CC BY
12УДК 373.21
ВЛИЯНИЕ ОРГАНИЗОВАННОЙ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ НА ФОРМИРОВАНИЕ ИССЛЕДОВАТЕЛЬСКИХ НАВЫКОВ ДОШКОЛЬНИКОВ
Батырбаева Н. К. Центр педагогического мастерства (г. Петропавловск, Республика Казахстан) Власенко С. В., Корягина О. В. Кокшетауский университет им. Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация: в статье рассматривается развитие исследовательских навыков у детей. Данное исследование направлено на изучение практической деятельности дошкольных педагогов по развитию исследовательских навыков у дошкольников. В статье обосновывается необходимость формирования исследовательских умений дошкольников, формирования умений самостоятельно определять основные законы природы, учиться анализировать, проводить эксперименты.
Ключевые слова: дошкольное образование, исследовательские навыки, исследовательская деятельность, развитие исследовательских навыков у дошкольников.
THE INFLUENCE OF ORGANIZED RESEARCH ON THE FORMATION OF RESEARCH SKILLS OF PRESCHOOLERS
Batyrbaeva N.K.
Specialist of the Center for Pedagogical excellence Petropavlovsk, Republic of Kazakhstan Vlasenko S.V., Koryagina O.V. Kokshetau University named after A. Myrzakhmetova Kokshetau, Republic of Kazakhstan
Resume: The article discusses the development of research skills of children. This study is aimed at studying the practical activities of preschool teachers in developing the research skills of preschool children. The article substantiates the need for the formation of the research skills of preschoolers, the formation of skills to independently identify the fundamental laws of nature, learn to analyze, carry out experiments.
Key words: preschool education, research skills, research activities, the development of research skills of preschool children.
Subject / topic. With the introduction of the updated curriculum in the system of preschool and school education, the requirements for the methods of teaching and upbringing have changed. Today, educational institutions are dynamically changing their appearance. This is due, first of all, to serious changes in Kazakhstan's education. Teachers face problems: «How to teach in the age of informatization?», «How to improve quality, how will the knowledge gained in the classroom help the child become a competitive person?».
In the framework of the continuity of preschool and elementary education, the general subject «Natural History» has been introduced, the main purpose of which is the development of research skills of children. This study is aimed at studying the practical activities of preschool teachers in developing the research skills of preschool children.
Goals / objectives. The aim of the work is to analyze the use of the methodology for the development of research skills of preschool children in preschool institutions in the current period.
The theoretical basis. The study is based on the theoretical aspects of the works of N.N. Poddyakova [1], A.I. Savenkova [2], who prove that experimentation stimulates the cognitive activity of a child, is the basis of children's self-development. Also the scientific sources of our work are E. Bonawitz, P. Shafto, H. Gweon, N.D. Goodman, E. Spelke, and L. Schulz, who claim that detailed instructions to children limit their spontaneous exploration and discovery. The study of the work «Environmental Concept», proposed by the program of Reggio Emilia, formed the basis for recommendations on the organization of the research environment in the premises and in the territory of the kindergarten [3; 4].
Research methodology. In the framework of the research topic, the following issues were considered: the development of research skills in children of preschool age; methods used by educators for children's research activities; children's interest in research.
In the research process, theoretical and empirical methods were used: the study of psychological and pedagogical literature, observation of children's research activities in the process of organized educational activities, independent and joint activities; interviews, surveys of parents and teachers in order to clarify attitudes toward research activities; analysis of products of children's activities, pedagogical experiment. The study involved 120 children of preschool age, 48 teachers of preschool institutions in the city of Petropavlovsk, North Kazakhstan region, 56 parents.
Observation of the experimental activities of children was carried out in the process of organized educational activities, walking and independent play. For observation, observation sheets were developed with criteria according to the State Educational Standard of Preschool Education and Training. To study the subject-spatial environment of preschool institutions, not only indoors, but also on the territory of the kindergarten, checklists with appropriate assessment criteria were developed. To conduct surveys of parents and teachers, questionnaires were developed in order to clarify their relationship to the research activities of children. Based on a theoretical analysis of the literature and identified problems, a number of recommendations were developed for educators on the organization of research training for preschool children. As part of the pedagogical experiment, a series of experiments was developed for independent performance by senior preschoolers.
Here is an example of experience with older preschoolers: "What can be hidden in the water?
Purpose: they know how to experiment with water, to establish the simplest cause-effect relationships.
Materials: vessels with water, salt, sugar, milk, sand, a table for sketches.
Hod: A thought experiment - the educator asks the question to the children: «What can be hidden in the water?» Listens to child hypotheses. He suggests conducting an experiment in pairs, making sketches in the course of the experiment in a table and making a joint decision. Children put various substances and objects into the water, compare the data, enter the data in the table in the form of drawings. Draw conclusions and present them to the group based on the completed table. The teacher asks the questions: «Why did some substances disappear, while others did not?», «What is this property of water called?» Explains the concept of «dissolution» to children - the process of distribution and interaction of one substance in another. We suggest that children draw up an algorithm of experience in the form of a picture.
Results. Our results demonstrate that research skills appeared in older preschool children in the process of free activity in nature and play. 56% of children independently found interesting objects, 32% made observations on their own, 64% shared the results in pairs and groups, 87% experimented on their own, modeled with new materials and objects.
In the process of observation, it was revealed that teachers use only one interaction model: by the type of direct transfer of experience, when the teacher teaches the child new skills and methods of action. In the process of organized educational activities, reproductive forms of training are mainly used, many new concepts are given, teachers do not always explain their meaning.
It is concluded that teachers do not sufficiently understand the influence of experimental activity in the formation of natural scientific knowledge, and accordingly there is no systematic research activity with children.
The results of the survey showed that parents are interested in the development of children through research and experiments, at the same time they do not have sufficient knowledge to conduct them with children, and as a result, they rarely resort to organizing their home with a child.
The paper identifies the needs of parents in developing the research skills of preschoolers and their needs for mastering knowledge for conducting experiments and experiments with children.
Methodological recommendations for teachers of preschool institutions on the organization of research training for preschoolers have been developed. As part of the pedagogical experiment, a series of experiments has been developed for independent performance by older preschoolers.
Conclusions / relevance. The necessity of the formation of the research skills of preschoolers, the formation of the ability to independently identify the fundamental laws of nature, learn to analyze, highlight significant causal relationships, put forward hypotheses, and carry out experiments are substantiated. The developed series of experiments for independent implementation by the senior preschoolers of experiments and modeling with new materials and objects will allow teachers of preschool institutions to put them into practice for the formation of research skills.
Библиографический список
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2. Савенков А.И. Методика исследовательского обучения младших школьников . — Самара: Издательство «Учебная литература», 2004. - 80 с.
3. Люблинская А.А. Ранние формы мышления ребенка. - В книге: Исследование мышления в советской психологии. - М., 2016. - 348 с.
4. Буряк В.К. Активность и самостоятельность учащихся в познавательной деятельности // Психология обучения. - 2008. - № 3. - С. 118-119.
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Батырбаева Надия Кадыровна, специалист Центра педагогического мастерства (Республика Казахстан, г. Петропавловск).
Власенко Светлана Викторовна, кандидат педагогических наук, доцент кафедры социально-педагогических дисциплин, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Корягина Ольга Васильевна, кандидат педагогических наук, доцент кафедры социально-педагогических дисциплин, Кокшетауский университет им. Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
