Collecting as a way to develop the cognitive activity of preschoolers
“Collecting is a school of will, a reflex of purpose of great vital importance.” Academician I.P. Pavlov
Collecting is one of the most effective forms of non-traditional education for preschoolers. This topic is very close to me, as I constantly collect myself, and it is very relevant in our time. In the process of collecting, children develop the ability to notice the new, the unknown, and ask questions. This form of non-traditional learning enhances the intelligence of preschoolers. They learn to analyze, explore, compare, generalize, substantiate their own point of view, systematize their knowledge, take into account cause-and-effect relationships.
The relevance of collecting lies in the fact that this is one of the accessible, understandable, constantly manifested by children areas of activity. Preschoolers always collect something, classify objects according to various criteria, that is, they are prone to collecting, to searching.
“Psychologists associate the cognitive interests of children with their cognitive activity, and refer them to a special area of human interests. According to P.F. Zakharevich, P.K. Postnikova, A.I. Sorokina, G.I. Shchukina “the essence of cognitive interest, which determines cognitive activity, lies in the fact that the process of cognition itself becomes its object, which is characterized by the desire to penetrate into the essence of phenomena, and not just be a consumer of information about them” .
“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 generates it.”
It can be noted that collecting forms the cognitive activity of older preschoolers.
The Explanatory Dictionary defines collecting as “a systematic collection of homogeneous objects representing scientific, artistic, literary, etc. interest".
Collecting is one of the oldest human hobbies, which has always been associated with collecting items that do not have direct practical use, but are thought provoking.
And also this type of activity has great opportunities for the development of the cognitive interest of children.
Children are always inquisitive and inquisitive, often, almost constantly, asking adults a lot of questions. Often about things that are interesting to them, which seem unusual to them, new or just wonderful.
“An analysis of modern basic and partial programs has shown that not all authors single out collecting as an activity aimed at developing the cognitive activity of preschoolers. The authors of the "Origins" program believe that the child's desire to learn new things is provided by a developing subject environment. However, collections as an integral part of the development environment are not specified. In "The program of education and upbringing of children in kindergarten" ed. Vasilyeva, in the section "cultural and leisure activities", the task is to develop interest in collecting and create conditions for this. For children of the preparatory group, approximate collection topics are given (postcards, stamps, stickers, small toys from kinder surprises, candy wrappers, decorative art objects).
The program "Childhood" draws the attention of teachers to the mandatory availability of materials that activate cognitive activity, including "a large selection of natural materials for study, experimentation, and collection."
“S.N. Nikolaeva in the partial program “Young Ecologist” notes that “children show a cognitive interest in practical experiments with various stones and participate in their collection.” Teachers are invited to create an ecological museum, in which “herbariums of the plant world, collections of stones, shells, cones from different trees can be presented. It is possible to supplement the exhibits with a brief annotation: what kind of exhibits, who and where collected them.
The authors of the partial program "We" to enhance the cognitive activity of preschoolers offer to observe and conduct experiments with living and inanimate objects. You should not give advice, and even more so recommendations for creating collections, you can use games with shells, sand, cones, fallen leaves, pebbles, acorns, twigs, to enrich the knowledge of children it is proposed. .
After analyzing these programs, it is clear that only the topics of the collections are disclosed in them, but the activities with children and the content are not disclosed. As well as the opinion of the authors that collecting is an activity accessible to preschoolers, they differ.
Few use collecting as a form of cognitive activity. Collecting and classifying various objects expands the horizons of children, as well as develops their cognitive activity. In the process of collecting, children accumulate knowledge, then the process of accumulation of knowledge takes place, then the information is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, activate existing knowledge. Collecting develops all mental processes: attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, combine.
Collecting is integrated with all areas of the educational process. This connection can be noted as a virtue of collecting.
There is such a problem as children's stress, which occurs due to a lack of positive emotions, which are very necessary for babies. So collecting can prevent stress and cause positive emotions in preschoolers. Children with unstable behavior, “hyper” active, or vice versa, shy, uncommunicative, anxious children are increasingly coming to kindergartens - it is important to establish relationships with everyone, and this problem can be solved by uniting them with a common cause, which will combine the interests of the child and adult. Children fall in love with collecting, understand its meaning, if adults instill this attitude towards collecting or are indifferent to it. Well, of course, there is a need to manage the collection itself. For collecting to be useful, it is necessary to systematize and study what is collected. This process affects the expansion of the horizons of children, the deepening of knowledge, the inculcation of perseverance and accuracy, and leads to research activities. From collecting various objects, the child begins to join the world of small secrets, their discoveries. Adults should not be dismissive of collecting, it is necessary to direct the baby, prompt him, explain. After all, curiosity, inquisitiveness, observation, important personality traits, are formed if parents, educators support the interests of the child, if they direct the cognitive activity of the child. These personality traits give the child's activity a clear cognitive orientation.
“A.A. Lyublinskaya emphasizes that in the process of forming a cognitive attitude towards the environment among preschoolers, some aspects of the cognitive interests themselves are revealed, in which the unity of the intellectual and emotional attitude of a person to the objects of reality is clearly expressed.
The child develops a true interest in the environment, an emotional attitude to the environment in the process of collecting. When a person is interested in something, is satisfied with the knowledge of this object, and the more he knows it, the more his interest grows. The growth of children's interest is limitless. A creative personality develops if there is a persistent interest. When a preschooler is interested in something, he has a desire to study this subject better, to learn more about it. Adults should be attentive to the hobbies of their children, as well as support them, develop them - this is an important factor for the formation of the cognitive activity of a preschooler.
Collecting is fun!
And yet, why did this particular form of non-traditional education become the topic of my study, research, the object of our joint activity, our common hobby with children?
Firstly, collecting is one of the natural, brightly manifested areas of activity for preschoolers. Children always love to collect something, to look for something. For many, this desire or passion then disappears, but some guys collect then all their lives. In China, they say: "Who has a hobby, lives two lives."
Secondly, I repeat once again, I myself was fond of collecting as a child. I collected stamps, postcards, calendars, photos with movie actors, candy wrappers, chewing gum liners, chewing gums themselves (I collect the whole year, and then share with my sisters and brother on New Year's Eve), badges. Now I have a large collection of yarn (an aesthetically designed album with a thread, its composition and a knitting pattern). That is, being already a mother of two children, I continue to collect. Some of my collections have survived. When we started to get involved in this wonderful activity in kindergarten, I brought to the group a box with postcards and candy wrappers from “Love is” chewing gum, an album with stamps, yarn. Preschool children looked at my mini collections with great curiosity, asked where I got all this from. I enjoyed telling them the stories of my collections.
So in 2011, with the children of the middle group, as well as their parents, we began to collect badges and calendars. Finding at home, with his grandmother, with relatives or simply buying a new badge or calendar in the store, the child proudly and joyfully brings to kindergarten.
Our collection of icons is still small (about 100 icons), but the collection of calendar cards exceeds 500 pieces. There aren't any! There is even a 1906 calendar in our “piggy bank”.
Now we are already in the preparatory group. Collecting even, perhaps, can be included in the tradition of the group. Parents, like the children themselves, offer to collect something (magnets, kinder toys, buttons). I want to note that at the beginning, when I announced our ideas, called for participation, few of the parents responded. Rather, the children themselves were active. But now many parents themselves are showing interest.
Collecting contributes to the curiosity and cognition of preschool children.
With our preschool children, we will continue to shape our cognitive activity through collecting. We plan to collect a collection of stones and shells with the children. These collections would increase children's knowledge of animate and inanimate nature.
My still not very extensive experience on this topic allows us to conclude that collecting is a really accessible, interesting, productive area of cognitive activity with preschool children.
Sources:
Slastenin V.A. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2009.
Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Proc. allowance for students. Wednesday, ped. textbook establishments. - 2nd ed., revised. and additional - M.: Academy, 2000. - 416 p.
Article:Collecting as a way of development.Catalog of articles MBDOU No. 30 p. Elban[Electronic resource] Access mode:
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Conference: Educational activities in kindergarten
Organization: MBDOU No. 12 "Little Red Riding Hood"
Location: Novosibirsk region, Berdsk
Kindergarten teachers pay great attention to the development of cognitive activity of preschoolers. Cognitive activity, formed in the period of preschool childhood, is an important driving force in the development of the child, and is defined as the desire for the most complete knowledge of objects and phenomena of the world around. The period of preschool childhood is characterized by the readiness of the child to learn about the world around him, to receive a variety of information, which contributes to the accumulation of life experience. Studying the world around, the child simultaneously creates his own world, forms his own image, a certain system of relations with others - with peers and with adults. Therefore, in order to preserve the child's subculture, it is necessary to create an appropriate developmental environment in which the child would feel in demand. The creation of collections enables each child to interact with the world of things and the world of people, satisfies the age-related needs of children in understanding the world around them, gives the child authority among peers and self-confidence, and increases self-esteem.
Using the method of collecting contributes to the emergence of communication, joint children's games. Collection exhibitions raise the status of the child in the group, contribute to the development of other children's interest in him, and arouse the desire of children to collect.
The effectiveness of using the capabilities of the children's subculture in the pedagogical process is largely determined by the subject-developing environment, which is gradually replenished with the appropriate components. They allow the child to better understand and discover their capabilities, as well as the capabilities of other people, master various social roles, relationships, learn the values of the world around them and adapt in society.
One of the interesting components of the children's subculture is collecting And gathering. It is based on the joy of combining uniformity with diversity, which gives the child an idea of the richness of the world and its multicolor.
Collecting is not only exciting, but also a developing activity. By classifying the collected objects, the child learns to determine what unites them, how they differ. You can play with the collections, develop speech, thinking, sensory abilities of the child, acquaint him with the world around him. Where can I get collection items? They can be found nearby, you just need to look closely.
At any age, children are inquisitive and inquisitive, asking adults a lot of questions. Especially about those things that are interesting to them, seem unusual to them. With age, the accumulation of information about the environment, the child's need for new experiences is constantly increasing. However, the possibilities of the child are still small, and he can satisfy this need only with the help of an adult.
Speaking as a complex and significant education for the individual, cognitive interest, according to Shchukina G.I., is:
* selective orientation 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 motivator of personality activity, under the influence of which all mental processes are especially intense, and activity becomes exciting and productive;
* a special selective attitude to the world around, its objects and phenomena, an active emotional and cognitive attitude of a person to the world.
Being engaged in the study of cognitive interests, closely related to cognitive activity, psychologists single them out as a special area of human interests. 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 the process of cognition itself becomes its object, which is characterized by the desire to penetrate into the essence of phenomena, and not just 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 direction can be distinguished that is especially interesting for us: research aimed at tracing the relationship between cognitive activity and cognitive activity of children. An analysis of psychological and pedagogical studies of the problem of the formation of a cognitive attitude towards the environment in children allows us to say that this concept includes an activity component.
M.I. Lisin 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 generates it.
For the formation of cognitive activity of older preschoolers, such a direction as collecting is of interest.
Why did collecting become the topic of my study, research, the object of our joint activity, our common hobby with children?
This is one of the natural, brightly manifested areas of activity for preschoolers. Children always have a passion for collecting, or more precisely, for searching. For most, it then disappears, but some carry it through their lives. In China, they say: “Who has a hobby, lives two lives.”
As a child, I was fond of collecting. She collected stamps, postcards, iridescent calendar cards, postcards with movie actors, candy wrappers, badges with cartoon characters. Some of these collections have survived. I brought a box with postcards and calendars, an album with stamps to the group. The guys looked at them with interest, asked where I got so many postcards from. I enjoyed telling them the stories of my collections.
Our group is not simple, there are motor-active, anxious, uncommunicative, shy children. 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 great opportunities for the development of children. It expands the horizons of children, develops their cognitive activity. In the process of collecting, the process of accumulation of knowledge first takes place, then the information received is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, 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.
Collecting - one of the oldest human hobbies, which has always been associated with the collection of objects that do not have direct practical use, but are thought provoking.
And that only people did not collect! The primitive hunter collected bear or wolf fangs, feathers, later people began to collect coins, stamps, books, postcards, paintings. Everyone who wants to choose a collection to taste and afford. Collectors have always been called eccentrics...
Now, compared to that time, many people talk about the “dying” of collecting. Prices for collectibles dropped sharply.
Nowadays, due to social and economic changes, adults have little interest in what children collect. Or they don’t think, they don’t fully understand what the collection of certain items is aimed at.
So, in the first place among young children is the collection of stickers, chips and inserts from chewing gum. They depict mostly frames from cartoons, movie stars, sports, cars. And, of course, there is nothing Russian there, and they are sold in kiosks in whole sets. But real collecting always means looking for something. Here, there is no question of any search. And now a generation is growing up that knows Western stars, cartoon characters much better than their own, Russian ones. These stickers teach, educate and quietly instill patriotism in the country. Thus, it turns out that we are educating patriots of foreign countries?
By the way, inserts are by no means a new type of collecting. Similar liners were also collected by our grandmothers and great-grandmothers, but then they were Russian liners, mainly from confectionery products. They had animals, views of cities, Russian churches, paintings from the history of Russia. And they brought up, instilled knowledge and love for the fatherland.
An analysis of modern basic and partial programs has shown that not all authors single out collecting as an activity aimed at developing the cognitive activity of preschoolers. The authors of the "Origins" program believe that the child's desire to learn new things is provided by a developing subject environment. However, collections as an integral part of the development environment are not specified. In "The program of education and upbringing of children in kindergarten" ed. Vasilyeva, in the section “cultural and leisure activities”, the task is to develop interest in collecting and create conditions for this. For children of the preparatory group, approximate collection topics are given (postcards, stamps, stickers, small toys from kinder surprises, candy wrappers, decorative art objects).
The program "Childhood" draws the attention of teachers to the mandatory availability of materials that activate cognitive activity, including "a large selection of natural materials for study, experimentation, and collection."
S.N. Nikolaeva in the partial program "Young Ecologist" notes that "children show a cognitive interest in practical experiments with various stones and participate in their collection." Teachers are invited to create an ecological museum, in which “herbariums of the plant world, collections of stones, shells, cones from different trees can be presented. It is advisable to supplement the exhibits with a brief annotation: what kind of exhibits, who and where collected them. The authors of the partial program “We” propose to rely on observations and experiments with living and non-living objects to activate the cognitive activity of preschoolers. There are no recommendations for creating collections, however, to enrich the knowledge of children, it is proposed to use games with shells, sand, cones, fallen leaves, pebbles, acorns, twigs, etc.
Thus, the analysis of programs shows that not all authors single out collecting as an activity accessible to preschoolers. The programs give only approximate themes of the collections, the content of activities with children is not disclosed.
During the work on this topic, special books on the issue of collecting with preschoolers could not be found. A study of the literature shows that prior to 2002, preschool educators used collecting infrequently. There were very few articles on the theory of the question, material from work experience. Recently, in the magazines "Game and Children", "Mom and Baby", "Happy Parents", "Preschool Education", the newspaper "Preschool Education" articles have appeared that contain interesting material on organizing collecting with preschoolers. So, in the article by N.A. Ryzhova " How to become a collector”(Game and Children magazine No. 4-2004) there is interesting information about what collections can be collected with children, how best to arrange collections, what games and experiments can be done with the exhibits of the collections. In the article " Stone ”epidemic” (magazine “Hoop” No. 3-1999) you can find practical recommendations for organizing various types of games with stones. Of great interest to work with preschoolers are the articles by Yu. Kasparova, published in the magazines "Mom and Baby" (2005) and "Game and Children" (No. 3-2004). The author suggests collecting various collections of plants with children, supplementing herbariums with interesting facts, poems and riddles about the plant, gives practical recommendations on the use of dried plants in the manufacture of handicrafts, souvenirs and didactic games such as “lotto”. Psychologist Natalya Bogdanova in the article “ Young naturalists”(Happy Parents magazine) recommends starting collecting natural materials and playing with pebbles, shells, cones, sand, leaves with children from 1.5-3 years of age. She offers games for kids “ ingenious legs”, “box with curiosities”, “Paired leaves”, “Lilliputian road”and others aimed at developing memory, motor skills, observation, speech, tactile sensations.
The study of work experience in the book of N.A. Ryzhova, L.V. Loginova "Mini - museum in kindergarten", article by N.A. Ryzhova "How to become a collector" helped me plan and organize my activities to create a mini-museum "Across the seas on the waves" in the kindergarten group, holding thematic exhibitions, designing and replenishing various collections.
development of cognitive activity in preschool children through collecting.
Tasks:
Create conditions for the development of children's collecting;
Develop curiosity and cognitive activity of children;
Teach children to find solutions in non-standard situations;
To promote the development of creative skills in preschool children;
To teach children to observe, compare, analyze, generalize, highlight the main thing.
In the work on the organization of collecting I used:
The technology of game learning, since this technology is determined by the natural need of a preschooler;
The technology of problem-based learning, which involves the creation of problem situations (under the guidance of a teacher) and the active independent activity of children to resolve them.
In her teaching activities, she based herself on the following principles:
- person-centered approach;
- consistency;
- availability;
- scientific.
All work took place in three stages:
collection introduction:
- accumulation of a stock of specific ideas about collecting in children and parents;
- inclusion of collections in the organization of joint activities with children.
creation of conditions for the development of children's collecting and the implementation of its developmental functions:
- organization of a "saturated" developing environment for solving cognitive problems and maintaining interest in the collecting process;
- Encouraging children and their parents to obtain information about collectibles.
organization of own exhibitions and collections of children within the framework of the mini-museum of the "Russian Folk Toy" in the kindergarten group:
- involvement of parents in the process of creative activity of children;
Presentation of family collections.
Forms of work with children and parents:
- Questioning of parents (studying the attitude of parents to collecting as a type of cognitive activity).
- Consultation for parents (formation of a positive attitude of parents towards collecting).
- Meetings with interesting people - collectors from among the parents and employees of the kindergarten (to arouse children's interest in collecting).
- Visiting thematic excursions to the ethno - center "Bereginya" in the city of Berdsk (expanding children's knowledge about the world around them).
- Organization of a mini laboratory in a group (acquaintance of children with the properties of certain objects, materials and discussion of the possibility of their further application).
- Reading artistic and educational literature, encyclopedias, watching videos, presentations (acquaintance of children with various ways of obtaining information).
- Individual conversations with children on interests (support and development of children's interests).
- Organization of exhibitions of children's collections in kindergarten (development of creative and communication skills of children in the design of their collections).
I believe that the advantage of collecting is its integration, since the collections collected by children are used in direct educational activities, contribute to the formation of integrative qualities of children: sociability with adults and peers, compliance with generally accepted norms and rules of behavior, emotionality and responsiveness, the ability to solve intellectual and personal problems, possession universal prerequisites for learning activities. Collecting work with children contributes to the development of such important qualities of creativity as curiosity and cognitive activity.
A deep study of modern sources of literature, special magazines made it possible to compile a card file 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 chips and toys that they collect to the group, but reluctantly let their comrades examine or play them. We tried to take all the things brought home as soon as possible. Gradually, the children began to show "their jewelry", to talk about the objects of their gathering. It became clear to me that there was a need for a common cause that could unite our children's team.
Collecting is an exciting activity.
The child learns, develops, communicates in any activity. And in cognitive research activity, a preschool child, first of all, develops observation (why? how? why?). Preschool children are real researchers, the simplest experiments, experiments always arouse curiosity and activity. The teacher must create that world of research of objects, that fascinating world of knowledge that would help the child to manifest the independent performance of actions.
This is what collectibles do.
Collections are a classification work. Classification is a very important developmental task and solving it through the creation and collection of collections is not only exciting, but also informative! Different candy liners are useful for this, candy boxes have different figured liners. Collecting teaches a child to be careful, persevering, to work with material - in a word, it brings up the qualities necessary for research work in any field of science and production.
Our experience on this topic allows us to conclude that collecting is a really accessible, interesting, productive activity with preschool children.
Organization of mini-exhibitions of collections in the kindergarten group
The idea of creating mini-exhibitions of various collections in the group arose for several reasons. This form of work allows educators to successfully solve a number of educational tasks: to introduce preschoolers to cultural and aesthetic values, to encourage creative activity; to contribute to the enrichment of ideas about the natural and man-made world, to develop cognitive interests; raise the culture of parents.
Another task is cognitive and educational. After all, the first attempts to compare exhibits necessarily contain the beginnings of classification. This is important for the intellectual development of children. In addition, thematic exhibitions carry informational material about the subject of the exhibition, its purpose, origin and creation. This is an inexhaustible information material that can be used in the classroom to familiarize yourself with the surrounding and objective world.
And what an aesthetic potential contains the activity of designing mini-exhibitions in a group room! This includes choosing a location, arranging exposition items, making additions, including the interests of children in the process of creating the interior of the exhibition. Everything depends on the creative potential of the teacher, his ability to involve children and parents in the process of searching for and collecting objects for the exhibition.
The first thematic exhibition was organized in September in a group. The theme was suggested by the children themselves, who shared their impressions of the summer holidays spent at sea. Many of them brought souvenirs from sea shells, shells themselves of various shapes. Having asked the children to bring them to the group, we jointly designed the "Sea Shells" exposition, found books, illustrations, classified and collected various sea and river shells in a separate box with cells. At the lesson on familiarization with the outside world, the children talked about the exhibits they brought, got acquainted with how people used shells in the past, how they mined them, why they were valuable and how shells are used in the modern world. Our children were struck by the functionality of the use of this natural material, and its beauty, and quirkiness of forms.
This activity captivated us so much that my next step was to think over the topics of other exhibitions, develop a system for organizing them in other age groups.
The New Year was approaching, the change of autumn to winter, the change of seasons: time! Here is the theme for older children - clocks, in addition, we solve the educational problem of forming temporal representations in children. Very good additional material for the study of varieties of watches. What kind of clocks we and the children have not seen! Children and parents gladly brought antique watches, wrist, sand, electronic, etc., told about how this watch got into the family, different stories from the life of watches. In addition, together with children and parents, an album was created for viewing with illustrative material and poetic texts of different poets about hours and time, books were selected, models of watches were made for practical study in the classroom. The important thing in such a collection was that the children could touch the objects, touch and "feel" the time.
On New Year's Eve, in a group, we organized an exhibition of snowmen. Children brought figurines of snowmen, figured candles, Christmas decorations, postcards, pictures, calendar cards, souvenirs, household utensils depicting the main character of the exhibition - mugs, plates, potholders, towels. There was not a single family that did not contribute to the creation of this exhibition. To maintain interest, the children and I read and learned poems, listened to the audio recording of "Snowmen School" by Andrey Usachev, drew, sculpted snowmen from dough, snow, recalled cartoons and songs in which there is a snowman character.
I would like to note that the time span of the exposition in the group should not exceed two weeks, as long as there is an active interest in the exhibition, which can be supported by various forms of organizing children's activities.
At senior preschool age, thematic exhibitions of collections were informative, created taking into account the gender-role characteristics of children. This is an exhibition of military equipment for the holiday of the Defender of the Fatherland and an exhibition of porcelain dolls for the International Women's Day on March 8. Similarly, according to these mini-exhibitions of collections, various forms of organizing children's activities were carried out.
My passion for collecting Easter eggs was reflected in the exhibition in the spring, the purpose of which was to familiarize children with folk traditions, familiarize them with the culture of their people, the traditions of making and decorating Easter eggs, without affecting the religious aspect.
The thematic exhibition "Curios from the garden" and "Decorate the table" was held in an unusual way. In addition to introducing exhibits into the group of home-made items, a lesson was held together with the children and their parents, where they were given the opportunity to create, together with the child, from the vegetables they had grown a bizarre shape, some object or character of a fairy tale. For example: from a turnip with two tails - a girl with bows, turn a patisson into a Tortilla turtle, a potato into a hippopotamus, a radish into Pinocchio with a long nose, a sunflower into a lion cub, and a pumpkin into a carriage for Cinderella. In parallel, another part of the parents with children created decorations for the festive table. Here, mothers had the opportunity to show their creativity in the culinary arts. As a result, masterpieces were created - a snow-white swan from an apple, a lily from an onion with a frog, a glass slipper from a zucchini, a goldfish from a carrot, a crocodile from a cucumber, mice from boiled eggs and much more. How much pleasure and emotions each of the participants gets!
I especially wanted to talk about the exhibition dedicated to the Victory Day in the Great Patriotic War. This thematic exhibition is very touching and vital. After all, almost every family has a relative who participated in this tragic event in the history of our Motherland. The theme of this exhibition contains a huge potential for the patriotic education of children, the formation of pride in their Motherland and people, the education of a citizen of their country. Parents together with their children brought family albums with photographs of the war years, postcards, medals, items related to the war, found books about the war, made models of aircraft, hanging "mobiles", models of battles, postcards. Nobody remained indifferent.
Let me remind you that this type of organization of children's activities involves close cooperation with the family, its active involvement and feasible participation in the process of creating mini-exhibitions, involves an inexhaustible exchange of information about the collected exhibits, and participation in their manufacture. Also, on the basis of the new Federal educational requirements for the educational program of a preschool educational institution, there have been changes in the structure of the educational process. In this regard, the mandatory part of the Educational Program should include the time allotted for interaction with the families of children on the implementation of the main educational program of the preschool institution. And in order to realize this interaction, of course, a lot of effort and creative investment will be required from the educator. The educator will have to provide parents with proper information, conduct visual information campaigning about all kinds of options for the participation of parents in mini-exhibitions, in addition to this, verbally indicate the purpose of organizing exhibitions, the necessary work of parents. After the end of the exposition, a photo is presented to the attention of parents - a report on the various forms of organizing children's activities in the work of the mini-exhibition. I propose to start a photo album for collecting photographs of exhibitions, which in turn will be an accumulative "bank" of the creative activity of the educator. To exchange experience and organize relationships with other age groups, you can organize days to visit exhibitions - invite children of other age groups and conduct a mini-tour, talking about the exhibits, and the children themselves (older preschoolers) - the creators of the collections are guides.
There remains only the question of storing the exhibits of the exhibition and further use in practical work. If there are parallel age groups in the kindergarten, then you can transfer the exhibition materials to them for decoration in the group, thus. the exhibition becomes "mobile" and children of other groups have the opportunity to get acquainted with the exhibits of the thematic mini-exhibition. Children and parents sometimes take away those exhibits that are dear to them as souvenirs or a memory of an event, or donate them to a collection in a group for further use. In turn, we collect the exhibits in containers, sign them and put them away for storage in the pedagogical closet. Do-it-yourself exhibits of the exhibition can be used during fairs, where children and their parents can purchase the item they like.
We, adults, must surround the child with beauty - with everything beautiful that we can, if possible, acquaint children with the objective world, educate them in the world of objects.
An exhibition for a child is, first of all, a world of things that are still unfamiliar to him. To make this world understandable and interesting to a child is the task of adults.
Literature:
1. Internet sources
2. Prokhorova S.Yu. "Formation of cognitive competence of preschoolers in the framework of preschool education". Ulyanovsk, 2011
3. Ryzhova N.A. "How to become a collector" (magazine "Game and Children" No. 4 - 2004)
4. Success. Joint activities of adults and children: basic forms / manual for teachers / head of the team of authors N.V. Fedin. - M. Enlightenment, 2012
With the help of collecting, it is possible to fill the life of children with joy and positive emotions. Collecting is one of the oldest human hobbies, which has always been associated with collecting objects that do not have direct practical use, but are thought provoking. The primitive hunter collected bear or wolf fangs, feathers, later people began to collect coins, stamps, books, postcards, paintings. If we remember our childhood, we collected stamps, postcards, calendars with movie actors, candy wrappers, badges, etc.
Modern children also collect collections. Children rarely come to kindergarten empty-handed. What just is not stored in their "bins". They collect figurines from kinder surprises, chewing gum liners, or even something unimaginable. But, no doubt, they like to collect. Almost every mischievous girl or nimble boy will find a handbag or a box with unnecessary, in our opinion, rubbish: leaves, buttons, pebbles, glass, wheels, lids, candy wrappers. For a child, this is a real wealth, a priceless treasure. But, if the baby still cannot collect something seriously and systematically, it makes sense to help him with this. If adults support the interests of the child, if they direct his cognitive activity, then the most valuable personality traits are formed - curiosity, inquisitiveness, observation. If mom, dad and the adults around him support children's interest, unsystematic collecting can develop into an exciting and useful hobby - collecting. With collecting begins the introduction of the child to the world of small secrets, their discoveries.
Collecting is invaluable for the development of the cognitive abilities of preschoolers.
Purpose of children's collecting: the development of cognitive activity (interest and activity) of preschool children by creating collections.
Tasks:
To form the ability to observe, compare, analyze and draw conclusions;
To form the ability to classify, group, generalize;
To promote the manifestation of electoral interests;
Develop cognitive interest and needs, curiosity;
Expand the horizons of pupils;
To instill the skills of culture and design of the collection and collection of material;
To form a careful attitude to the storage of collections;
Enrich and activate children's vocabulary;
Encourage parent involvement in the educational process.
Children's collecting has its own characteristics associated with the thinking of a preschooler. At this age, visual-effective and visual-figurative thinking predominate. Therefore, children's collections are characterized by visuality and manipulativeness. The visuality of the collection is manifested in the obligatory visibility. The collected material is represented by real, tangible objects. These can be pictures, drawings, photographs, postcards, magazine clippings, objects (toys), books and magazines. A special place is occupied by exhibits of collections made by oneself (independently or in joint activity with adults) - children's drawings, collages, books, handicrafts from different materials and made in different techniques.
Manipulativeness is manifested in the child's desire to act with the collected material. Children with great pleasure show a desire to do something with the material of the collection. Having created street layouts, the assembled cars drive along the roads. Playing with figures from kinder - surprises, children themselves create a plot. Showing cognitive interest in stones, shells, the guys examine them. Our task is to help little discoverers to see the miraculous in the unusual, to preserve and take with them the elusive beauty - a bird's feather, a flying autumn leaf.
The task of adults is not only to captivate the kid with the idea of creating a collection, but also to help him in every possible way in this. Since the benefits of this kind of activity are undeniable and invaluable.
First: Cognitive research activity is one of the natural, clearly manifested areas of activity for preschoolers. In children, nature has a craving for gathering, or, more precisely, for searching. In the process of collecting, the process of accumulation of knowledge first takes place, then the information received is systematized and a readiness to comprehend the world around is formed. Collection items give originality to game, speech and artistic creativity, activate the existing ideas.
Secondly: In the process of collecting, attention, memory, thinking, the ability to observe, compare, analyze, generalize, highlight the main thing, combine are developed. Collecting expands the horizons of children, develops their cognitive activity, develops the child's abilities, which are steps to creativity.
Thirdly: 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. This is relevant when there are children in the group with uneven behavior, motor-active, anxious, uncommunicative and shy.
Fourthly: Collecting decorates our life, makes it fuller and more diverse.
The main thing in collecting is the systematization and expansion of ideas about collectible items, their authors, purpose, methods of creation, and the history of the "life" of the collection's exhibits.
The following groups of collections are distinguished:
Collective (group) are collections collected in a group with the help of educators, children and parents. The teacher is the initiator of group collections. The subject of collective collections reflects the program content of cognitive development, is subject to the implementation of complex thematic planning of work with children and the integration of various educational areas. Collective collecting is carried out in preparation for the holidays.
Homemade- these are collections collected at home or with the help of parents. They are kept at home and the children bring them to the kindergarten for a temporary exhibition. The dignity of home is a demonstration of family traditions, the unification of generations.
Individual- these are children's "treasuries", they contain a wide variety of things, and each of these things is of great value and significance for the child. Teachers, and especially parents, should handle it very correctly (you can’t use it, let alone take something from the collection without the consent of the child). It is very important to allow the child to “manage” his collection himself, to look for exhibits, arrange them, and make a selection for the exhibition. He must also take care of her. Individual collections are determined by different motives, so we can conditionally distinguish several types of collections: emotional, cognitive, social.
Emotional Collections- the most common in the life of a preschooler, are marked by an active beginning and a rapid fading of interest in the collection. The main thing is to effectively use the emotional collection, fixing in the mind and soul of the child a state of joy, satisfaction from the process of cognition. During the collection, consider the collected material and conduct conversations on it. It is reasonable to replenish the collection, use the material in a 10 productive plan (make a collage, panels, make different classifications from visual material).
Educational collections reflect the stable cognitive interests of specific children. Therefore, these collections are stable in terms of subject, this is due to the deepening, expansion of a specific topic. ("Stones", "The Amazing World of Shells").
SocialCollections- a form of manifestation of social needs, especially in older preschool age. The child seeks to expand his social contacts, he shows sympathy for certain peers, the desire to communicate with them, the desire to win their recognition, respect and friendship. The coincidence of interests entails joint discussions and conversations, games, and the exchange of exhibits. At the same time, both the social and cognitive spheres of children are mutually enriched, which is very important.
Temporary- these are collections collected on certain topics for a short time. Temporary collections include seasonal collections on the themes: "Golden Autumn", "Gifts of the Snow Queen", which helps children to better remember the signs of the seasons. Collections of decorative and applied arts are of particular value.
Long- these are collections of natural material, paper, fabrics, wrappers, postcards, photographs, etc., the exhibits of which can be touched, smelled, examined. You can play with the exhibits, it is very attractive for children. Of particular interest are the collections of linguistic orientation: "Polite words", "Autumn words" (winter, spring, summer), "Sweet words", "Phraseological phrases". Autumn word educator locks on yellow maple leaves; words of winter - on snowflakes, snowmen; on green birch leaves - spring words; on flowers and butterflies - summer words. "Polite words" and "Phraseological phrases" are illustrated by plot pictures. Through collecting, children get acquainted with the individual collections of adults (teachers and parents). The child has the opportunity to get acquainted with the culture of collecting, the proper storage of exhibits, learn how to respect them
Relevance At an older age, to form cognitive activity effectively and excitingly through collecting. Why? Firstly, it is one of the natural areas of activity clearly manifested by preschoolers. Children always have a passion for collecting, or more precisely, for searching. For most, it then disappears, but some carry it through their lives. In modern times, interest in collecting has weakened, adults do not encourage children, they are not interested in what the child is interested in and what they would like to collect. Modern children collect stickers, chips, they are sold as a set, they are mostly made in China and cartoon characters are also foreign, they have lost interest in Russian items, in general, in collecting itself. Collecting is always a search, not a purchase of a ready-made set.
Tasks: Broaden horizons, develop cognitive activity; Develop attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, combine; To accustom the child to accuracy, perseverance, work with the material; Develop creativity and curiosity.
Planned result Increasing the productivity of intellectual activity of preschoolers. Formation of creativity, independence of preschoolers, integrative personality traits. Formation of the ability to analyze, compare, generalize, establish cause-and-effect relationships. Education of a culture of knowledge.
Perspective plan of circle work on collecting badges about sports. Preparatory group. Tasks: - to show children the importance of movement for health, the benefits of outdoor games and sports; - to acquaint preschoolers with the initial information about the history of the Olympic movement of antiquity and modernity as an achievement of universal culture; - to expand children's understanding and knowledge about different sports; - develop physical qualities and form vital motor skills and abilities in accordance with the individual characteristics of preschoolers; develop the ability to independently organize games of different degrees of mobility and perform exercises; to promote the development of positive emotions, the ability to communicate with their peers, mutual understanding and empathy;
Perspective plan of circle work on collecting badges about sports. Preparatory group. October Topic: "A healthy mind in a healthy body" Conversation: "Our health is in our hands." Memorizing proverbs about health Outdoor game: "Pass the ball exactly along the path." Talk about bad habits. Situation: What happens if... Relay "Handed, sit down." November Topic: "Move more, live longer" Conversation: "Who does sports." Drawing: "Children do exercises." Football talk. Sedentary game: "Football" (if the leader raises a red flag, the children shout a goal, blue - by, 2 flags - a barbell). Game: Throw the ball into the hoop.
Perspective plan of circle work on collecting badges about sports. Preparatory group. December Topic: "Winter sports" A conversation about the winter sport of hockey. Mobile game: "Drive an ice floe." Game: "Stop - freeze, show the figure." Talk about skiing. Riddles about inventory for winter sports. January Conversation about figure skating. Conversation: "Winter sports". Consideration of icons, illustrations on the topic. Pantomime on the theme: "My favorite winter sport." Outdoor game: “Kick the ball and catch up” (children kick the ball with their feet, catch up with it and return to their place). Riddles about winter sports.
Perspective plan of circle work on collecting badges about sports. Preparatory group. February Topic: "Everyone goes in for sports" The teacher's story about safe behavior in winter. Reading O. Vysotskaya: “On the sled. K. Utrobina: “Everyone goes in for sports.” Talk about the history of the Olympics. Consideration of icons, illustrations on the topic. Didactic game: "Name the sport according to the show." Presentation: "Winter sports". March Topic: "Movement + movement = life" Conversation: "Rhythmic gymnastics". Didactic game: "Collect a backpack for a gymnast." Drawing: "We saw the performance of the gymnasts." Outdoor game: "Traps with a ribbon." About basketball Outdoor game: "Roll the ball between the pins" Drawing on the theme of basketball.
Perspective plan of circle work on collecting badges about sports. Preparatory group. April Topic: "Summer Sports" Cycling. Examination of illustrations, icons on the topic. Cycling safety rules. Drawing on the topic: "I have a bicycle." Reading the poem: "The cyclist." Didactic game: "Find what the cyclist needs." Badminton. Learning the rules of the game. Game: "Find a picture about badminton." Drawing on the theme: "Badminton". Outdoor game: "Hit the shuttlecock in the basket." May. Topic: “To be strong and healthy, everyone needs to love sports” Didactic game: “Guess the sport”. Presentation: "Summer sports" Exhibition of children's works: "We are friends with sports."
Planned results for circle work: "His Majesty - sport" Observes the elementary rules of a healthy lifestyle; Performs age-appropriate hygiene procedures; Formed need for physical activity; Has formed ideas about a healthy lifestyle; Has formed ideas about the importance of physical activity in human life.
One of the interesting and developing types of children's activities is collecting, that is, a collection of items on a specific topic. In kindergarten it can be pictures, photos, postcards, toys, keys, shells, buttons and many other items.
Through collecting, solve the problems of development, training and education preschoolers in all educational areas of the Federal State Educational Standard. For example:
1. Socio-communicative development:
- development of initiative, independence, curiosity, responsibility, goodwill;
- the formation of ideas about the objects of the world.
2. Speech development:
- development of communication;
- enrichment and activation of vocabulary based on deepening ideas about the surrounding reality;
- creation of a cultural speech environment in the environment of the child and promotion of the activation of children's speech.
3.
Artistic and aesthetic development:
- formation of manual skills;
- the development of artistic creativity.
4. Physical development:
- development of fine motor skills of the hands.
But the main tasks are solved in the educational field "Cognitive development":
- the formation of the ability to observe, compare, systematize, classify;
- activation of cognitive processes - perception, thinking, imagination, memory;
- enrichment of knowledge and ideas about the world around;
— development of search and research activities;
- development of cognitive interest and cognitive actions.
Collections are of several types:
1. Collective- the teacher and children or the teacher, children and parents participate.
2.Customized- the child collects the collection on his own and, most often, the collection contains objects that are heterogeneous in purpose and use.
3. Homemade- these are collections that the child collects at home with the help of parents.
The collection process takes place in stages:
I stage- this is the accumulation of knowledge among preschoolers about the collectible. At this stage, you can conduct conversations, observations, examining the objects themselves and illustrations in books, albums or encyclopedias.
II stage- the information received is systematized, the existing ideas about the subject are activated, knowledge is formed. Gathering material for the collection. Objects are included in the conduct of directly educational activities, in the independent activities of preschoolers, in various problematic, game and learning situations.
Stage III- exhibitions, presentations, creative works are organized. Collection albums and books are being developed.
As a practical example, I I advise you to read with the experience of the teacher Kirs Lidia Pavlovna.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to