn to answer questions.
Cause an emotional response, interest in the phenomena of inanimate nature.
2.Simple viewing:
Pay attention to the winter phenomena of nature. Extension
Kind of activity
"Snow falls"
vocabulary: snowfall, snowdrifts, blizzard; falls quietly, pours
flakes, sweeps, howls, circles.
Arouse interest in observation, emotional responsiveness.
3.Snow handling:
- holding snowflakes on
mitten;
- holding snowflakes on
- throwing snow with a shovel;
- making snow molds.
Introduce children to the properties of snow: white, cold, melts from
heat, crumbles, light, scatters, heavy, sticky, can
sculpt. Learn to answer search questions, make assumptions,
reason.
Develop interest in knowledge, search activities.
III. Joint games with
adults, peers,
independent gaming
activity
To consolidate knowledge about snow, its properties.
Foster friendly relationships
speech communication, emotional responsiveness.
IV. Lessons:
1.Looking at pictures:
"Children in the winter for a walk", "Winter
entertainment".
To consolidate and expand children's knowledge of winter natural phenomena;
activities of children in the winter season; learn to relate what they see with
personal experience; to consolidate knowledge about the properties of snow.
Develop monologue speech, the ability to draw conclusions. Expand
vocabulary on the topic. Cultivate aesthetic perception.
2.Familiarization with
fiction.
Learn to listen, memorize, reproduce artistic
works; relate what you hear to personal experience
knowledge of natural phenomena, to establish relationships.
3.Elementary Search
activity: “In the courtyard of a mountain, and in
hut with water”, “The cat sculpted himself
pie”, “Pathfinders”, “Builders
snow buildings", "Like on a hill
snow, snow”, “Be healthy”.
Continue to acquaint with the properties of snow: it lies in the cold, and from
heat melts. Learn to analyze, establish relationships; learn
to reason, to offer methods of verification, assumptions and
statements. Develop an interest in exploration.
To give an idea that freshly fallen snow clearly
To give an idea that the traces can be deep and
a piece of chalk kimi. Continue to teach reason, choose ways to check
assumptions. Develop an interest in exploration.
To consolidate and clarify children's knowledge about the properties of snow: from wet
snow can be molded (rolled, molded); solid
packed snow, you can cut out snow figures. Learn to perform
feasible work, to receive satisfaction from the joint
activities.
Expand understanding of natural phenomena. Introduce
terrain.
Develop the ability to reason, make assumptions, do
Clarify and consolidate children's knowledge about the properties of snow: cold,
turns from heat into dirty water.
To give an idea that eating snow is dangerous - you can get sick.
Develop an interest in learning.
v. Work:
- labor assignments;
Teach basic work practices. introduce
with safety rules during work, cause satisfaction from
Kind of activity
- clearing the paths from snow;
- collecting snow for buildings;
- building made of snow
structures;
- supervision of work
janitor;
- snow plow surveillance
technique.
joint activities, to show the importance of their work. fasten
knowledge about the properties of snow.
VI. Joint events with
parents:
- experimentation;
- clearing paths;
- participation in the competition
construction of snow buildings;
- parent meetings;
- selection of artistic
literature.
Arouse the interest of parents in joint activities with the teacher and
children. Create an emotional state. Invite parents to
educational process. Provide the teacher with psychological and
didactic assistance in organizing elementary search and
cognitive activities with children.
Organization of elementary search activities
Search activity is carried out under the guidance of an adult. The teacher selects
and directs children to highlight cognitive tasks during the analysis of the situation; relates
children's existing knowledge with what is to be learned; helps to identify ways to check
assumptions; organizes practical activities; leads to generalizations.
Search activity is carried out in a specific system:
1. Awareness of the problem situation: what is known and what is not. Setting a cognitive task.
2. Discussion of statements, choice of verification methods.
3. Expanded search activity.
4. Analysis of the Obtained Observation Results.
5. Formation of conclusions.
Conditions that encourage children 3 - x years to cognitive activity and elementary
search activity.
To promote the development of cognitive activity of babies, it is necessary
fill their lives with various new objects, objects, phenomena and events,
which would awaken their thoughts, give food for thought.
Developing the cognitive sphere of the child 3 -4- years, it is necessary to strive to create such
conditions for his life, development and education, so that the richest emotionally - sensuous
perception of the world allowed the baby to become a Human.
Among the conditions that can provide the above requirements are
include the following:
1. Walks and excursions.
2. observation.
3. Joint games and activities with adults and peers.
4. Problem solving practice.
5. Acquaintance with fiction, visual material.
Walking around the kindergarten and beyond requires a lot of preparation
children. First of all, it is necessary to provide security; think of surprises;
cause a stable positive emotional mood; fun to exercise
educational - educational tasks.
Walks around the territory of the kindergarten must be carried out at least once a year.
week. At the beginning of the year, the place for walking is determined by the teacher himself, when the children get older
You can discuss with them where they will go for a walk.
To concretize new knowledge during walks, their consolidation and clarification; for
observation training, the ability to compare, generalize, draw simple conclusions
it is necessary to create problematic situations; come up with surprise moments; endure
familiar toys.
In children 3 -4- years of observation, as a quality of personality is absent, therefore the role
adult to aim the child at active cognitive activity, focusing on
baby's initial response. It is necessary immediately, going out for a walk, to let him see
unusual, with focus on changes in the immediate environment.
For example: going for a walk during a thaw, immediately draw the attention of the children to what
water drips from the roofs, the snow on the paths is wet, puddles appear. Ask the kids why from the rooftops
dripping water. Children can answer that the snow is melting. Ask: “Maybe the snow is melting only over
our door and puddles only here? Some children may agree with the suggested answer.
teacher, others will begin to tell where they saw the same phenomena.
It is necessary to find out from the children whether they want to know where else on the territory of the kindergarten
the same natural manifestations as it can be done. Having outlined the task, organize a walk
on the territory of the kindergarten, noting the similarity with this situation. Ask the children why it snows
melts everywhere in winter, to conclude: the thaw caused the snow to melt, so it flows from all roofs
water, puddles appear everywhere, dark loose snow everywhere.
One of the components of the walk is observation. The observation can be
simple viewing and how to manipulate what - or. But kids 3 - x years do not know how and love
observe. You can attract the attention of children with emotional statements.
For example: “Oh, look, look what beautiful snowflakes fall on my mitten!” and children
they will immediately begin to examine the snowflakes on their mittens, note their color, shape, size.
If the observation is carried out for the first time, one cannot rush to pose the question, it is necessary to give
children the opportunity to see for themselves, to satisfy their curiosities,
make first impressions; help children understand what they see, arouse interest in
the observed object.
For example: pay attention to the fact that whose freshly fallen snow imprinted - then traces
and where are they - then they go. Children follow the tracks, study them, reach the fence and suddenly there is a problem, traces
break off and appear only far behind the fence. Who could it be. Need to listen
different assumptions, conclusions should not be rushed. For research activities, you can
involve parents. Include them in the discussion of the conversation, identifying the problem situation,
offer to study the tracks in the snow in the immediate surroundings with the children on weekends,
examine and study different footprints in the pictures, observe the habits of a cat. results
discuss observations with children, aim at a conversation with the teacher.
After the weekend, it is necessary to continue the conversation with the children in the “circle of friends”.
Find out what they learned with their parents. After that, re-"read the traces"
and draw conclusions.
Kids always have a desire to take snow with their hands, put it in their pocket, bring it to the group.
These manipulations can be used with snow properties: cold, melting.
For example: you can invite children to hold the snow on their palms, see what happens
after it has melted, ask questions, draw a conclusion. For children to better understand
observed connections, it is necessary to conduct experimentation: to sculpt snow cakes,
bring snow to the group, observe what is happening, make generalizations, conclusions.
Gradually, the children come to the conclusion: the snow melts from the heat, turns into water; bring
you can’t put it in a group and you can’t keep it in your pocket - there will be a puddle.
Very often children take snow in their mouths. It is necessary to lead children to independent
formulating conclusions: you can’t eat snow, you will get sick.
For example: you can experiment, pour snow into a white cup, give it
2 Fundamental question: A child on the street. What to do? Problem questions: 1. How to behave in public transport? 2. Why do we need road signs? 3.What should I do if I am lost? Training questions: 1. Who needs to give up a seat in transport? 2. Is ethics necessary in transport? 3. Where did road signs come from? 4. What do road signs say? 5. Who am I? 6. Who will help?
Abstract of the project To acquaint children with the rules: enter the back door, exit through the front door, children cannot ride in transport alone without adults; you need to talk in such a way as not to disturb others; you can't stand at the door; you can not lean out and put your hands out of open windows; It is customary to give way to the elderly and the disabled. Introduce children to different road signs. The child must know f. and. about. his and his parents, his address, his phone number, seek help only from a policeman, a military man. 3
Expected results: After the completion of the project, pupils will be able to: use the rules of safe behavior in urban transport; to distinguish and understand what some road signs mean; must learn that if they are lost on the street, then you can turn for help not to any adult, but only to a policeman, a military man. It is good to know your home address, your phone number and your parents. four
Topics for independent research: 1. Studying the rules of conduct in transport, the arrangement of the roadway. 2. Prepare to meet various life situations. 3. Compliance with the rules of safe behavior on the street. Results of the presentation: Presentation of the pupil. The project developed: Didactic materials: Cards "Preschooler and the road", board games, library "School Dunno". Questionnaires for children. Evaluation documents: Table B-I-C Participant logbook 5
Stages and timing of the project "Brainstorming" (formulation of research topics for pupils), Formation of groups for research, putting forward hypotheses for solving problems - 3 lessons. Choosing a creative name for the project (together with students) - 1 lesson. Discussion of the work plan with pupils in a group - 2 lessons. Discussion with pupils of possible sources of information - 1 lesson. Independent work of pupils to discuss the task of each in a group - 1 month. Independent work of groups to complete tasks - 6 months. Preparation by pupils of the presentation on the report on the work done - 1 month. Protection of the obtained results and conclusions - a role-playing game in the form of a conference. 6
Information resources: 7 1.N.N. Avdeeva, O.L. Knyazeva, R.B. Sterkin "Safety" 2. "Rules of the road for preschool children" edited by E.A. Romanova, A.B. Malyushkina 3. and the road&img_url=rweek.ru%2Fup%2Fnews%2Fimg%2FeBuwFQ7s5Nu6e57nzAywnv3l and the road&stype=simage&img_url=woman-happy.ru%2Fuploads%2Fposts%2F %2Fthumbs%2F epad.com%2F.a%2F6a00e540d09 //images.yandex.ru/yandsearch?ed=1&rpt=simage&text=children&img_url=andybraner.typ epad.com%2F.a%2F6a00e54ed0df b750d9970c-800w 6. house.ru%2Fuploads%2Fposts%2F %2Fthumbs%2F _ _5 .jp
Excursion program for younger students
"I know the world"
Primary school teacher
MOU secondary school №12
G.Novoaleksandrovsk
2014 – 2015 academic year
The goal is to expand the cultural horizons of children and adolescents, educating them in the spirit of patriotism, high morality, love and respect for work.
Tasks:
1. Enrich speech, develop an active vocabulary of students by forming in children a certain amount of information obtained as a result of excursions, as well as due to the aesthetic perception of theoretical and practical material.
2. To educate museum culture, independence, creative initiative of students
FUNCTIONING PRINCIPLES OF THE PROGRAM
The principle of productivity.
activity principle.
The principle of cultural conformity
The principle of creative and practical activity
Collectivity principle
FORMS
Excursions to museums, temples, memorable places, libraries
Meeting interesting people
METHODS
The verbal method is the transfer of information necessary for further learning.
A visual method is visiting expositions, exhibitions of the museum, viewing albums, books, booklets, photographs with views of the village, district, region.
Search method - collection of information on a given topic.
Research method - the study of documentary and material objects from the funds of school museums for the development of mental, intellectual and cognitive activity.
PRACTICAL TASKS
Creative works (presentations, videos, videos, booklets).
Compositions (stories, poems).
EXPECTED RESULTS
1. It is assumed that students will learn and understand such concepts as an exhibit, a tour, a guide, a museum, an archive, a fund.
2. Attention, perception, observation, different forms of thinking, speech will develop.
3. A broad outlook will be formed.
4. Students will develop the ability to "present" themselves.
5. Acquisition of the "portfolio of the guide"
1. Introductory lesson.
A story about the purpose, tasks, significance of conducting excursion activities. Development of the content of the program.
Practical task: selection and study of excursion objects
Topic 2. “My city. My museum."
Acquaintance with the theoretical concepts of "museum", "exhibit", "exposition", "guide", "archive", "fund", etc.
Acquaintance with the city museum: the history of its creation, expositions, exhibits. Excursion to the museum
Expected result: enrichment of vocabulary, deepening of knowledge about the native city.
Practical task: to present material for correspondence acquaintance with the native village (according to a given plan)
Topic 3. "Fire is our friend and enemy"
Acquaintance of children with fire equipment and people who work on it.
Expected result: formation of fire safety knowledge among schoolchildren
Practical task: compiling stories from personal experience "What I saw on the tour." Compilation of a photo album. Drawing on the topic: "What is needed for the work of a firefighter."
Topic 4. "Temple of our city"
Acquaintance of students with the purpose, appearance and structure of the Orthodox Church.
Expected result: the development of interest in knowledge about churches, the motivation to study Orthodox culture, the formation of an idea of its value as a public house for prayer, a shrine for Orthodox people.
Practical task: compiling stories from personal experience "What I saw on the tour." Drawing up a photo album, presentations.
Topic 5. Our library»
Introducing schoolchildren to reading, to give students an idea about the library, subscription and reading room, bookcases; about the structure of the book.
Expected result: increased motivation in children to read
Practical task: prepare a story about the book, make bookmarks for books
Topic 6 . "70th Great Victory"
How to record memories. Conversations, questioning of participants in the war, home front workers and other participants and witnesses of the events under study. Preparing for a conversation. Drafting questions. How to behave during a meeting. Recording stories and memoirs. Use of technical means.
Acquaintance with the monuments of the city (excursion).
Expected result: the development of cognitive interest in the history of the heroic past of our Motherland, the upbringing of a sense of patriotism, pride in their Motherland.
Practical task: to prepare material about the monuments of the city
Presentation of the "guide's portfolio".
To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: "Children's Experimentation - I Know the World" Project How many things were considered impossible until they were implemented. Pliny the Elder Forms of the project: elementary search activity, experiments, experiments Means: search actions Type of project: Group "I know the world". Conditions: gradual complication, organization of conditions for independent and educational activities, use of problematic situations Implementation plan: 3 years. Problem: Throughout preschool childhood, along with play activities, search and cognitive activity is of great importance in the development of a child’s personality, which we understand not only as a process of mastering knowledge, skills and abilities, but mainly as a search for knowledge, the acquisition of knowledge independently or under the tactful guidance of an adult, carried out in the process of interaction, cooperation, co-creation. The purpose of the project: The development of the child's ability to interact with the objects under study in "mine - laboratory" conditions as a means of understanding the world around. Tasks: 1) development of thought processes; 2) development of mental operations; 3) mastering the methods of cognition; 4) development of cause-and-effect relationships and relationships. Methods of support: Search and research observations: random observations and experiments, planned and experiments, as answers to children's questions. Conducting experiments (practical). Conversations (constructive). Stages of project implementation1) Preparatory stage: Creation of a technical base for children's experimentation (equipment, natural materials). Diagnostics. Displaying the goals and objectives of the project. 2) Project implementation: Theoretical part: drawing up a long-term plan, developing summaries and scenarios of events. Practical part: a) Classes in environmental education (within the framework of the Childhood program) b) Connection with other activities: Playing Productive Cognitive - research (experiments) Communicative (conversations, reading fiction) Educational speech development, (drawing, modeling) Relaxation. Mechanism for the implementation of the project. Excursions to the park. Ecological holidays: "Water Day", "Balloons". Children's experimentation is not an isolated activity. It is closely related to all kinds of activities. (Observation, Labor actions, Speech development, Visual activity, Elementary mathematical representations) In my project I apply new methodological approaches to the organization of search and research activities, I use a creative method of understanding the laws and phenomena of the surrounding world - the method of experimentation. The main advantage of working on this project is that it gives children real ideas about the various aspects of the object being studied. Expands children's ideas about the physical properties of the world around them: introduces them to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility, etc.); Content: Information about objects and phenomena, objectsMotive: cognitive needs, cognitive interest, which are based on the orienting reflex "What is it?", "What is it?" At senior preschool age, cognitive interest has a focus: "Learn - learn - cognize" The sequence of children's experimentation. Task: Build a sequence of children's experimentation. Problem situation. Goal setting. Hypothesis. Testing the assumption. If the assumption was confirmed: formulation of conclusions (how it turned out) If the assumption was not confirmed: the emergence of a new hypothesis, its implementation in action, confirmation of the new hypothesis, formulation of the conclusion (how it turned out) ). In the process of experimentation, the child needs to answer the following questions: How do I do it? Why do I do it this way and not otherwise? Why am I doing this, that I want to know what happened as a result? Experiments with water conclusion: Water has no form. Water has no smell. What sinks in water. Can you color the water? Approximate structure of the lesson - experimentation Statement of the research problem in the form of one or another variant of the problem situation. Clarification of the rules of life safety in the course of experimentation. Expected results Result: experience of independent activity, research work, new knowledge and skills that make up a whole range of mental neoplasms. Analysis and generalization of the results of experimentation obtained by children. Thus, the acquaintance of preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of various knowledge about the environment, since the subject of acquaintance is present, regulates, exerts its influence and continuously affects the development of the child. Including him in the process of searching for the cause of this or that physical phenomenon, we create the prerequisites for the formation of new practical and mental actions in him. The result of the implementation of the program "Children's Experimentation" is the acquired experience of seeing objects and phenomena, peering into them, developing attention, visual, auditory sensitivity, expanding vocabulary and enriching speech communication based on cultural norms. Conclusion The readiness and ability to explore new things in the world through real interaction with it is an independent value. This is an extremely important quality of a person, reflecting the level of his cognitive, personal and social development. It is especially important now, when fundamentally new areas and types of activity are emerging, and previously learned rules and algorithms of behavior are of little use. Not only the greater or lesser success of children in cognitive and practical activities, but to a certain extent the probability of their physical survival in conditions of novelty and uncertainty depends on our understanding of the phenomenon of exploratory behavior and attitude towards it, its stimulation or opposition in a child.
Organization: MBDOU "Kindergarten No. 1" Tugutchaan "
Settlement: Republic of Sakha (Yakutia), Anabarsky ulus, with. Saskylakh
Exploratory behavior is one of the most important sources of a child's understanding of the world.
The child's desire for independent research, the need to know the world around him is one of the very first needs that appear in a person literally from birth. The child looks at the world with wide open eyes, rushing to see, hear and feel as much as possible. The child not only strives for knowledge, but performs various options for finding the answer to the question that has arisen. Many psychologists and educators distinguish the importance of exploratory behavior in terms of development and, in particular, self-development of the individual.
Research activities are of great interest to children. In the process of research, the preschooler gets the opportunity to satisfy his inherent curiosity (why? how? why? what will happen? if?), to feel like a researcher, a discoverer. Parents and educators help to make the first children's discoveries. They help with the choice of topics, design, provide material. In the process of research activities, preschoolers learn: to define a topic, to accept and set a goal, to see and highlight a problem, to solve problems, to analyze an object and phenomena, to highlight significant features and connections, to select means and materials.
The process of cognition is a creative process, and our task is to maintain and develop a child's interest in research and create the necessary conditions. Teaching children research skills: searching for and highlighting the necessary information from various sources, developing the ability to process the information received (compiling a sequence of transmission, disclosing a topic), developing the ability to think independently and creatively, have research skills, feel confident when speaking to an audience.
Purpose: the formation of the foundations of research behavior in preschoolers, the development of creative thinking, imagination, fantasy, speech.
Teaching children research skills;
Increasing the level of cognitive activity of children;
Development of communication and creative skills;
The development of coherent speech.
Research activities in our kindergarten No. 1 "Tugutchaan" p. Saskylakh of the Anabar ulus has long been included in the system of work with children, and we believe that a lot of experience has been accumulated. So, since 2007, a mini-conference “I Explore the World” has been held. Children of the senior and preparatory groups take part in this conference. Every year a mini-conference is held with the aim of developing the intellectual and creative potential of the child's personality by improving the skills of creative and exploratory behavior, developing creative and research abilities.
Defense of projects is carried out in the form of presentation, experience and defense of research papers using different methods and forms. From year to year, the topics of children's research work are expanding. Participants choose a topic according to their interests.
Carrying out this work forms in children of senior preschool age ideas about project activities as the leading way of developing cognitive activity.
It should be noted that the project participants do not stop research work, but continue their work further at school. So, for example, a pupil of the preparatory group Nikolaeva Polina, in 2008 she defended her work “The Yakut Horse”. In 2009, having entered the 1st grade, she continued her research work on this topic and received a diploma of the 1st degree in the nomination “Possessing a gift for oratory”; she, in 2010, became a 2nd degree diploma winner having defended the topic “Development of creative abilities through love for the Yakut horse”.
Summing up, we can conclude that the main tasks and directions for the development of cognitive activity of senior preschool age are:
Enriching the consciousness of children with new content, which contributes to the accumulation of the child's ideas about the world;
Systematization of information through logical operations (classification, analysis, comparison, generalization);
The desire to further study the chosen topic.
Thus, the project activity develops the cognitive activity of the child: gives the child the opportunity to experiment, synthesize the knowledge gained, develops creative abilities and communication skills, cognitive ideas. Children acquire the skill of public presentation of their thoughts.
