Collecting as a method for preschoolers to understand the world around them. Collecting. Project "New Year is knocking on doors" Project participants: children of the preparatory group, group teachers, parents of students

With the help of collecting, it is possible to fill the lives 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 provoke thought. The primitive hunter collected bear or wolf fangs and feathers; later people began to collect coins, stamps, books, postcards, and paintings. If you remember your 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. Whatever they have in their “bins”. They collect figures from Kinder surprises, chewing gum inserts, or even something completely unimaginable. But, undoubtedly, they like to collect. Almost every naughty girl or nimble boy will have a handbag or box with what we think is unnecessary rubbish: leaves, buttons, stones, pieces of glass, wheels, caps, candy wrappers. For a child, this is real wealth, a priceless treasure. But, if the baby cannot yet collect something seriously and systematically on his own, it makes sense to help him with this. If adults support the interests of the child, if they guide 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. Collecting begins to introduce a child to the world of small secrets and their discoveries.

Collecting is invaluable for the development of cognitive abilities of preschoolers.

The goal of children's collecting: development of cognitive activity (interest and activity) of children preschool age by creating collections.

Tasks:

Develop the ability to observe, compare, analyze and draw conclusions;

Develop the ability to classify, group, generalize;

Promote the manifestation of electoral interests;

Develop cognitive interest and needs, curiosity;

Expand the horizons of pupils;

Instill skills in culture and collection design and collection of material;

Develop a careful attitude towards storing collections;

Enrich and activate children's vocabulary;

Intensify parental participation 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 manipulability. The visuality of the collection is manifested in mandatory visibility. The collected material appears to be real, tangible objects. These could be pictures, drawings, photographs, postcards, magazine clippings, objects (toys), books and magazines. A special place is occupied by exhibits of the collections made with one’s own hands (independently or in joint activities with adults) - children’s drawings, collages, books, crafts from different materials and made using various 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 from the collection. Having created street layouts, the assembled cars drive along the roads. By playing with Kinder Surprise figures, children create the plot themselves. Showing an educational interest in stones and shells, the children examine them. Our task is to help little pioneers see the wonderful 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 child with the idea of ​​​​creating a collection, but also to help him in every possible way in this. Because the benefits of this type of activity are undeniable and invaluable.

Firstly: Cognitive and research activity is one of the natural areas of activity clearly demonstrated by preschoolers. Children have a natural urge to collect, or more precisely, to search. 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, activate existing ideas.

Secondly: In the process of collecting, attention, memory, thinking, the ability to observe, compare, analyze, generalize, highlight the main thing, and combine are developed. Collecting broadens children's horizons, develops their cognitive activity, and 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.

Fourth: Collecting decorates our lives, makes it fuller and more varied.

The main thing in collecting is the systematization and expansion of ideas about collectible items, their authors, purpose, methods of creation, and the “life history” of the collection exhibits.

The following groups of collections are distinguished:

Collective (group) are collections collected in a group with the help of teachers, children and parents. The initiator of group collections is the teacher. The themes of collective collections reflect the program content cognitive development, is subordinated to the implementation of comprehensive 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 prefabricated houses or with the help of parents. They are kept at home and children bring them to kindergarten for a temporary exhibition. Dignity of the domestic - demonstration family traditions, unification of generations.

Individual- These are children's “treasuries”, they contain a wide variety of things, and each of these things has great value and significance for the child. Teachers, and especially parents, must handle it very correctly (you cannot use, let alone take, anything from the collection without the child’s consent). It is very important to let the child “manage” his collection, look for exhibits, arrange them, and make selections for the exhibition. He must also take care of her himself. 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, they are marked by an active beginning and rapid fading of interest in the collection. The main thing is to effectively use the emotional collection, cementing in the child’s mind and soul a state of joy and satisfaction from the learning process. During the collection, consider the collected material and conduct conversations on it. It is wise to replenish the collection, use the material in a productive way (make a collage, a panel, create different classifications from visual material).

Educational collections reflect the stable cognitive interests of specific children. Therefore, these collections are stable in topic, this is due to the deepening and expansion of a specific topic. (“Stones”, “ Amazing world shells").

Social collections– a form of manifestation of social needs, especially in older preschool age. The child strives to expand his social contacts, he shows sympathy for certain peers, a desire to communicate with them, a desire to win their recognition, respect and friendship. The coincidence of interests entails joint discussions and conversations, games, and exchange of exhibits. At the same time, mutual enrichment occurs in both the social and cognitive spheres of children, which is very important.

Temporary- these are collections collected on certain topics for a short time. Temporary collections include seasonal collections on the following themes: “ Golden autumn", "Present Snow Queen”, which helps children better remember the signs of the seasons. Collections of decorative and applied art are of particular value.

Long-term– these are collections of natural materials, paper, fabrics, candy wrappers, postcards, photographs, etc., the exhibits of which can be touched, smelled, and examined. You can play with the exhibits; this is very attractive to children. Of particular interest are collections with a linguistic focus: “ Polite words", "Autumn words" (winter, spring, summer), "Sweet words", "Phraseological phrases". The teacher records the words of autumn on yellow maple leaves; words of winter - on snowflakes, snowmen; on green birch leaves - spring words; There are summer words on flowers and butterflies. “Polite words” and “Phraseological phrases” are illustrated with plot pictures. Thanks to collecting, children become acquainted with the individual collections of adults (teachers and parents). The child has the opportunity to get acquainted with the culture of gathering, proper storage exhibits, learn careful attitude to them

Collecting as a way to develop cognitive activity in older preschoolers - page No. 1/1

Collecting as a way to develop cognitive activity in older preschoolers

N.Yu. Nemtseva

No matter what age the child is, adults have no peace from their “why” and “why”. Especially about those things that are interesting to them and seem unusual to them.

We adults must constantly satisfy the child’s need for new experiences, develop in children the activity of learning new things.

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.

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, in first place among children younger age It's worth 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?

Inserts are not new look 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 programs has shown that, in the context of the introduction of new federal state requirements for basic general education program, collecting as a type of children's activity aimed at developing the cognitive activity of preschoolers is becoming increasingly relevant. In the “Childhood” program, according to which our kindergarten operates, teachers’ attention is drawn to the mandatory presence of materials that activate cognitive activity, including “great selection natural materials for studying, experimenting, 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.”

We started collecting with children in the context of updating the content of educational educational activities when implementing FGT. As part of the theme week We discussed together what collections we would create together, what family collections we would get to know.

Why did collecting become the topic of our 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.

Secondly, in childhood, probably, each of us was fond of collecting. Like many children, we collected stamps, postcards, calendars with a variety of subjects, and chocolate candy wrappers. I have children and there is little left of my “collections”. But one day, while taking my daughter from kindergarten stopped with her near the children of her group. And Praskovya took with her the remains of my collection of chocolate wrappers and the children asked to show me what she had there. They looked at the old wrappers and were very surprised when I said that I collected them. The next day I was bombarded with questions: what, where, when I collected it, where did it all go. Then the children started bringing in their 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 examine or play with them. We tried to take all the things we brought home as quickly as possible.

A new surge in our passion for collecting coincided with the implementation of FGT in modern kindergarten educational activities. The children and I started collecting herbariums. But one day it turned out that during an excursion outside the kindergarten, one of the children picked up a pebble. During the walk, we all enjoyed looking at its unusual coloring. An ordinary pebble aroused extraordinary interest. Then one of the girls timidly said that she had at home the same beautiful pebble that she and her parents had brought from the sea coast. And off we go, and in the case of our stones, one might say it fell down. The children of our group, their parents, and we, the teachers, became interested in collecting stones and did not lag behind the children in terms of collecting and examining stones.

Then the children and I agreed to put together a common collection of stones and shells in the group. While collecting this collection, we fixed with the children the names of animals that have shells as houses, clarified their habitats, used the exhibits of the collection directly in educational activities to develop attention, consolidate quantitative and ordinal counting (the children were offered the games “Who is Missing”, “The Fourth superfluous”, “Who stands in what place”, etc.).

During walks, in play activity, imagined with the children that we were pirates looking for treasure. While carrying out “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 Mistress of the Copper Mountain” with the children, after which they began to call our collection “Treasures from the Malachite Box”. Our collection was replenished after walks and after weekends, after the children spent their holidays at sea.

Children now went to the garden, accompanied by their fathers, for the most part, and carried new exhibits for our collection.

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.

It was interesting to feel the pebbles, knock them against each other or against various objects, arrange the stones by color, size, weight. I suggested that the children and I conduct interesting games and experiments with stones in order to better understand their properties.

But collecting is not a spontaneous activity; it must be managed, and first support and guide the child’s cognitive activity. Therefore, the help of parents is simply necessary.

The work done has shown that collecting accustoms a child to accuracy, perseverance, 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, the connection of the following educational areas “Cognition”, “Labor”, “Artistic creativity”.

Collecting work carried out with children contributes to the development of such important qualities of creative potential as curiosity and cognitive activity.

Our not yet very extensive experience in working on this topic allows us to draw conclusions that collecting is a truly accessible, interesting, and effective activity with preschool children.

Collecting as a way to develop cognitive activity of preschool children

“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, since 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 education increases the intelligence of preschoolers. They learn to analyze, research, compare, generalize, justify their own point of view, systematize their knowledge, and take into account cause-and-effect relationships.

The relevance of collecting lies in the fact that this is one of the accessible, understandable areas of activity that children constantly demonstrate. Preschoolers always collect something, classify objects according to various criteria, that is, they are inclined to collect and search.

“Psychologists connect children’s cognitive interests with their cognitive activity, and classify them as a special area of ​​human interests. According to P.F. Zakharevich, P.K. Postnikova, A.I. Sorokina, G.I. Shchukina "essence 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 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 gives rise to it.”

It can be noted that collecting shapes the cognitive activity of older preschoolers.

Dictionary defines collecting as “the 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 objects that have no direct practical use, but provoke thought.

This type of activity also has great potential for developing children’s cognitive interest.

Children are always inquisitive and inquisitive, often, almost constantly, asking adults many questions. Often about things that are interesting to them, that seem unusual, new or simply wonderful to them.

“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 preschool children. The authors of the “Origins” program believe that a child’s desire to learn new things is ensured by developmental subject environment. However, collections are not indicated as an integral part of the development environment. In the “Program for training and education of children in kindergarten,” ed. Vasilyeva, in the “cultural and leisure activities” section, sets the task of developing interest in collecting and creating conditions for this. For children preparatory group the approximate themes of the collections are given (postcards, stamps, stickers, small toys from kinder surprises, candy wrappers, decorative art items)".

The “Childhood” program draws the attention of teachers to the mandatory presence of materials that activate cognitive activity, including “a large selection of 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.”

To activate the cognitive activity of preschoolers, the authors of the partial program “We” propose observing and conducting experiments with living and inanimate objects. You should not give advice, much less recommendations, on creating collections; you can use games with shells, sand, pine cones, fallen leaves, pebbles, acorns, twigs; it is suggested to enrich children’s knowledge. .

Having analyzed these programs, it is clear that only the themes of the collections are disclosed in them, but activities with children and the content are not disclosed. As well as the opinion of the authors that collecting is an accessible activity for preschoolers, they differ.

Few people use collecting as a form of cognitive activity. Collecting and classifying various objects broadens children's horizons and also develops their cognitive activity. In the process of collecting, children accumulate knowledge, then the process of accumulating knowledge occurs, then the information is systematized and a readiness to understand the world around them is formed. Items from the collections add originality to gaming, speech and artistic creativity and 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 childhood stress, which arises due to a lack of positive emotions, which are very necessary for children. So, collecting can prevent stress and evoke positive emotions in preschoolers. Children with unstable behavior, “hyper” active, or, on the contrary, shy, uncommunicative, anxious are increasingly entering kindergartens - it is important to establish relationships with everyone, and this problem can be solved by uniting them in a common cause that will allow combining the interests of the child and the adult. Children fall in love with collecting and understand its meaning if adults instill this attitude towards collecting or are indifferent to it. Well, of course, collecting itself needs to be managed. For collecting to be useful, it is necessary to systematize and study what you collect. This process influences the expansion of children’s horizons, deepening their knowledge, instilling perseverance and accuracy, leading to research activities. By collecting various objects, the child begins to become familiar with the world of small secrets and their discoveries. Adults should not be disdainful of collecting; they need to guide the child, prompt him, and explain. After all, curiosity, inquisitiveness, observation, important personality traits, are formed if parents and educators support the interests of the child, if they guide the child’s cognitive activity. These personality qualities give the child’s activity a clear cognitive direction.

“A.A. Lyublinskaya emphasizes that in the process of forming a cognitive attitude towards the environment in preschoolers, some aspects of the cognitive interests themselves are revealed, in which the unity of a person’s intellectual and emotional attitude to the objects of reality is clearly expressed.”

The child develops a true interest in environment, emotional attitude to the environment in the process of collecting. When a person is interested in something, he is satisfied with the knowledge of this object, and the more he knows it, the more his interest grows. Height children's interest 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 and learn more about it. Adults should be attentive to their children’s hobbies, as well as support and develop them - this is an important factor for the formation of a preschooler’s cognitive activity.

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 activities, our common hobby with children?

Firstly, collecting is one of the natural areas of activity clearly demonstrated by preschoolers. Children always love to collect something and look for something. For many, this desire or passion then disappears, but some guys then collect all their lives. In China they say: “He who has a passion lives two lives.”

Secondly, I repeat once again, as a child I myself was fond of collecting. I collected stamps, postcards, calendars, photos with movie actors, candy wrappers, chewing gum inserts, myself chewing gum(I collect for a whole year, and then New Year I share with my sisters and brother), 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 getting involved in this wonderful activity in kindergarten, I brought to the group a box of postcards and “Love is” chewing gum wrappers, an album with stamps, and yarn. Preschoolers looked at my mini collections with great curiosity and asked where I got it all from. I enjoyed telling them the stories of my collections.

So in 2011 with children middle group, as well as their parents, we began collecting badges and calendars. Finding it at home, with a grandmother, with relatives, or simply having bought a new badge or calendar in a store, the child proudly and joyfully brings it to kindergarten.

Our collection of badges is still small (about 100 badges), but our collection of calendar cards exceeds 500 pieces. There are so many! We even have a calendar from 1906 in our “piggy bank.”

Now we are already in the preparatory group. Collecting can probably even be included in the group’s traditions. Parents, like the children themselves, offer to collect something (magnets, kinder toys, buttons). I would like to note that at the beginning, when I announced our idea and called for participation, few parents responded. Rather, the children themselves were active. But now many parents are showing interest themselves.

Collecting contributes to the curiosity and cognitive development of preschool children.

With our preschoolers, we will continue to shape our cognitive activity through collecting. We are planning to collect a collection of stones and shells with the children. These collections would increase children's knowledge about living and inanimate nature.

My not yet very extensive experience in working on this topic allows me to draw the conclusion that collecting is a truly accessible, interesting, and effective area of ​​cognitive activity with preschool children.

Sources:

Slastenin V.A. Pedagogy: Textbook. aid for students higher ped. textbook establishments / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2009.

Kozlova S.A., Kulikova T.A. Preschool pedagogy: Proc. aid 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 Elban village[Electronic resource] Access mode:

Website "Pedagogical newspaper"[Electronic resource]
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No matter what age the child is, adults have no peace from their “why” and “why”. Especially about those things that are interesting to them and seem unusual to them.

We adults must constantly satisfy the child’s need for new experiences, develop in children the activity of learning new things.

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.

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?

Inserts are by no means a new form 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 programs has shown that in the context of the introduction of new federal state requirements for the basic general education program, collecting as a type of children's activity aimed at developing the cognitive activity of preschoolers is becoming increasingly relevant. In the “Childhood” program, according to which our kindergarten operates, teachers’ attention is drawn to the mandatory availability of materials that activate cognitive activity, including “a large selection of natural materials for studying, experimenting, and making 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.”

We started collecting with children in the context of updating the content of educational activities during the implementation of FGT. As part of the theme week, we discussed together what collections we would create together, what family collections we would get to know.

Why did collecting become the topic of our 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.

Secondly, in childhood, probably, each of us was fond of collecting. Like many children, we collected stamps, postcards, calendars with a variety of subjects, and chocolate candy wrappers. I have children and there is little left of my “collections”. But one day, while picking up my daughter from kindergarten, I stopped with her near the children of my group. And Praskovya took with her the remains of my collection of chocolate wrappers and the children asked to show me what she had there. They looked at the old wrappers and were very surprised when I said that I collected them. The next day I was bombarded with questions: what, where, when I collected it, where did it all go. Then the children started bringing in their 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 examine or play with them. We tried to take all the things we brought home as quickly as possible.

A new surge in our passion for collecting coincided with the implementation of FGT in modern kindergarten educational activities. The children and I started collecting herbariums. But one day it turned out that during an excursion outside the kindergarten, one of the children picked up a pebble. During the walk, we all enjoyed looking at its unusual coloring. An ordinary pebble aroused extraordinary interest. Then one of the girls timidly said that she had at home the same beautiful pebble that she and her parents had brought from the sea coast. And off we go, and in the case of our stones, one might say it fell down. The children of our group, their parents, and we, the teachers, became interested in collecting stones and did not lag behind the children in terms of collecting and examining stones.

Then the children and I agreed to put together a common collection of stones and shells in the group. While collecting this collection, we fixed with the children the names of animals that have shells as houses, clarified their habitats, used the exhibits of the collection directly in educational activities to develop attention, consolidate quantitative and ordinal counting (the children were offered the games “Who is Missing”, “The Fourth superfluous”, “Who stands in what place”, etc.).

During our walks and play activities, we pretended with the children that we were pirates looking for treasure. While carrying out “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 Mistress of the Copper Mountain” with the children, after which they began to call our collection “Treasures from the Malachite Box”. Our collection was replenished after walks and after weekends, after the children spent their holidays at sea.

Children now went to the garden, accompanied by their fathers, for the most part, and carried new exhibits for our collection.

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.

It was interesting to feel the pebbles, knock them against each other or against various objects, arrange the stones by color, size, weight. I suggested that the children and I conduct interesting games and experiments with stones in order to better understand their properties.

But collecting is not a spontaneous activity; it must be managed, and first support and guide the child’s cognitive activity. Therefore, the help of parents is simply necessary.

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, the connection of the following educational areas “Cognition”, “Labor”, “Artistic creativity”.

Collecting work carried out with children contributes to the development of such important qualities of creative potential as curiosity and cognitive activity.

Our not yet very extensive experience in working on this topic allows us to draw conclusions that collecting is a truly accessible, interesting, and effective activity with preschool children.

Collecting is an activity based on compiling a collection, that is, the systematic collection of any objects, usually homogeneous or united by a common theme. The relevance of work on collecting with children of senior preschool age lies in the fact that this is one of the natural areas of activity clearly demonstrated by preschoolers. Children always have a passion for collecting and searching. The advantage of collecting is its integration, that is, its connection with classes on the formation of elementary mathematical representations, speech development, knowledge of the surrounding world, environmental education, sensory development. Collecting begins with systematization and study of what is collected; it broadens one’s horizons, deepens knowledge, teaches perseverance and accuracy, and gives research skills. Collecting begins to introduce a child to the world of discovery. Collecting is a long process creative process, requiring a certain amount of patience. It involves not only collecting any objects, but also studying their historical and modern aspects. The collection is to some extent a reflection inner world child. This type of activity helps solve the problem of childhood stress, which is a consequence of a lack of positive emotions. Since in groups there are increasingly children with uneven behavior, motor-active, anxious, uncommunicative, shy, many problems of establishing relationships with such children can be solved if you find a common cause that allows you to combine the interests of the child and the adult. The creation of joint collections for children and adults helps to unite the children's team, as well as parents and children. In the process of collecting, knowledge is first accumulated, 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. During activities, the child’s abilities develop, which are steps to creativity, cognitive mental processes (attention, memory, flexibility and originality of thinking). The skills to observe, compare, analyze, generalize, and highlight the main thing are also formed. The child masters the ability to search for analogues, combine, reconstruct, assimilate (assimilate, merge). In the process of collecting, children's speech develops, their speech culture, the ability to grammatically correct, expressively and coherently convey one’s thoughts in speech, strive for mutual understanding in communication with adults and peers, the vocabulary is enriched. Collecting also affects the development of preschoolers' mathematical abilities. Firstly, independence and initiative develop in the search for variable ways of comparing, ordering, and classifying a number of objects. Secondly, children develop the ability to find connections and dependencies between objects, including those hidden from direct perception (by properties and relationships: part and whole, correspondence and similarity, order of arrangement and sequence). Thirdly, the skill is developed to justify and prove the rationality of the chosen method of action (change, check by selecting similar objects, using the appropriate terminology: increase, decrease, divide into parts, connect, change shape, location, etc.). In social and personal development, children form the foundations of a culture of communication, knowledge about the surrounding reality and life in society through solving game problems with collection items. Collecting helps enrich children's aesthetic feelings and impressions, develop interest in art, music, and the history of their native country. Children also get acquainted with the traditions of the families of their peers and ways of using collection items (for example, a spoon is a musical instrument, a souvenir, cutlery, decorative element, etc.). In our group, the largest collection is a collection of spoons. It is presented on a mobile three-section stand, which can be used in both horizontal and vertical positions. The collection is the decoration of our group and is also used in independent activity children and in organized educational activities. Thus, it can be argued that collecting, as a modern means of developing cognitive interest in preschoolers, has enormous potential for the formation of intellectual culture and the development of independence of preschoolers.