At any age, children are inquisitive and inquisitive, asking adults many questions. Especially about those things that are interesting to them and seem unusual to them.
With age and the accumulation of information about the environment, the child’s need for new impressions constantly increases. However, the child’s capabilities are still limited, and he can satisfy this need only with the help of an adult.
Acting as a complex and personally significant education, cognitive interest, according to G.I. Shchukina ., represents:
- the selective focus of a person, his attention, thoughts, thoughts on objects and phenomena of the surrounding world;
- the desire, the need of the individual to engage in this particular activity, which brings satisfaction;
- a powerful stimulator of personality activity, under the influence of which all mental processes proceed especially intensely, and activity becomes exciting and productive;
- a special selective attitude towards the surrounding world, its objects and phenomena, an active emotional and cognitive attitude of a person towards the world.
Studying cognitive interests that are closely related to cognitive activity, psychologists identify them as a special area of human interest. According to Zakharevich P.F., Postnikova P.K., Sorokina A.I., Shchukina G.I. The essence of cognitive interest, which determines cognitive activity, lies in the fact that its object becomes the process of cognition itself, which is characterized by the desire to penetrate into the essence of phenomena, and not just to be a consumer of information about them.
Along with the direction of studying cognitive interests and cognitive activity In the psychological and pedagogical literature, one more area can be identified that is especially interesting for us: research aimed at tracing the relationships between cognitive activity and the cognitive activity of children. An analysis of psychological and pedagogical research into the problem of developing a cognitive attitude towards the environment in children allows us to say that this concept includes an activity component.
M.I. Lisina and A.M. Matyushkin share the point of view that cognitive activity is a state of readiness for cognitive activity, a state that precedes activity and gives rise to it.
For the formation of cognitive activity of older preschoolers, such an area as collecting is of interest.
Why did collecting become the topic of my study, research, the object of our joint activities, our common hobby with children?
Firstly, this is one of the natural areas of activity clearly demonstrated by preschoolers. Children always have a passion for collecting, or more precisely, for searching. For most, it then disappears, but some carry it throughout their lives. In China they say: “He who has a passion lives two lives.”
Secondly, as a child I myself was fond of collecting. I collected stamps, postcards, iridescent calendars, calendars with movie actors, candy wrappers, badges with cartoon characters. Some of these collections have survived. I brought a box of postcards and calendars and an album with stamps to the group. The guys looked at them with interest and asked where I got so many postcards from. I enjoyed telling them the stories of my collections.
Our group is not easy, there are children with uneven behavior, motor-active, anxious, uncommunicative, and shy. Many problems in establishing relationships with children can be overcome if you find a common cause that allows you to combine the interests of the child and the adult.
Collecting has enormous potential for children's development. It broadens children's horizons and develops their cognitive activity. In the process of collecting, first there is a process of accumulation of knowledge, then the information received is systematized and a readiness to understand the world around us is formed. Items from the collections add originality to gaming, speech and artistic creativity and activate existing knowledge. In the process of collecting, attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, and combine are developed.
What is collecting?
Collecting is one of the oldest human hobbies, which has always been associated with collecting objects that have no direct practical use, but provoke thought.
And what people didn’t collect! The primitive hunter collected bear or wolf fangs and feathers; later people began to collect coins, stamps, books, postcards, paintings, and Mercedes. Everyone chooses collecting according to their taste and budget. Collectors have always been called eccentrics... But both Einstein and Pavlov were collectors. And also Roosevelt and Frunze, Nehru and Brezhnev and millions of others, known and unknown.
In the 70-80s in the USSR, collecting and collecting were widely welcomed; some types of collecting were even taken under state control (eg philately, numismatics), as this brought serious income to the state treasury. Consequently, an “army” of collectors was encouraged from childhood. All sections and clubs were taken into account, and the unification of interest clubs into the All-Union Associations of Collectors began.
Now, compared to those times, many people talk about the “dying” of collecting. Prices for collectible materials have fallen sharply. Except for those that can be sold abroad at a profit.
Nowadays, due to social and economic changes, adults have little interest in what children collect. Or they don’t think about it, they don’t fully understand what collecting certain items is aimed at.
So, the first place among young children is collecting stickers, chips and chewing gum inserts. They mainly depict frames from cartoons, movie stars, sports stars, cars. And, of course, there is nothing Russian there, and they are sold in kiosks in whole sets.
True collecting always involves searching for something. There is no question of any search here. And now a generation is growing up that knows Western stars and cartoon characters much better than their own, Russian ones. These stickers teach, educate and quietly instill patriotism in the country. So, it turns out that we are raising patriots of foreign countries?
By the way, inserts are by no means a new type of collecting. Our grandmothers and great-grandmothers also collected similar inserts, but then they were Russian inserts, mainly from confectionery products. There were animals, views of cities, Russian churches, pictures from the history of Russia. And they educated, instilled knowledge and love for the fatherland.
An analysis of modern basic and partial programs has shown that not all authors identify collecting as a type of activity aimed at developing the cognitive activity of preschoolers. Authors of the program “Origins” They believe that a child’s desire to learn new things is ensured by a developing subject environment. However, collections are not indicated as an integral part of the development environment. “The program for training and raising children in kindergarten” edited by Vasilyeva, in the section “cultural and leisure activities”, sets the task of developing interest in collecting and creating conditions for this. For children in the preparatory group, approximate collection themes are given (postcards, stamps, stickers, small Kinder Surprise toys, candy wrappers, decorative art items).
In a programme "Childhood" The attention of teachers is drawn to the mandatory availability of materials that activate cognitive activity, including “ big choice natural materials for studying, experimenting, and compiling collections.”
S.N. Nikolaeva in the partial program “Young ecologist” notes that “children show cognitive interest in practical experiments with various stones and participate in collecting them.” Teachers are invited to create an ecological museum, which “can display herbariums of the plant world, collections of stones, shells, cones from different trees. It is possible to supplement the exhibits with a brief annotation: what kind of exhibits are, who collected them and where.” Authors of the partial program "We" To activate the cognitive activity of preschoolers, it is proposed to rely on observations and experiments with living and inanimate objects. No recommendations are given for creating collections, however, to enrich children’s knowledge, it is proposed to use games with shells, sand, cones, fallen leaves, pebbles, acorns, twigs, etc.
Thus, an analysis of the programs shows that not all authors highlight collecting as an activity accessible to preschoolers. The programs provide only approximate themes of the collections; the content of activities with children is not disclosed.
During my work on this topic, it was not possible to find any special books on the issue of collecting with preschoolers. A study of the literature shows that before 2002, preschool teachers did not often use collecting. There were very few articles on the theory of the issue, material from work experience. Recently, articles containing interesting material on organizing collecting with preschoolers. Thus, in the article by N. Ryzhova “ How to become a collector”(journal “Game and Children” No. 4-2004) there is interesting information about that. what collections can be collected with children, how best to design the collections, what games and experiments can be carried out with the exhibits of the collections. In the article “ Stone epidemic” (zh-l “Hoop” No. 3-1999) you can find practical recommendations for organizing various types of games with stones. Of great interest for working with preschoolers are the articles by Y. Kasparova, published in the magazines “Mama and Baby” (2005) and “Game and Children” (No. 3-2004). The author suggests collecting various collections of plants with children and supplementing herbariums interesting facts, poems and riddles about the plant, gives practical recommendations on the use of dried plants in the making of crafts, souvenirs and educational games like “lotto”. Psychologist Natalya Bogdanova in the article “ Young naturalists” (J-l “Happy Parents”) recommends starting to collect natural materials and playing with pebbles, shells, cones, sand, leaves with children starting from 1.5-3 years of age. She offers games for kids “ Quick-witted legs”, “Box with curiosities”, “Paired leaves”, “Lilliputian Road” and others aimed at developing memory, motor skills, observation, speech, and tactile sensations.
An in-depth study of modern literature sources and special magazines made it possible to compile a card index of materials on collecting with preschool children
We started collecting with children in the middle group. Having become interested in my collections, the children themselves, and at our request, began to bring to the group chips and toys that they collected, but were reluctant to let their friends look at them or play with them. We tried to take all the things we brought home as quickly as possible.
Then the children and I agreed to gather a common group collection of vegetables and fruits, but not the usual one, but in the form of crafts from them. The beginning of our collection was the “onion” Tanyushka, who came to visit the children during one of the classes. It was made from an onion, dry grass and plastic bottle. To prevent Tanya from getting bored, they invited the children and their parents to make friends for her. And soon the collection was replenished with a pear snake in a pumpkin house, a potato caterpillar, squash piglets and a penguin, a family of watermelon mice and a boat made of squash and peppers. Our collection consisted of such wonderful and even unexpected exhibits that the environmental education teacher suggested exhibiting our collection in the mini-museum of the kindergarten.
While assembling this collection, we reinforced with the children the names of vegetables and fruits and animals, and used exhibits from the collection in mathematics classes to develop attention, consolidate quantitative and ordinal counting (the children were offered the games “Who’s Missing,” “Fourth Odd,” “Who’s on What?” worth the place"). The children enjoyed playing the game “Find out by description” and told what the craft was made of.
During our walks, playing in the sandbox, we pretended with the children that we were pirates looking for treasure. While conducting “excavations” together with the children, we discovered several white smooth stones. Where could they come from? And why are they so smooth?
In the evening we read the fairy tale “The Impregnable Mountain” with the children, after which we began to collect collection of stones. Our collection was replenished after walks and after weekends, after the children spent their holidays at sea.
It was interesting to feel the pebbles, knock them against each other or against various objects, arrange the stones by color, size, weight. Naumova I.S. - an ecology teacher, suggested that the children and I conduct interesting games and experiments with stones in order to better understand their properties.
Together with the children in the middle group we collected leaf collection from different plants. And in senior group We made a didactic lotto with the children from dry leaves. After the summer holidays the group expanded collection of shells. And Kirill M. not only brought many interesting exhibits for the collection, but also, together with his mother, decorated his shells in suitcases covered with sea pebbles.
By the end middle group children began to show more and more interest in collecting collections, became more inquisitive and enthusiastic. And after reading in the older group A. Gaidar’s story “Chuk and Gek,” which told how the thrifty Chuk kept many different useful things in his jar, the children began to want to talk about their home collections or bring them to the garden. Kirill ended up with many different collections. He brought toy collection from Kinder surprises and a large box with plastic and rubber toys, which the children divided into several collections (butterflies, sea creatures, dogs, reptiles). Misha brought a collection of soldiers and airplanes, Andrey brought a collection of cars and military equipment.
Together with the children during design classes we assembled layout prehistoric world with dinosaurs. The children folded and glued paper figures with great interest. We exhibited our model in a mini-museum during the “All about Dinosaurs” exhibition. Afterwards, Kirill, Vanya, and Dima brought toy dinosaurs from home. Our collection helped the children cope with tasks about dinosaurs as they traveled through the “time line”.
When Rita brought a charming striped pig to the group, they decided to gather a common collection of piglets. Moreover, the pig is a symbol of 2007. The piglets in the collection were very different - wooden, rubber, paper, plastic, clay, porcelain, Stuffed Toys. While playing with the collection, we remembered fairy tales with pig heroes (“The Three Little Pigs”, “Winnie the Pooh and That’s All, That’s All”, “Smeshariki”), fixed the score, the name various materials, found the differences between a wild boar and a pig, guessed the piglets by description.
Physical education instructor G.V. Skuzovatkina collects materials about the Olympic movement with children from the preparatory group. The guys and I decided to put it in an album collection of photos about sports. We collected clippings from newspapers and magazines and included parents here.
The persistence of children's inquisitive attitude towards collecting depends on whether adults cultivate this attitude towards collecting or are indifferent to it. To find out the parents' position, we conducted a survey. The results of the survey showed that in 79% of families, parents were fond of collecting in childhood (collecting stamps, calendars, glass, soldiers, dolls, photos of actors, postcards, sweets, candy wrappers), 15% of the total number of respondents are currently collecting (postcards , cars). In 26% of families, they have a positive attitude towards collecting, encourage the child’s interest in collecting any objects, create a friendly atmosphere, provide assistance to the child (buy encyclopedias, coloring books, and decorate collection boxes together). But there are families - 68%, in which parents are partially interested in the child’s hobby, taking the position “whatever the child enjoys...” or they show no interest in the child’s hobbies at all, do not encourage or help, considering collecting a useless activity.
But collecting must be managed, and first support and guide the child’s cognitive activity. Therefore, the help of parents is simply necessary.
To help parents understand that collecting is an extremely exciting, but at the same time serious and painstaking activity, they were offered a classification of types of collecting and consultations aimed at developing a positive attitude towards this type of activity.
Currently the group contains collections of stones, shells, leaves, cones, seeds and fruits of plants, cereals, there is a collection of nuts, dinosaurs, piglets, stamps, postcards, iridescent calendars, metals, collection “This is interesting”(photos of animals, birds, inhabitants underwater world), a start has been made feather collections.
The work done has shown that collecting accustoms a child to accuracy, perseverance, and working with material - in a word, it develops the qualities necessary for research work in any field of science and production.
The advantage of collecting can also be considered its integration, that is, its connection with classes on the formation of elementary mathematical concepts, knowledge of the surrounding world, environmental education, and sensory development.
Collecting work carried out with children contributes to the development of such important qualities of creative potential as curiosity and cognitive activity.
In the future, I would like to collect with my children a collection of folk crafts and a collection “What happened before...”. These collections would make it possible to introduce children to the origins of Russian culture, and introduce children to the history of the creation and improvement of such familiar objects as a pen, calculator, car and others.
Ours is not very good yet great experience work on this topic allows us to draw conclusions that collecting is really accessible, interesting, effective area of activity with children preschool age.
LESSON SUMMARY USING THE COLLECTIONS “JOURNEY THROUGH FAIRY TALES” (SENIOR GROUP)
Program content:
- Introduce children to the properties of stones and minerals;
- Strengthen the ability to compare objects by size, by appearance;
- Strengthen knowledge about food;
- Learn to guess animals by silhouette, by characteristic features;
- Learn to correctly name baby animals;
- Foster humane feelings and a desire to help;
- Development fine motor skills;
- Get children interested in the new “Magic Zoo” collection;
- Development communication skills Children should be taught to make requests to an adult.
Equipment:
- pictures of Dunno and Cinderella (funny and sad); collection of stones, cereals;
- cards with images of products and dishes;
- album with animal silhouettes and stickers;
- containers with water, hammer, metal sticks;
- animal figurines “Magic Zoo”;
- background podium, collection of piglets, tape recorder (recording of the song of the three little pigs, music for the dance “Boogie-woogie”), typesetting cloth, plates.
Preliminary work:
Reading fairy tales “Cinderella”, “The Three Little Pigs”, experiments with stones, games with collections.
PROGRESS OF THE CLASS
Teacher: Guys, we recently celebrated a holiday that is loved not only by children, but also by adults. What holiday is this?
Children: New Year.
Educator: Po eastern calendar Each year is patronized by an animal: a snake, a dragon, a rabbit, a dog. What animal is the symbol of the year 2007?
Children: Piglet.
Teacher: That's right, and in our group we have a collection of piglets. Let's see how they are doing. (Children with a teacher approach the collection, at this time a quiet song is heard:
No animal in the world,
A cunning beast, a terrible beast,
Won't open this door, this door...)
Teacher: Guys, have you guessed whose song this is? What is this terrible, cunning beast that was mentioned in the song?
Children: offer answer options (The Three Little Pigs, the Wolf).
Teacher: Remember where the piglets hid from the wolf?
Children: In the houses.
Teacher: What were their houses built from?
Children: From branches, straw, from stones.
Teacher: Guys, what will make the most durable house?
Children: Offer options.
Educator: What a great fellow you are, you offered a lot of options. We know what to make a house from. Let's give some advice to the piglets. Do we have stones in the group? Where are they?
Children: Collection of stones. (At the request of the teacher, one of the children brings a collection).
Teacher: Guys, what should a house be like so that a wolf doesn’t get into it? (strong, strong, like a fortress) What can destroy stones?
Children: Offer options (sun, rain, frost, wind, strong impacts on stones, etc.).
Teacher: Let's choose a few stones and check if they are suitable for building a house (chalk, coal, salt crystals, granite).
Check the effect on stones:
- friction (rub stones against each other, rub a metal stick on a stone)
- water (dip in a container of water)
- impact force (knock with a hammer)
Children: Act with stones, pronounce the results of influencing the stones, choose granite.
Teacher: Guys, look at this stone. Was he scratched? (no) Dissolved in water? (no) Crushed from being hit with a hammer? (no) This means that this stone is better suited for construction than others. We will recommend this to the piglets.
But one stone is not enough for construction. Select stones from the box that are similar in appearance to this one.
Children: Select stones from the box that look like granite. (The letters GRANITE are on the stones).
Teacher: What are these stones called? (Children offer options) Oh, there’s something written on the stones! (letters) One letter is the largest, can I put it first? (It is proposed to arrange the stones with letters by size (from large to small).
As a result, they lay out the word “GRANITE” (The teacher writes the letters in the drawn stones, the children read the name.)
Teacher: A very durable house will be made from granite. Go, little pigs, to a fairy tale and build a house of granite. So that you don't get confused, we will give you these pebbles with us. Guys, this is how a collection of stones helped us choose material for building a house.
(You can hear crying and sobbing.)
Teacher: Guys, you hear someone crying. Let's go see if anyone else needs our help?
(A grimy girl sits on a stool with a bowl of cereal.)
Teacher: Guys, did you find out who this girl is?
Children: Options (Cinderella)
Teacher: What task did Cinderella’s stepmother give?
Children: Name the options (sort through the grains)
Educator (on behalf of Cinderella): This time the stepmother ordered not only to sort out the grains, but also to prepare different dishes from them. Am I the only one who can manage everything before she returns?
Teacher: Guys, look how many different grains Cinderella has in her bowl! (Children look at the grains)
We have a wonderful collection of cereals! We know what these seeds and grains are called. I think we will cope with the stepmother’s task and help Cinderella.
(On the table there are plates with a grain mixture and saucers with 2-3 grains of the same type. Each child selects his own grains on the saucer, and passes the plate with the mixture to his neighbor. It turns out to be work on a conveyor belt.)
Children: The sorted grains are poured into the pockets of the typesetting cloth, then from the pictures they choose dishes that can be cooked and put the pictures in the pockets.
- Buckwheat – buckwheat porridge
- Wheat – loaf, bagels, pasta
- Coffee beans – a cup of coffee
- Oats – oatmeal cookies
- Corn kernels – corn sticks
- Rice – rice porridge
- Sunflower seeds – vegetable oil, halva
- Rye - rye bread
Teacher: That's how many different dishes we helped Cinderella prepare. Today we are like good wizards, traveling from fairy tale to fairy tale and helping everyone. It's so cool! And our wonderful collections help us.
Look guys, Cinderella has cheered up and invites us to dance.
Physical education lesson (boogie-woogie dance).
Educator (bumps into Dunno): Oh, Dunno, I almost ran into you! What are you doing here alone, so sad? Guys, don’t you know why Dunno is sad? Maybe we should ask what happened?
Children: Ask Dunno.
Vosit-l (on behalf of Dunno): I returned from a trip and wanted to show the cheerful people photographs of different animals. Yes, I got caught in heavy rain, all the photos were blurred, this is what was left of them. (The teacher takes from Dunno an album containing silhouettes of animals. He examines it with the children.)
Educator: Guys, you and I also traveled a lot on the map. Let's try to guess what kind of animals were in Dunno's photographs?
(If the children do not guess the name from the silhouette, offer information about the animal. The one who guesses gets a sticker with the animal and pastes it into the album. If the children named the animal themselves, the teacher asks what the children know about it.)
Teacher: You see Dunno, all your photographs are in order.
Dunno (educator): Thank you, guys! I know that you collect different collections. I want to give you animals that you can make out of paper. Let them become another one of your collections.
The teacher invites the children to start folding the animals, and if they have difficulty, turn to adult guests for help.
Place the folded figures on the podium.
Teacher: Look, guys, what a wonderful collection we have. It contains not only adult animals, but also their young. Let's once again name the animals that are in our collection. (A kangaroo with a baby kangaroo, an elephant with a baby elephant, a monkey with a baby monkey, a zebra with a foal, a giraffe with a baby giraffe) Who else is in this collection? (View the cover card of the “Magic Zoo” collection)
The teacher and children thank the guests for their help and ask them to bring other animals from the “Magic Zoo.”
One of the interesting and developing types of children's activities is collecting, that is, collecting objects on a specific topic. In kindergarten this could be pictures, photographs, postcards, toys, keys, shells, buttons and many other items.
Through collecting you can solve problems of development, training and education preschoolers in all educational areas of the Federal State Educational Standard for Education. For example:
1. Social and communicative development:
— development of initiative, independence, curiosity, responsibility, goodwill;
- formation of ideas about objects in the surrounding world.
2. Speech development:
— development of communication;
- enrichment and activation of vocabulary based on deepening ideas about the surrounding reality;
- creating a cultural speech environment in the child’s environment and promoting the activation of children’s speech.
3.
Artistic and aesthetic development:
— formation of manual skills;
— development of artistic creativity.
4. Physical development:
- development of fine motor skills of the hands.
But the main problems are solved in the educational field "Cognitive development":
- developing the ability to observe, compare, systematize, classify;
- activation of cognitive processes - perception, thinking, imagination, memory;
- enriching knowledge and ideas about the world around us;
— development of search and research activities;
- development of cognitive interest and cognitive actions.
Collections come in several types:
1. Collective- the teacher and children or the teacher, children and parents participate.
2. Individual- the child collects a collection on his own and, most often, the collection contains items of different purposes and uses.
3. Pets- These are collections that a child collects at home with the help of his parents.
The collecting process occurs in stages:
Stage I- This is the accumulation of knowledge among preschoolers about collectibles. At this stage, you can conduct conversations, observations, examination of the objects themselves and illustrations in books, albums or encyclopedias.
Stage II— the information received is systematized, existing ideas about the subject are activated, and knowledge is formed. Material for the collection is being collected. Items are included in the conduct directly educational activities, in the independent activities of preschoolers, in various problem, play and learning situations.
Stage III– exhibitions, presentations, creative works are organized. Collectible albums and books are being developed.
As a practical example I I advise you to read with the experience of working as a teacher, Lydia Pavlovna Kirsa.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to
Program"Collector"
"Collecting in kindergarten,as a means of developing cognitive activity in children of senior preschool age"
Yarullina Laysan Mudarisovna
The program develops cognitive and research interest in children, trains memory, attention, intelligence, develops accuracy, perseverance and frugality. By collecting and showing his collection to friends, exchanging interesting exhibits with them, the child learns to communicate with peers. Collecting begins with systematization and study of what is collected, broadens horizons, deepens knowledge, accustoms the child to research activities, introduces the child to the world of small secrets and their discoveries. Collecting, like any other hobby, decorates a child’s life, makes it more useful and varied. This theme reflects integration educational areas“Cognition”, “Communication”, “Socialization”, “Artistic creativity”.
This manual presents activities with children and joint activities with parents in the sections “Inanimate Nature” , "Plants' seeds", " Folk doll», « New Year's celebration", "Hobby", " Military equipment", "Live nature".
Intended for preschool teachers educational institutions; teachers additional education; recommended for parents.
Explanatory note
Collecting in kindergarten - a method of research - cognitive activity preschoolers. It helps to activate existing knowledge, trains memory, attention, observation, develops accuracy, frugality, and creativity. Teachers preschool institutions notice that children often come to kindergarten empty-handed. It can be small toys, candy wrappers, stickers, inserts. For a child, this is real wealth, a priceless treasure. And this is inherent in man by nature itself. In this way the child learns the world, properties of objects. By assembling a collection, a child gets to know the world of things, and he has a desire to learn more about the items in his collection. And by showing his collection to friends, exchanging interesting exhibits with them, the baby learns to communicate with other people and build relationships with them.Academician I.P. Pavlov spoke positively about collecting, saying that it teaches you to be careful and persevering. painstaking work with the material, develops the qualities necessary for research work in any field of science and production.
Collecting can become a wonderful hobby that unites adults and children. This is a type of joint activity accessible to children, taking into account the individual interests of each, and satisfying the inherent need for children to collect “wonderful treasures”. With the help of collecting, you can solve a number of pedagogical problems.
Children's interest in collecting is passed on to the students' parents. They are happy to get involved in this work and help their child find interesting exhibits. Many began to create home collections. This allows parents not only to communicate more with their children, but also to know the world of their hobbies and interests.
Therefore at the beginning school year In the corner for parents we have information with a list of collections that will be collected throughout the year by the child and parents. The child chooses what interests him and what collection he will collect. His parents will help him with this interesting hobby. The result of this long-term work can be exhibitions of collections. collected by parents and children.
The process of creating collections is also helped by the kindergarten staff, who responded to children’s requests; they bring and donate interesting exhibits. Teachers and children from other groups come to the group to look at our collections. Children act as guides and conduct sightseeing tours. They talk about their collections and interesting exhibits. Being in the role of a guide certainly develops the child’s speech and communication skills, broadens his horizons and accumulates social experience. In this way, children interest teachers and children of other groups to also engage in collecting. Also, the result of collecting was that children expanded their knowledge about the surrounding reality and learned to take care of the surrounding nature.
Collections can be very different in theme. In kindergarten, collections can be not only exhibits, but also objects included in the game. They must be accessible to children. These include role-playing, tabletop, printed, didactic games, design, experimental activities.
It is important to arrange the collection correctly. If necessary, the collected samples need to be sorted out, placed in identical containers, numbered, made a list, and a storage location found.
Relevance.
In preschool age, cognitive activity and research interest are formed. A child has a natural desire to search, and collecting is always a search, and not the purchase of a ready-made set.
Novelty of the program is that collecting is one of the the most effective forms non-traditional education of preschoolers, allowing to deepen the cognitive interests of children. Collecting does not require large material and physical costs, because you can collect anything. Children who consciously collect things are more sociable, inquisitive, and able to achieve their goals. The program aims at joint research work and close collaboration with parents. This is the first time that such program content is being introduced in kindergarten.
Target: development of cognitive and research activity in preschool children through collecting and broadening their horizons.
Collecting is one of the oldest human hobbies, which has always been associated with collecting objects that have no direct practical use, but provoke thought. The primitive hunter collected bear or wolf fangs, feathers, later people began to collect coins, stamps, books, postcards, paintings. From the most ancient hobbies of man, which has always been associated with collecting objects that have no direct practical use, but provoke thought. The primitive hunter collected bear or wolf fangs and feathers; later people began to collect coins, stamps, books, postcards, and paintings.
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Technology of collecting (classification training) Performed by: teacher of MBDOU “Kindergarten No. 26” Kuzmina T.V.
The explanatory dictionary denotes technology as a set of techniques used in any business or skill. Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organized and methodological toolkit for the pedagogical process.
Collecting is one of the oldest human hobbies, which has always been associated with collecting objects that have no direct practical use, but provoke thought. The primitive hunter collected bear or wolf fangs and feathers; later people began to collect coins, stamps, books, postcards, and paintings.
Collecting is a systematic collection of homogeneous objects of scientific, artistic, literary and similar interest (interpretive dictionary). Children's collecting– this is the purposeful collection of various objects, united according to certain characteristics and representing educational or artistic value.
The purpose of collecting: the development of cognitive activity (interest and activity) of preschool children by creating collections.
Collecting tasks: 1. To develop the ability to observe, compare, analyze and draw conclusions; 2. To develop the ability to classify, group, generalize; 3. Promote the manifestation of electoral interests; 4. Develop cognitive interest and needs, curiosity; 5. Broaden the horizons of pupils; 6. Instill skills in culture and collection design and collection of material; 7. Form a careful attitude towards storing collections; 8. Enrich and activate children's vocabulary; 9. Intensify the participation of parents in the educational process.
The collection and individual collection objects can be used in various types Activities: Communicative - thematic conversations, composing and guessing riddles, composing stories, public presentation of the collection, creative writing activities, activating the dictionary, development grammatical categories speech, the ability to establish contacts with peers and with adults within the collection.
Artistic – making various products children's creativity(drawings, applications, layouts, design, etc.) Gaming - quiz games, educational games, role-playing games, theatrical games Trudovaya - when designing collections and placing objects, manual labor. Productive - implementation of various children's projects (individual, group, experimental activities, design of exhibitions of collections).
The collection can also be used as a developmental speech environment that helps to perform the following tasks: expand children’s ideas about the diversity of the world around them, offering exhibits from collections and exhibitions for viewing, carry out vocabulary work, enrich the speech dictionary with nouns denoting objects from the everyday environment, adjectives, characterizing the properties and qualities of objects (for example: objects in the collection - dogs, horses, cows - are made of different materials: fabric, fur, plastic, wood, paper, etc.) introduce methods of word formation, practice the formation of cognate words (bear, she-bear, little bear, bear).
In preschool age, collecting goes through its own development path. At a young age, children exhibit pure “gathering,” which underlies future collecting. And if you compare the “treasures” of 3-year-old children, you can find in boys: cars, springs, wheels, and in girls these are dolls, hairpins, elastic bands, bubbles. There are no clear manifestations of individuality, but gender is clearly visible.
In middle age, collecting objects become more concentrated around a topic that interests the child. And this is connected with the manifestation of children’s first cognitive preferences (Kinder surprise figurines, pebbles, shells, leaves, candy wrappers, model cars, refrigerator magnets, toys, stickers). In older preschool age, with the development of individual cognitive interests, children's hobby takes on the form of collecting. The child collects, studies, systematizes objects of interest, returns to them many times, admires, examines, and demonstrates (to peers, friends, adults) individual exhibits of the “collection.” Any collection is a collection of unusual, surprising, new things for a child.
Collections can be very diverse in subject matter. These are topics related to: - living nature (the world of plants, animals); - with non-living nature (types of minerals (stones), types of terrain (natural landscapes) - with phenomena social life(types of building structures, professions, transport), which are given to the child through observations of the environment and cannot always be directly modeled.
Types of collections: Collective (group) - these are collections collected in a group with the help of teachers, children and parents. The initiator of group collections is the teacher. Home collections are collections collected at home or with the help of parents. They are kept at home and children bring them to kindergarten for a temporary exhibition. Individual ones are children's “treasuries”; they contain a wide variety of things, and each of these things has great value and significance for the child.
Individual collections are determined by different motives, so we can conditionally distinguish several types of collections: emotional ones are marked by a rapid onset and rapid decline in the interest of the collection; cognitive ones reflect the stable cognitive interests of specific children; social - a form of manifestation of social needs, especially in older preschool age; temporary - these are collections collected on specific topics, on a short time; long-lasting are collections natural material, paper, fabrics, candy wrappers, postcards, photographs, etc., the exhibits of which can be touched, smelled, examined;
Stages of work: Stage 1 (preparatory) Accumulation of a stock of specific ideas about collecting among children and parents, individual conversations with children to identify interests and needs; Stage 2 (main) Encouraging children to obtain information about collectibles; reading artistic and educational literature, including collections in organizing joint activities with children; work to develop a caring attitude towards the collection in children.
Stage 3 (final) organization of exhibitions of collections; exhibitions creative works children; presentation of individual exhibits of collections or the collection as a whole. Algorithm for the activities of the teacher and the child in working with collections: Search for similarities and differences between objects during the discussion - reasoning, search for possible grounds for their grouping; Placement of the material in a classification table (if the material is real (mineral samples) - placement in a container in the form of a collection, and replacement pictures or labels with the names of these items are attached to the classification table).
When organizing collecting, you need to rely on the following technologies: - technology of game learning, since this technology is determined by the natural need of a preschooler; - technology of problem-based learning, which involves the creation of problem situations (under the guidance of a teacher) and active independent activity of children to resolve them; - technology of personality-oriented free education; - technology of developmental training. The teacher’s task is to compose long-term plan, according to which once a month it is planned to create collections on a topic in accordance with the planning of educational activities.
In the group, you need to determine a place to store the collection; it should be accessible to children, so that at any time the child has the opportunity to admire the objects and communicate with peers.
In a very exciting form, intelligently organized collecting fosters a culture of knowledge, develops cognitive skills, and forms in children ideas about the significance of collections. In the process of collecting, methods and techniques are used that are aimed at developing in children the ability to notice the new, the unknown, and ask questions. Collecting increases the productivity of intellectual activity of preschoolers by developing the ability to analyze, compare, generalize, take into account cause-and-effect relationships, research, systematize their knowledge, and justify their point of view.
Children, coming to kindergarten early in the morning, often bring something with them. This could be calendars, various notebooks, small toys, various refrigerator magnets, and so on.
However, collecting is now a tradition that has been somewhat forgotten. We wondered: are there any traditions of collecting in the families of our students? To do this, we decided to organize an “Exhibition of Family Collections” in our kindergarten group.
When asked to bring collections available at home, parents and children gladly provided their family collections, talking about the significance of the exhibits, interesting stories their occurrence. But what is the benefit of creating such collections in kindergarten?
To begin with, let's say that a child, when engaged in search and research work, wants to receive more interesting information about an item from the collection. Thus, he develops his mental processes (attention, memory, intelligence), and also cultivates a careful, careful attitude towards found objects.
Further, when the collection has already been assembled, the baby certainly wants to show it to his friends, thereby developing social and communication skills, learning to negotiate, sharing and exchanging his unusual exhibits. A child can play with the collection all the time: select exhibits by shape, color, size - it is better to use helper cards with TRIZ elements for this. In this case, the child develops a complete picture of the found object, and the baby, pronouncing all the signs of the object, not only develops thought processes, but most importantly, develops speech. For example, Katya P., having found a red cat in her collection of toys from Kinder Surprise, said that its body is oval in shape, its head is round, its color is light brown with dark stripes, its surface is smooth, its size is smaller than an airplane, but more than a little frog toy. And so children can describe objects according to 18 characteristics.
We believe that it is necessary to introduce children to collecting, especially family collecting. early age to instill in children the importance of family and the warmth of family comfort.
I would like to note that family collecting also contributes to the development of attention, memory, flexibility of non-standard thinking, the ability to observe, compare and analyze, the ability to combine, generalize and see the main thing. In our family collections you can see a collection of postage stamps, it was brought by Sasha K’s dad. He admitted that he began collecting and exchanging postage stamps in his youth. He really liked this activity and decided to involve his son in this exciting activity. It was a big surprise when not only the families of the students took part in our exhibition, but also the teachers of the group themselves gladly presented their collections. These are chess collections: magnetic and Harry Potter chess, the “Human Body” collection, sea shells, refrigerator magnets with photographs of various cities and countries of the world, a collection of decoupage napkins, postcards and calendars. The children themselves wanted to become tour guides of our exhibition, so when guests – teachers and children from other groups – come to our group, the children themselves give a tour of the existing collections, telling the story of their creation.
Thus, family traditions which a person acquires in childhood can accompany a person throughout his life, remaining unchanged, thereby developing a person in all qualities and virtues.
