The importance of collecting for the development of cognitive interests of preschool children. Collecting as a means of developing cognitive interest in preschool children. To support children's initiative it is necessary

One of the interesting and developing types of children's activities is collecting, that is, collecting objects on a specific topic. In kindergarten this could be pictures, photographs, postcards, toys, keys, shells, buttons and many other items.

Through collecting you can solve problems of development, training and education preschoolers in all educational areas of the Federal State Educational Standard for Education. For example:
1. Social and communicative development:
— development of initiative, independence, curiosity, responsibility, goodwill;
- formation of ideas about objects in the surrounding world.
2. Speech development:
— development of communication;
- enrichment and activation vocabulary based on deepening ideas about the surrounding reality;
- creating a cultural speech environment in the child’s environment and promoting the activation of children’s speech.
3. Artistic and aesthetic development:
— formation of manual skills;
— development of artistic creativity.
4. Physical development:
- development fine motor skills hands

But the main problems are solved in the educational field « Cognitive development»:
- developing the ability to observe, compare, systematize, classify;
— activation cognitive processes- perception, thinking, imagination, memory;
- enriching knowledge and ideas about the world around us;
— development of search and research activities;
- development of cognitive interest and cognitive actions.

Collections come in several types:
1. Collective— the teacher and children or the teacher, children and parents participate.
2. Individual- the child collects a collection on his own and, most often, the collection contains items of different purposes and uses.
3. Pets- These are collections that a child collects at home with the help of his parents.

The collecting process occurs in stages:

Stage I- This is the accumulation of knowledge among preschoolers about collectibles. At this stage, you can conduct conversations, observations, examination of the objects themselves and illustrations in books, albums or encyclopedias.

Stage II— the information received is systematized, existing ideas about the subject are activated, and knowledge is formed. Material for the collection is being collected. Items are included in the conduct directly educational activities, V independent activity preschoolers in various problem, play and learning situations.

Stage III– organizing exhibitions, presentations, creative works. Collectible albums and books are being developed.

As a practical example I I advise you to read with the experience of working as a teacher, Lydia Pavlovna Kirsa.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write to

In this work, I tried to collect and combine material that could help educators, parents and, most importantly, children without special effort find a new exciting activity, which includes creating collections, designing mini-museums and exhibitions. In the process of work, you can and should study the topic deeply, i.e. let's start teach to learn. This problem can be developed in your own way, the main thing is that it is interesting and appropriate to the age of the RESEARCHER! If you have any questions or any complaints, I’m ready to answer, help, and sort it out!

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NOD “Scientific expedition “Across the seas on the waves”

Target: Meet people - collectors of sea shells from different countries

Objectives of educational areas:

Cognition:

1. Find out that mollusks live in different seas, find out the similarities and differences depending on the habitat.

2. People, regardless of the language they speak, nationality, or place of residence, collect shells and exchange them.

4. Develop cognitive interest, feel that you belong to world history.

Safety:

1. To form patriotic feelings of belonging to the world community.

2. Develop a cautious and prudent attitude towards potentially dangerous situations for people, about safe behavior with unfamiliar shellfish near water bodies.

Socialization:

1.Create motivation to use your own skills and abilities, cultivate a positive attitude towards peers and adults.

2. Lay the foundation for a respectful attitude towards the culture of other peoples through emotional responsiveness to the aesthetic side of the surrounding reality.

Communication:

1.Form the ability to think; develop initiative and independence in verbal communication with others using modeling.

Health:

Promote harmonious physical development children.
Enrich children's motor experience, develop coordination, attentiveness, and the ability to play in a team.

Music:

Develop the ability to listen to the sounds of melodies of other peoples.

Artistic creativity:

Develop the ability to collaborate between children and adults.

Integration: P, B, S, K, Z, M, HT.

Subject development environment:

World map, globe; geographical atlas for children “The World Around Us”; didactic game: “Who lives where”, a book with poems by A. Usachev “Fun Geography”; sea collections, shells; laptop, projector, screen, reflection kit.

Planned result:

Children's knowledge about shell museums in different countries among different peoples.
Ability to use shells in various activities.

GCD move.

Today we gathered for the next meeting of the Scientific Council of the mini-museum “Along the Waves, Along the Waves”.

Let's join hands

and let's smile at each other,

distant lands await us

and discoveries, friends.

To replenish our museum exhibits and update collections, I propose to go on a round-the-world trip to the continents. Look at the globe: it is a small model of our Earth. The earth is round, there are 4 oceans and 6 continents on which many different countries are located.

Educator: - Which continents do you already know?

Children: There are many countries in the world,

So many that you can’t count...

But the big continents

We count six:

Children: Africa, America

/North and South/

Australia, Eurasia,

Antarctica is blizzard.

While studying in our mini-museum “Along the Waves of the Seas,” you learned that mollusks are distributed throughout the globe. They live in the seas fresh waters and on land. Cold sea shells are gray, brown or white in color. The variety of colors and shades amazes the shells of warm seas. Mollusks number about 130 thousand. modern species and are second in number after insects. People have been collecting mollusk shells for a long time for various purposes, and one of them is collecting.

And imagine - on every continent there are seashell museums. And to make sure of this, we will use the achievements of science - a teleconference with residents of cities where there are shell museums. There are many such museums, but we will get acquainted with only a few.

Hello! Is this America?

Yes, they are.

We, the children of the Forget-Me-Not group, want to know about your sea shell museum.

We have such a museum. It is located in the main city of North America - Washington. This is the National Museumnatural history. It houses one of the world's largest collections of mollusk shells.

In our kindergarten we love to play the American Triangle game.

A type of tag, the game begins with three of the four players standing in a circle, the children, holding hands, spread their arms as wide as possible. One - left outside the circle - driving . His task is to stain one of the three in the circle standing against (running around, jumping, crawling up). The task of the children in the circle is to prevent this from happening. If the driver is dirty, then the driver or player changes against .

Well done! For this, we will send you one of the shells from our museum as a gift for your mini-museum. This is Venus. It is the oldest shell on Earth and is listed in the Guinness Book of Records.

Thank you, our American friends.

Now on the air in Australia, the city of Melbourne.

The teacher shows Australia on the map, the children look at it (what it looks like, what color). The teacher recites a poem by A. Usachev:

Australia is abandoned almost to the ends of the Earth,

That's why Australia was found not long ago.

And so as not to lose them for a century or a day,

All Australians carry bags with them.

Large or small, string bags or nets,

After all, it is important that little children do not get lost.

The outdoor game “Kangaroo” is played.

For the fact that you play our Australian games and know about the features of the Australian mainland, we are giving you a video film “The Great Barrier Reef” for your museum.

Australians are proud of a rare shell - the elusive "golden" cyprea. These shells are still used as money on the islands of Oceania. Snail cone lives on the Great Coral Reef, which stretches along the east coast of Australia. She hides a poisonous harpoon in her mouth, which can instantly kill the victim. Cone divers know this and try to be careful.

These are the shells we receive as a gift to our mini-museum.

Residents of the Chinese city of Dalian contact us.

The Shell Museum is located near Butterfly Gorge. The museum is located underground, so descending into it is somewhat reminiscent of diving into the depths of the sea, beautiful and mysterious. This is one of the largest sea shell museums in China. Here, in four halls dedicated to the four oceans, more than a hundred species of unique marine mollusks are presented. And we give you guys from the Forget-Me-Not group a small tridacna shell.

The Dalian Museum displays an amazing tridacna, a huge shell with two wavy valves. Its length is four meters. It is rightfully considered the largest shell in the world. The weight of living tridacnids can reach 400 kilograms. Tridacna is not just an inhabitant of the dark depths, he is the hero of many legends and tales dating back to the Middle Ages. Then fishermen and sailors believed that a shell lived at the bottom of the sea, feeding on living people. That with its ominous wings it is capable of grabbing a diver by the arm or leg and dragging it down, eating and digesting it. By the way, the tridacna was then known only under the name “Death Trap”. This prejudice existed very for a long time. In fact, tridacnids feed on algae and even digest this light grass for a very long time and slowly with their soft tissues due to general underdevelopment of the intestines. You can see tridacna in tropical seas at a depth of more than a hundred meters.

We invite you to learn how to play the Chinese outdoor game “Catch the Dragon by the Tail.”

The guys line up in a column, each holding the person in front by the belt. They portray dragon . The first in the column is head dragon, the last one - tail . At the command of the leader dragon starts to move. Task heads - catch the tail. And the task of the tail is to escape from the head . The dragon's body should not be torn apart, i.e. players do not have the right to remove their hands. After capture tail you can choose a new one head and new tail.

Thank you, our Chinese friends.

Africa gets in touch.

Africa invites you to take part in the “Best African Dance” competition.

You will need tambourines, maracas, African straw skirts and lots and lots of positive emotions.

Now we will take attributes in the form of African musical instruments. All participants must take off their shoes and wear African costumes. The participants' task is to play African motif on maracas, dancing, feel like Africans walking along the beaches of Jeffreys Bay. This South African city is known for its rich shell deposits and a wide variety of seafood, including squid. The city's Shell Museum houses more than 600 species of sea shells collected from all over the world, making this collection one of the largest in South Africa. As such, the town of Jeffreys Bay attracts shell lovers from all over the globe.

In September, the city hosts the Shell Festival. This festival has been organized here for more than 20 years, and has already become a tradition. Many local travelers and families from all over the country come to this small town to admire the natural phenomenon of shells of all shapes, sizes and ways in which people use them. Come visit us at the festival.

Thank you very much for interesting story and an invitation to the festival.

Next time we will get acquainted with the interesting Seashell Museums on the island of Phuket in Thailand.

Makarska Museum in Croatia.

Shell Museum Lithuania

Today we learned that on different continents of the globe they live different people: in America - Americans; in China - the Chinese, in Australia - the Australians, in Africa - the Africans. Everyone speaks different languages, but that doesn’t stop us from being friends. We are all united by an interest in the wonders of nature - shells. People from different countries create Sea Shell Museums, collect shells and give other people the opportunity to see it all. That's what we did today.

And now I invite you to express your attitude towards our journey: if you liked it, release the “crab” into the warm sea, and if you didn’t like it, leave the “crab” on the shore.

In every country we visited, we played the favorite games of the children of those countries. I suggest playing one of the favorite folk games of Russian children, “Rucheyok”. (Children leave the hall to the music).

Conclusion.

The persistence of children's inquisitive attitude towards collecting depends on whether adults cultivate this attitude towards collecting or are indifferent to it. To find out the parents' position, we conducted a survey. The results of the survey showed that in 79% of families, parents were fond of collecting in childhood (collecting stamps, calendars, glass, soldiers, dolls, photos of actors, postcards, sweets, candy wrappers), 15% of the total number of respondents are currently collecting (postcards, cars). In 26% of families, they have a positive attitude towards collecting, encourage the child’s interest in collecting any objects, create a friendly atmosphere, provide assistance to the child (buy encyclopedias, coloring books, and decorate collection boxes together). But there are families - 68%, in which parents are partially interested in the child’s hobby, taking the position “whatever the child enjoys...” or they show no interest in the child’s hobbies at all, do not encourage or help, considering collecting a useless activity.

But collecting must be managed, and first supported and directed cognitive activity child. Therefore, the help of parents is simply necessary.

To help parents understand that collecting is an extremely exciting, but at the same time serious and painstaking business, they were offered a classification of types of collecting, consultations aimed at developing positive attitude for this type of activity.

References

Inhabitants of ponds and aquariums: exploring the underwater world - M.: EKSMO Publishing House - Press, 2000.
Burukovsky R. What the shells sing about - M., 1998.
Kochetkova N.I. , Paramonova I.M. They must live. – S-P., 1998.
Kharchenko V. Tears of a clam. Journal “Chemistry and Life”, No. 11, 1979.
Ryzhova N.A. , Loginova L.V., Danyukova A.I . Mini-museum in kindergarten. –M. Linka-Press, 2008.
Ryzhova N.A. “How to become a collector” (magazine “Game and Children” No. 4-2004)
Internet resources.

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.

For the formation of cognitive activity of older preschoolers, such an area as collecting is of interest.

What is collecting?

Collecting is one of the oldest hobbies of man, 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 the purpose of collecting certain items is.

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 availability of materials that activate cognitive activity, including “a large 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 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 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, and 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, the process of accumulating knowledge first occurs, 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 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.

Relevance At an older age, forming cognitive activity is effective and exciting through collecting. Why? Firstly, this is one of the natural areas of activity clearly demonstrated by preschoolers. Children always have a passion for collecting, or more precisely, for searching. For most, it then disappears, but some carry it throughout their lives. IN 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 in sets, they are mostly made in China and cartoon characters are also foreign, they have lost interest in Russian items, and in general in collecting itself. Collecting is always a search, not a purchase of a ready-made set.

Objectives: 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, and work with material; Develop creativity and curiosity.

Planned result: Increased productivity of intellectual activity of preschool children. Formation of creativity, independence of preschool children, integrative personality qualities. Forming the ability to analyze, compare, generalize, and establish cause-and-effect relationships. Nurturing a culture of knowledge.

Long-term plan group work on collecting sports badges. Preparatory group. Objectives: - show children the importance of movement for health, the benefits of outdoor games and sports; - introduce preschoolers to basic information about the history of the Olympic movement of ancient and modern times as an achievement of universal human culture; - expand children's understanding and knowledge about different types sports; - develop physical qualities and form vital motor skills in accordance with individual characteristics preschoolers; develop the ability to independently organize games of varying degrees of mobility and perform exercises; promote the development of positive emotions, the ability to communicate with peers, mutual understanding and empathy;

A long-term plan for group work on collecting sports badges. Preparatory group. October Topic: “In healthy body- healthy mind" Conversation: "Our health is in our hands." Learning proverbs about health. Outdoor game: “Pass the ball exactly along the path.” Conversation about bad habits. Situation: “What will happen if...” Relay “Passed, sit down.” November Topic: “Move more, you will live longer” Conversation: “Who plays sports.” Drawing: “Children doing exercises.” Conversation about football. Sedentary game: “Football” (if the presenter raises a red flag, the children shout goal, the blue flag is missed, 2 flags are a barbell). Game: “Throw the ball into the hoop.”

A long-term plan for group work on collecting sports badges. Preparatory group. December Topic: “Winter sports” Conversation about the winter sport of hockey. Outdoor game: “Drive a piece of ice.” Game: “Stop - freeze, show your figure.” Conversation about skiing. Riddles about equipment for winter sports. January Conversation about figure skating. Conversation: “Winter sports.” Examination of icons and illustrations on the topic. Pantomime on the theme: “My favorite winter sport.” Outdoor game: “Kick the ball and catch up” (children kick the ball, catch up with it and return to their place). Riddles about winter sports.

A long-term plan for group work on collecting sports badges. Preparatory group. February Topic: “Everyone plays sports” Teacher’s story about safe behavior in winter. Reading by O. Vysotskaya: “On a sled. K. Utrobina: “Everyone plays sports.” Conversation about the history of the Olympics. Examination of icons and illustrations on the topic. Didactic game: “Name the sport based on the show.” Presentation: “Winter sports.” March Topic: “Movement + movement = life Conversation: “ Rhythmic gymnastics" Didactic game: “Assemble a backpack for a gymnast.” Drawing: “We saw the gymnasts perform.” Outdoor game: “Traps with a ribbon.” About basketball Outdoor game: “Roll the ball between the pins” Drawing on the theme of basketball.

A long-term plan for group work on collecting sports badges. Preparatory group. April Topic: " Summer views Sports" Cycling. Examination of illustrations and icons on the topic. Bicycle safety rules. Drawing on the topic: “I have a bicycle.” Reading the poem: “Cyclist.” Didactic game: “Find what a cyclist needs.” Badminton. Learning the rules of the game. Game: “Find a picture about badminton.” Drawing on the topic: “Badminton”. Outdoor game: “Hit the shuttlecock into the basket.” May. Topic: “In order to be strong and healthy, everyone must 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 is Sports” Complies with the basic rules of a healthy lifestyle; Performs age-appropriate hygiene procedures; The need for physical activity has been formed; Has formed ideas about healthy way life; Has formed ideas about the importance of physical activity in human life.

Sections: Working with preschoolers

At any age, children are inquisitive and inquisitive, asking adults many questions. Especially about those things that are interesting to them and seem unusual to them.

With age and the accumulation of information about the environment, the child’s need for new impressions constantly increases. However, the child’s capabilities are still limited, and he can satisfy this need only with the help of an adult.

Acting as a complex and personally significant education, cognitive interest, according to G.I. Shchukina ., represents:

selective focus of a person, his attention, thoughts, thoughts on objects and phenomena of the surrounding world;
the desire, the need of the individual to engage in this particular activity, which brings satisfaction;
a powerful stimulator of personality activity, under the influence of which all mental processes proceed especially intensely, and activity becomes exciting and productive;
a special selective attitude towards the surrounding world, its objects and phenomena, an active emotional and cognitive attitude of a person towards the world.

Studying cognitive interests that are closely related to cognitive activity, psychologists identify them as a special area of human interest. According to Zakharevich P.F., Postnikova P.K., Sorokina A.I., Shchukina G.I. The essence of cognitive interest, which determines cognitive activity, lies in the fact that its object becomes the process of cognition itself, which is characterized by the desire to penetrate into the essence of phenomena, and not simply to be a consumer of information about them.

Along with the direction of studying cognitive interests and cognitive activity in the psychological and pedagogical literature, one more direction can be identified that is especially interesting for us: research aimed at tracing the relationships between cognitive activity and cognitive activity of children. An analysis of psychological and pedagogical research into the problem of developing a cognitive attitude towards the environment in children allows us to say that this concept includes an activity component.

M.I. Lisina and A.M. Matyushkin share the point of view that cognitive activity is a state of readiness for cognitive activity, a state that precedes activity and gives rise to it.

For the formation of cognitive activity of older preschoolers, such an area as collecting is of interest.

Why did collecting become the topic of my study, research, the object of our joint activities, our common hobby with children?

Secondly, as a child I myself was fond of collecting. I collected stamps, postcards, iridescent calendars, calendars with movie actors, candy wrappers, badges with cartoon characters. Some of these collections have survived. I brought a box of postcards and calendars and an album with stamps to the group. The guys looked at them with interest and asked where I got so many postcards from. I enjoyed telling them the stories of my collections.

Our group is not easy, there are children with uneven behavior, motor-active, anxious, uncommunicative, and shy. Many problems in establishing relationships with children can be overcome if you find a common cause that allows you to combine the interests of the child and the adult.

Collecting has enormous potential for children's development. It broadens children's horizons and develops their cognitive activity. In the process of collecting, the process of accumulating knowledge first occurs, then the information received is systematized and a readiness to understand the world around us is formed. Items from the collections add originality to gaming, speech and artistic creativity and activate existing knowledge. In the process of collecting, attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, and combine are developed.

What is collecting?

Collecting is one of the oldest hobbies of man, which has always been associated with collecting objects that have no direct practical use, but provoke thought.

And what people didn’t collect! The primitive hunter collected bear or wolf fangs and feathers; later people began to collect coins, stamps, books, postcards, paintings, and Mercedes. Everyone chooses collecting according to their taste and budget. Collectors have always been called eccentrics... But both Einstein and Pavlov were collectors. And also Roosevelt and Frunze, Nehru and Brezhnev and millions of others, known and unknown.

In the 70-80s in the USSR, collecting and collecting were widely welcomed; some types of collecting were even taken under state control (eg philately, numismatics), as this brought serious income to the state treasury. Consequently, an “army” of collectors was encouraged from childhood. All sections and clubs were taken into account, and the unification of interest clubs into the All-Union Associations of Collectors began.

Now, compared to those times, many people talk about the “dying” of collecting. Prices for collectible materials have fallen sharply. Except for those that can be sold abroad at a profit.

So, in 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.

By the way, inserts are by no means a new type of collecting. Our grandmothers and great-grandmothers also collected similar inserts, but then they were Russian inserts, mainly from confectionery products. There were animals, views of cities, Russian churches, pictures from the history of Russia. And they educated, instilled knowledge and love for the fatherland.

An analysis of modern basic and partial programs has shown that not all authors identify collecting as a type of activity aimed at developing the cognitive activity of preschoolers. Authors of the program “Origins” They believe that a child’s desire to learn new things is ensured by a developing subject environment. However, collections are not indicated as an integral part of the development environment. “Program for teaching and raising children in kindergarten” edited by Vasilyeva, in the section “cultural and leisure activities”, sets the task of developing interest in collecting and creating conditions for this. For children in the preparatory group, approximate collection themes are given (postcards, stamps, stickers, small Kinder Surprise toys, candy wrappers, decorative art items).

In the program "Childhood" The attention of teachers is drawn to the mandatory availability 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.” Authors of the partial program "We" To activate the cognitive activity of preschoolers, it is proposed to rely on observations and experiments with living and inanimate objects. No recommendations are given for creating collections, however, to enrich children’s knowledge, it is proposed to use games with shells, sand, cones, fallen leaves, pebbles, acorns, twigs, etc.

Thus, an analysis of the programs shows that not all authors highlight collecting as an activity accessible to preschoolers. The programs provide only approximate themes of the collections; the content of activities with children is not disclosed.

During my work on this topic, it was not possible to find any special books on the issue of collecting with preschoolers. A study of the literature shows that before 2002, preschool teachers did not often use collecting. There were very few articles on the theory of the issue, material from work experience. IN lately articles containing interesting material on organizing collecting with preschoolers. Thus, in the article by N. Ryzhova “ How to become a collector”(journal “Game and Children” No. 4-2004) there is interesting information about that. what collections can be collected with children, how best to design the collections, what games and experiments can be carried out with the exhibits of the collections. In the article “ Stone epidemic” (zh-l “Obruch” No. 3-1999) you can find practical recommendations on organizing various types games with stones. Of great interest for working with preschoolers are the articles by Y. Kasparova, published in the magazines “Mama and Baby” (2005) and “Game and Children” (No. 3-2004). The author suggests collecting various collections of plants with children and supplementing herbariums interesting facts, poems and riddles about the plant, gives practical recommendations on the use of dried plants in the making of crafts, souvenirs and didactic games like “lotto”. Psychologist Natalya Bogdanova in the article “ Young naturalists” (J-l “Happy Parents”) recommends starting to collect natural materials and playing with pebbles, shells, cones, sand, leaves with children starting from 1.5-3 years of age. She offers games for kids “ Quick-witted legs”, “Box with curiosities”, “Paired leaves”, “Lilliputian Road” and others aimed at developing memory, motor skills, observation, speech, and tactile sensations.

An in-depth study of modern literature sources and special magazines made it possible to compile a card index of materials on collecting with preschool children

We started collecting with children in the middle group. Having become interested in my collections, the children themselves, and at our request, began to bring to the group chips and toys that they collected, but were reluctant to let their friends examine or play with them. We tried to take all the things we brought home as quickly as possible.

Then the children and I agreed to gather a common group collection of vegetables and fruits, but not the usual one, but in the form of crafts from them. The beginning of our collection was the “onion” Tanyushka, who came to visit the children during one of the classes. It was made from an onion, dry grass and plastic bottle. To prevent Tanya from getting bored, they invited the children and their parents to make friends for her. And soon the collection was replenished with a pear snake in a pumpkin house, a potato caterpillar, squash piglets and a penguin, a family of watermelon mice and a boat made of squash and peppers. Our collection consisted of such wonderful and even unexpected exhibits that the environmental education teacher suggested exhibiting our collection in the mini-museum of the kindergarten.

While assembling this collection, we reinforced with the children the names of vegetables and fruits and animals, and used exhibits from the collection in mathematics classes to develop attention, consolidate quantitative and ordinal counting (the children were offered the games “Who’s Missing,” “Fourth Odd,” “Who’s on What?” worth the place"). The children enjoyed playing the game “Find out by description” and told what the craft was made of.

During our walks, playing in the sandbox, we pretended with the children that we were pirates looking for treasure. While 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 Impregnable Mountain” with the children, after which we began to collect collection of stones. Our collection was replenished after walks and after weekends, after the children spent their holidays at sea.

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

Together with the children in the middle group we collected leaf collection from different plants. And in senior group We made a didactic lotto with the children from dry leaves. After the summer holidays the group expanded collection of shells. And Kirill M. not only brought many interesting exhibits for the collection, but also, together with his mother, decorated his shells in suitcases covered with sea pebbles.

Towards the end middle group children began to show more and more interest in collecting collections, became more inquisitive and enthusiastic. And after reading in the older group A. Gaidar’s story “Chuk and Gek,” which told how the thrifty Chuk kept many different useful things in his jar, the children began to want to talk about their home collections or bring them to the garden. Kirill ended up with many different collections. He brought toy collection from Kinder surprises and a large box of plastic and rubber toys, which the children divided into several collections (butterflies, sea creatures, dogs, reptiles). Misha brought a collection of soldiers and airplanes, Andrey brought a collection of cars and military equipment.

Together with the children during design classes we assembled layout prehistoric world with dinosaurs. The children folded and glued paper figures with great interest. We exhibited our model in a mini-museum during the “All about Dinosaurs” exhibition. Afterwards, Kirill, Vanya, and Dima brought toy dinosaurs from home. Our collection helped the kids complete assignments about dinosaurs as they traveled through the “timeline.”

When Rita brought a charming striped pig to the group, they decided to gather a common collection of piglets. Moreover, the pig is a symbol of 2007. The piglets in the collection were very different - wooden, rubber, paper, plastic, clay, porcelain, soft toys. While playing with the collection, we remembered fairy tales with pig characters (“The Three Little Pigs”, “Winnie the Pooh and That’s All, That’s All”, “Smeshariki”), fixed the score, the name various materials, found the differences between a wild boar and a pig, guessed the piglets by description.

Physical education instructor G.V. Skuzovatkina collects materials about the Olympic movement with children from the preparatory group. The guys and I decided to put it in an album collection of photos about sports. We collected clippings from newspapers and magazines and included parents here.

The persistence of children's inquisitive attitude towards collecting depends on whether adults cultivate this attitude towards collecting or are indifferent to it. To find out the parents' position, we conducted a survey. The results of the survey showed that in 79% of families, parents were fond of collecting in childhood (collecting stamps, calendars, glass, soldiers, dolls, photos of actors, postcards, sweets, candy wrappers), 15% of the total number of respondents are currently collecting (postcards , cars). In 26% of families, they have a positive attitude towards collecting, encourage the child’s interest in collecting any objects, create a friendly atmosphere, provide assistance to the child (buy encyclopedias, coloring books, and decorate collection boxes together). But there are families - 68%, in which parents are partially interested in the child’s hobby, taking the position “whatever the child enjoys...” or they show no interest in the child’s hobbies at all, do not encourage or help, considering collecting a useless activity.

But collecting must be managed, and first support and guide the child’s cognitive activity. Therefore, the help of parents is simply necessary.

To help parents understand that collecting is an extremely exciting, but at the same time serious and painstaking activity, they were offered a classification of types of collecting and consultations aimed at developing a positive attitude towards this type of activity.

Currently the group contains collections of stones, shells, leaves, cones, seeds and fruits of plants, cereals, there is a collection of nuts, dinosaurs, piglets, stamps, postcards, iridescent calendars, metals, collection “This is interesting”(photos of animals, birds, inhabitants of the underwater world), a beginning has been made feather collections.

The work done has shown that collecting accustoms a child to accuracy, perseverance, and working with material - in a word, it develops the qualities necessary for research work in any field of science and production.

The advantage of collecting can also be considered its integration, that is, its connection with classes on the formation of elementary mathematical concepts, knowledge of the surrounding world, environmental education, and sensory development.

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

In the future, I would like to collect with my children a collection of folk crafts and a collection “What happened before...”. These collections would make it possible to introduce children to the origins of Russian culture, and introduce children to the history of the creation and improvement of such familiar objects as a pen, calculator, car and others.

Our not yet very extensive experience in working on this topic allows us to draw conclusions that collecting is really accessible, interesting, effective direction of activities with preschool children.

LESSON SUMMARY USING COLLECTIONS “JOURNEY THROUGH FAIRY TALES” (SENIOR GROUP)

Program content:

Introduce children to the properties of stones and minerals;
Strengthen the ability to compare objects by size, by appearance;
Strengthen knowledge about food;
Learn to guess animals by silhouette, by characteristic features;
Learn to correctly name baby animals;
Foster humane feelings and a desire to help;
Development of fine motor skills;
Get kids interested new collection“Magic Zoo”;
Development of children's communication abilities - learning to make requests to an adult.

Equipment:

pictures of Dunno and Cinderella (funny and sad); collection of stones, cereals;
cards with images of products and dishes;
album with animal silhouettes and stickers;
containers with water, hammer, metal sticks;
animal figurines “Magic Zoo”;
background podium, collection of piglets, tape recorder (recording of the song of the three little pigs, music for the dance “Boogie-woogie”), typesetting cloth, plates.

Preliminary work:

Reading fairy tales “Cinderella”, “The Three Little Pigs”, experiments with stones, games with collections.

PROGRESS OF THE CLASS

Teacher: Guys, we recently celebrated a holiday loved not only by children, but also by adults. What holiday is this?

Children: New Year.

Educator: According to the eastern calendar, each year is patronized by some animal: snake, dragon, rabbit, dog. What animal is the symbol of the year 2007?

Children: Piglet.

Teacher: That's right, and in our group we have a collection of piglets. Let's see how they are doing. (Children with a teacher approach the collection, at this time a quiet song is heard:

No animal in the world
A cunning beast, a terrible beast,
Won't open this door, this door...)

Teacher: Guys, have you guessed whose song this is? What is this terrible, cunning beast that was mentioned in the song?

Children: offer answer options (The Three Little Pigs, the Wolf).

Teacher: Remember where the piglets hid from the wolf?

Children: In the houses.

Teacher: What were their houses built from?

Children: From branches, straw, from stones.

Teacher: Guys, what will make the most durable house?

Children: Offer options.

Educator: What a great fellow you are, you offered a lot of options. We know what to make a house from. Let's give some advice to the piglets. Do we have stones in the group? Where are they?

Children: Collection of stones. (At the request of the teacher, one of the children brings a collection).

Teacher: Guys, what should a house be like so that a wolf doesn’t get into it? (strong, strong, like a fortress) What can destroy stones?

Children: Offer options (sun, rain, frost, wind, strong impacts on stones, etc.).

Teacher: Let's choose a few stones and check if they are suitable for building a house (chalk, coal, salt crystals, granite).

Check the effect on stones:

friction (rub stones against each other, rub a metal stick on a stone)
water (dip in a container of water)
impact force (knock with a hammer)

Children: Act with stones, pronounce the results of influencing the stones, choose granite.

Teacher: Guys, look at this stone. Was he scratched? (no) Dissolved in water? (no) Crushed from being hit with a hammer? (no) This means that this stone is better suited for construction than others. We will recommend this to the piglets.

But one stone is not enough for construction. Select stones from the box that are similar in appearance to this one.

Children: Select stones from the box that look like granite. (The letters GRANITE are on the stones).

Teacher: What are these stones called? (Children offer options) Oh, there’s something written on the stones! (letters) One letter is the largest, can I put it first? (It is proposed to arrange the stones with letters by size (from large to small).

As a result, they lay out the word “GRANITE” (The teacher writes the letters in the drawn stones, the children read the name.)

Teacher: A very durable house will be made from granite. Go, little pigs, to a fairy tale and build a house of granite. So that you don't get confused, we will give you these pebbles with us. Guys, this is how a collection of stones helped us choose material for building a house.

(You can hear crying and sobbing.)

Teacher: Guys, you hear someone crying. Let's go see if anyone else needs our help?

(A grimy girl sits on a stool with a bowl of cereal.)

Teacher: Guys, did you find out who this girl is?

Children: Options (Cinderella)

Teacher: What task did Cinderella’s stepmother give?

Children: Name the options (sort through the grains)

Educator (on behalf of Cinderella): This time the stepmother ordered not only to sort out the grains, but also to prepare different dishes from them. Am I the only one who can manage everything before she returns?

Teacher: Guys, look how many different grains Cinderella has in her bowl! (Children look at the grains)

We have a wonderful collection of cereals! We know what these seeds and grains are called. I think we will cope with the stepmother’s task and help Cinderella.

(On the table there are plates with a grain mixture and saucers with 2-3 grains of the same type. Each child selects his own grains on the saucer, and passes the plate with the mixture to his neighbor. It turns out to be work on a conveyor belt.)

Children: The sorted grains are poured into the pockets of the typesetting cloth, then from the pictures they choose dishes that can be cooked and put the pictures in the pockets.

Buckwheat – buckwheat porridge
Wheat – loaf, bagels, pasta
Coffee beans – a cup of coffee
Oats – oatmeal cookies
Corn kernels – corn sticks
Rice – rice porridge
Sunflower seeds – vegetable oil, halva
Rye - rye bread

Teacher: That's how many different dishes we helped Cinderella prepare. Today we are like good wizards, traveling from fairy tale to fairy tale and helping everyone. This is so great! And our wonderful collections help us.

Look guys, Cinderella has cheered up and invites us to dance.

Physical education lesson (boogie-woogie dance).

Teacher (bumps into Dunno): Oh, Dunno, I almost ran into you! What are you doing here alone, so sad? Guys, don’t you know why Dunno is sad? Maybe we should ask what happened?

Children: Ask Dunno.

Vosit-l (on behalf of Dunno): I returned from a trip and wanted to show the cheerful people photographs of different animals. Yes, I got caught in heavy rain, all the photos were blurred, this is what was left of them. (The teacher takes from Dunno an album containing silhouettes of animals. He examines it with the children.)

Educator: Guys, you and I also traveled a lot on the map. Let's try to guess what kind of animals were in Dunno's photographs?

(If the children do not guess the name from the silhouette, offer information about the animal. The one who guesses gets a sticker with the animal and pastes it into the album. If the children themselves named the animal, then the teacher asks what the children know about it.)

Teacher: You see Dunno, all your photographs are in order.

Dunno (educator): Thank you, guys! I know that you collect different collections. I want to give you animals that you can make out of paper. Let them become another one of your collections.

The teacher invites the children to start folding the animals, and if they have difficulty, turn to adult guests for help.

Place the folded figures on the podium.

Teacher: Look, guys, what a wonderful collection we have. It contains not only adult animals, but also their young. Let's once again name the animals that are in our collection. (A kangaroo with a baby kangaroo, an elephant with a baby elephant, a monkey with a baby monkey, a zebra with a foal, a giraffe with a baby giraffe) Who else is in this collection? (View the cover card of the “Magic Zoo” collection)

The teacher and children thank the guests for their help and ask them to bring other animals from the “Magic Zoo.”