Technology of collecting in children's educational activities

Venglevskaya N.V. Technology of collecting in children's educational activities // Sovushka. 2022. N2(12). URL: https://kssovushka.ru/zhurnal/12/ (access date: 01/03/2022).

Order No. 109182

In China they say:

“Whoever has a hobby,

lives two lives.”

Modern requirements imposed by the state on the quality of educational activities in kindergarten imply that the teacher must possess the necessary educational technologies.

Technology comes from the Greek words “craft, art” and “law, science” - it is the science of craftsmanship.

Pedagogical technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results (G.K. Selevko).

Throughout preschool childhood, along with play activities, cognitive activity is of great importance in the development of a child’s personality, which is understood not only as the process of acquiring knowledge, skills and abilities, but mainly as the search for knowledge, acquiring it independently or under the guidance of an adult. process of interaction and cooperation.

The development of cognitive interest contributes to the formation of a personal position in understanding the world around us, thereby ensuring readiness for school. Among the means of developing the cognitive interest of preschoolers, one can highlight collecting.

Collecting (from the Latin collection – gathering, gathering). is a systematic collection of homogeneous objects of scientific, artistic, and literary interest.

Collecting is one of the forms of non-traditional education for preschoolers. In the process of collecting, a process of accumulation of knowledge occurs, then the information received is systematized and a readiness to understand the world around us is formed. In the process of examining objects, preschoolers learn to solve intellectual problems and master the prerequisites for learning activities.

Today there are several most common types of collecting:

kinoclephilia: collecting very small toys.
legophilia: collecting toys and construction sets produced under the Lego brand.
plangonology - collecting different dolls.
phyllodia – collecting packages.
philately - collecting postage stamps.
bonistics - collecting various banknotes printed on paper.
Numismatics – collecting various coins.

Plangonology - collecting dolls.

Kinderphilia - collecting figurines from kinder surprises. Usually, toys from a specific series become collectible objects in such cases.

Barbiphilia is a collection of Barbie dolls and everything connected with them - outfits, accessories, doll houses.

Not all authors of basic programs highlight collecting as a type of activity aimed at developing the cognitive interests of preschool children. Due to the fact that we are working under the Rainbow program, I would like to elaborate. The authors of this program, in order to form cognitive actions in children, develop consciousness, develop their interests, curiosity and cognitive motivation, recommend creating collections.

You need to start collecting with children in early preschool age. At this age, children begin to gather, which is the basis of collecting. With children of this age, the teacher creates treasures - wonderful bags or boxes. Together with parents, they make boxes or sew bags for each child, in which the child can store small objects in which there are no bright manifestations of the child’s individuality, but gender is visible (boys collect parts, springs, cars; girls - handkerchiefs, rags, hairpins) .

In middle preschool age, in jointly organized activities, children get acquainted with hand-made materials - fabric, paper, threads, and collections are created from samples, which will be supplemented in the process. Children, working with the collection, learn about the different properties of objects. Based on the ideas they receive, children formulate rules for handling things.

In older preschool age, with the development of individual cognitive interests, children's collecting begins to take on the form of collecting, that is, identifying, collecting, studying and systematizing objects of interest, repeatedly returning to what they have collected, admiring, examining, demonstrating to peers and parents.

Due to the fact that we work in a group for children of senior preschool age, our group has collected different collections, both ready-made, purchased in a store, and made together with children. The collections are freely available to children and are located in the experimentation center.

We have divided our collections into groups:

Collective - the teacher and children or children and parents take part in the creation of collections.

Individual - the child collects a collection on his own and, most often, the collection contains items of different purposes and uses.

Home collections are collections that a child collects at home with the help of his parents.

Temporary are collections collected on specific topics for a short time. Temporary collections include seasonal collections on the following topics:

“Golden Autumn”, “Gifts of the Snow Queen”, which helps children better remember the signs of the seasons.

Long lasting ones are collections of natural materials, paper, fabrics, candy wrappers, postcards - these are exhibits that can be touched and examined.

In jointly organized activities, collections were created:

Collection of buttons - in the process of creating this collection, children independently selected buttons by size, color, shape, material (iron, plastic, wood), and learned to sew them on.

Fabric collection – “Select according to sample”, “What is it made from...”.

Collection of paper machines – one day, while looking at the collection of machines we brought from home, we decided to create our own collection of paper machines. To do this, the boys learned to work with a drawing (which parts can be cut out and which cannot), in the process they solved problematic situations, but found a way out, for example, a part was cut off that needed to be glued, What to do?

Collection of postcards - we divided the postcards in our collection by topic: these are postcards for holidays (birthday, March 8, New Year). For the cognitive development of children, interesting series of postcards are fish, dogs, flowers, cities. We use these series both in direct educational activities and in joint activities. Speech games “describe”.

During direct educational activities with children, we got acquainted with the life and way of life of ancient people. When they looked at the wall paintings, the children became interested in why there was no paper at that time. And so we tried to answer the question of when, where and how paper appeared. In this regard, the research project “The Magic World of Paper” was developed.

The goal of this project is to create conditions for the development of preschool children through children’s ideas about paper and the possibilities of its use.

Tasks:

Introduce the history of paper
To form ideas about the types of paper, its properties, and its use by people.
To instill in children the need to be careful with paper and about the limited resources in nature.
Form the prerequisites for search activities.

The work was carried out in three stages:

At stage I, children learned when and where paper was invented, what they wrote on before paper was invented. At this stage, we had conversations with children, watched presentations, and looked for information in encyclopedias. They looked for information together with their parents, then the children shared the information with each other.

At stage II, we selected material for the collection (when the children learned that in ancient Rus' they wrote on birch bark, it appeared in our collection.) At this stage we studied the properties of paper.

Is the paper transparent?

The conclusion was drawn: the paper is opaque, the thicker the paper, the less light it transmits.

How durable is the paper?

Thin paper is easy to tear; the thicker the paper, the more difficult it is to tear.

Which type of paper will sink faster?

Conclusion: the thinner the paper, the faster it gets wet.

At this stage we decided to try to create a paper in a group.

In the third stage, we developed a collectible album.

The collections we have collected are used for working with students, not as an object stored on a shelf, we use it as a visual handout for conducting experiments, the objects serve as counting materials, in classes on speech development (each item in the collection is a new word for replenishing vocabulary , description of an object is the formation of coherent speech). When carrying out individual activities with each student.

To clarify the parents' position, individual interviews were conducted.

It turned out that many of the parents were involved in collecting in childhood. And some continue this activity now. Many families 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) .

During the creation and addition of collections, parents of students were active participants. To replenish the collections of buttons and fabric, they brought fabric and buttons. During the project, parents and children prepared reports about the history of paper creation. Parents took part in the design of the exhibition for their children, and also presented family collections.

Literature:

Sample educational program "Rainbow".
Grizik T.I. Cognitive development of children 2-8 years old: the natural world and the human world: method. manual for educators. M.: education, 2015. 218 p.
Nikolaeva A.N., Popova L.V. Collecting as a means of developing the cognitive interests of children of senior preschool age // Concept. 2022. T.6. pp. 242-245.
Collecting in kindergarten as a cultural practice. URL: https://podrastu.ru/doshkolnoe-obuchenie/formy/kolleksionirovanie-v-detskom-sadu.html.
Features of collecting in childhood. URL: https://podrastu.ru/deyatelnost/detskoe-kolleksionirovanie.html.

MAGAZINE Preschooler.RF

Hello! I, Vagan Irina Evgenievna, have lived and worked as a teacher for more than 25 years in Norilsk, Kayerkan district, MBDOU “Kindergarten No. 36 “Polyanka.” While working in a kindergarten, I noticed that children rarely come to the group empty-handed. It can be candy wrappers, postcards, small or even large toys, inserts, sea souvenirs... Whatever is kept in the pockets of our children. 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 a box with seemingly unnecessary rubbish: rags, buttons, stones, pieces of glass, wheels, lids. 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. Therefore, we have been introducing children to collecting for several years now.

The Explanatory Dictionary defines collecting as “a systematic collection of homogeneous objects representing scientific, artistic, literary, etc. interest". Our collections began with the “Natural Material” collection, thanks to which many interesting crafts, compositions, and applications appeared in the group. Our group successfully held exhibitions of works by the Egorov family using natural materials “Autumn Waltz”, “Winter Fun”, “Colors of Summer”. The next collection was proposed to be collected by children - “Sea Collection”, parents, friends, and teachers got involved. Collecting shells is one example of how you can build a collection with your kids without spending much money on it. In addition to all the positive aspects of any collecting, such collecting has an additional advantage: it makes the child a more attentive, thoughtful observer, teaches him to love and take care of the surrounding nature, broadens his horizons: (D/game “What's extra.” (Classification by size). Construction by design from shells: “At the bottom.” Modeling from shells using materials from other collections: “Miracles, and that’s all...”). In our group there is a collection of “Buttons”, the grandmothers especially supported it, they helped select the material and designed the collection at home and in the garden together with the children. “The Wrappers Collection” continues to be a success with our children. We made paper blankets, rugs, napkins, crowns from candy labels or chocolate wrappers, and did decorative painting. Then we divided the collection into themes and designed an album together with the children. The collection is constantly growing, replenished with more and more new exhibits. The “My Favorite Calendar” collection also evoked a huge response from children and parents, we systematized it and used it in work on speech development, moral, and aesthetic education: D/game “Guess the Animal”, “Who Eats What”, “Guess by Description” , “Where the hero comes from.” The group has created a “Collectors Club”, with the help of which the collections live and are constantly replenished. Exhibitions of collections were organized for the children of our kindergarten: “In the world of insects”, “At the bottom”, “My favorite calendar”, “Natural”. Based on the collections, exhibitions of children's works were organized: “Green Planet”, “Miracles, and nothing more”, “Decorative collage”, “Gifts for mothers”, “Miracle - vases” (with the active participation of parents). The house has created its own collections: “Stamp Collection” (Karaulov Family), “Badge Collection” (Korsakov Family). While collecting a collection, the child is engaged in cognitive and research activities, and he has a desire to learn more about the items in his collection. The child trains memory, attention, intelligence, develops accuracy and thrift. And by showing his collection to friends, exchanging interesting exhibits with them, the baby learns to communicate. Sincerely, Irina Evgenievna.

Next >

Creating family collections in kindergarten

We would like to share with you one interesting job with parents - family collecting. Ask why?

Children, coming to kindergarten early in the morning, often bring something with them. This could be calendars, various notebooks, small toys, various refrigerator magnets, and so on.

However, collecting is now a tradition that has been somewhat forgotten. We wondered: are there any traditions of collecting in the families of our students? To do this, we decided to organize an “Exhibition of Family Collections” in our kindergarten group.

When asked to bring collections available at home, parents and children gladly provided their family collections, talking about the significance of the exhibits and interesting stories of their origin. But what is the benefit of creating such collections in kindergarten?

To begin with, let's say that a child, when engaged in search and research work, wants to receive more interesting information about an item from the collection. Thus, he develops his mental processes (attention, memory, intelligence), and also cultivates a careful, careful attitude towards found objects.

Further, when the collection has already been assembled, the baby certainly wants to show it to his friends, thereby developing social and communication skills, learning to negotiate, sharing and exchanging his unusual exhibits. A child can play with the collection all the time: select exhibits by shape, color, size - it is better to use helper cards with TRIZ elements for this. In this case, the child develops a complete picture of the found object, and the baby, pronouncing all the signs of the object, not only develops thought processes, but most importantly, develops speech. For example, Katya P., having found a red cat in her collection of toys from Kinder Surprise, said that its body is oval in shape, its head is round, its color is light brown with dark stripes, its surface is smooth, its size is smaller than an airplane, but more than a little frog toy. And so children can describe objects according to 18 characteristics.

We believe that it is necessary to introduce children to collecting, especially family collecting, from an early age in order to instill in children the importance of family and the warmth of family comfort.

I would like to note that family collecting also contributes to the development of attention, memory, flexibility of non-standard thinking, the ability to observe, compare and analyze, the ability to combine, generalize and see the main thing. In our family collections you can see a collection of postage stamps, it was brought by Sasha K’s dad. He admitted that he began collecting and exchanging postage stamps in his youth. He really liked this activity and decided to involve his son in this exciting activity. It was a big surprise when not only the families of the students took part in our exhibition, but also the teachers of the group themselves gladly presented their collections. These are chess collections: magnetic and Harry Potter chess, the “Human Body” collection, sea shells, refrigerator magnets with photographs of various cities and countries of the world, a collection of decoupage napkins, postcards and calendars. The children themselves wanted to become guides at our exhibition, so when guests – teachers and children from other groups – come to our group, the children themselves give a tour of the existing collections, telling the story of their creation.

Thus, family traditions that a person learns in childhood can accompany a person throughout his life, remaining unchanged, thereby developing a person in all qualities and virtues.

Author: Efimova Elena Vladimirovna, teacher of the second qualification category Municipal budgetary preschool educational institution "Kindergarten 59" of the second category in the city of Miass, Chelyabinsk region, Russia.

Author's edition.

“Our Collection” GCD with children of the senior group

Author - compiler:

Polivyanova Lyudmila Gennadievna,

teacher of the highest qualification category

MADO kindergarten No. 42 in Tyumen

Summary of joint educational activities with children of the senior group “Our Collection”

GOAL: To develop the communicative qualities of children through cognitive and research activities.

OBJECTIVES: To develop the ability to examine objects by size, color, and touch. Strengthen the ability to obtain information about a new object during the research process. Expand your understanding of the properties of stone. Give children an idea of how people use stones in their lives; introduce you to natural semi-precious stones.

MATERIAL: stones of different shapes, colors, feel. Trays with pieces of plasticine; with sugar cubes; sticks; 2 glasses each transparent; water; jewelry box,

half-drawn pictures of different subjects.

Activities with children:

Educator: Guys, this morning I remembered our discovery, what did we find on the walking area?

Children: We found an unusual stone.

Educator: What did we decide to do next? Statements and versions of children: Collect a collection of stones, bring them to the group, make a craft, paint them.

Educator: You are so great, you brought so many stones, I didn’t even expect it. Let's remember where you found your finds? Statements and versions of children: on the way to kindergarten, at the dacha, brought from the sea.

Educator: Did you find it yourself or did someone help you? Statements and versions of children: we searched with the whole family, my sister helped me, I noticed it myself. Many people pass by and don’t see anything around them, but you are so great, so what can we say about you, what are you like? Children's statements: observant, inquisitive... Do you want to see what collection of stones you have collected?

Educator: I invite you to our research laboratory. (Children come to the table, different stones are laid out on it according to origin, color, shape, texture).

Educator: How many stones are there, what can you say about them? What are the pebbles in size, color, and feel? What are they like?

Statements and versions of children: they are different in color, big and small, smooth and rough... Now let's draw a conclusion: stones are big and small; smooth, rough; dark, light.

Educator: For the next experiment, take a piece of plasticine in one hand and a stone in the other, squeeze both palms and release them, what happened to the plasticine? What about the stone? What conclusion can be drawn?

Children's statements: the plasticine changed its shape, but the stone remained the same, because the stone is hard and the plasticine is soft.

Children's statements: Researchers, what do you think if a stone is placed in water, what will happen to it? We need evidence, what needs to be done for this? Let's conduct an experiment: lower a stone into a glass of water. Indeed, the stone sank. Why do you think? What is the conclusion?

Children's statements: the stone is heavy, so it sinks.

Educator: Do you want to know whether a stone dissolves in water or not? I propose to conduct an experiment: in front of you are two glasses of water; We put a piece of sugar in one glass and a stone in another, mix and see the result. What happened? What's the conclusion? Children's statements: the sugar dissolved, but the stone did not, because it is very hard.

Educator: Tell me, can young researchers make sounds? Shall we check? Place the stone on the table and listen, what do you hear? And if we hit a stone against a stone, can we hear any sounds? What is the conclusion? Children's statements: Stones can make sounds when they move.

Educator: Guys, what new have you learned about the stone? Yaroslav, what’s interesting, what will you tell Tatyana Viktorovna to your friends, what impressions will you share?

If stones are so strong and hard, where do people use them? Statements and versions of children: in the construction of buildings, bridges, monuments. And guys, people make jewelry out of stones. These stones are called precious and semi-precious (Display of jewelry with semi-precious stones from a box, children touch and examine). How can you and I use pebbles? (play, paint). For example, the game “Guess which hand?”

Educator: Look, guys, I have several paintings, but each painting is missing something. How can we improve the situation? Statements and versions of children: complete the drawing with paints, pencils, lay out the plot with stones of different colors and sizes.

An interesting idea, we use stones to create unusual paintings.

Productive activities of children. Children are divided into teams, choose a picture to choose from and collectively complete it by decorating the composition with stones.

Educator: Well done, everything turned out very nicely for all the teams, I propose to continue collecting our collection, choosing especially interesting stones for this.

Bibliography:

Program “From birth to school”, ed. N.E. Veraksa 2015 N.A. Ryzhova “Me and Nature”, Moscow 1996
N.A. Ryzhova “Environmental education in preschool institutions: theory and practice”, Moscow 1999
T.M. Bondarenko “Ecological activities with children 6–7 years old”, Voronezh 2002
T.N.Zenina “Lesson notes on familiarizing preschoolers with natural objects” (preparatory group), Moscow 2008
A.I.Ivanova “Methodology for organizing environmental observations and experiments in kindergarten”, Moscow 2007

Internet resources:

https://open lesson.rf/articles/602705/

https://www.maam.ru/detskijsad/konspekt-nod-my-yunye-isledovateli-dlja-detei-podgotovitelnoi-grupy.html

https://www.maam.ru/detskijsad/konspekt-otkrytogo-nod-po-yeksperimentirovaniyu-v-starshei-grupe-klub-yunyh-isledovatelei.html

https://www.maam.ru/detskijsad/konspekt-organizovanoi-obrazovatelnoi-dejatelnosti-s-yelementami-yeksperimentirovanija-my-isledovateli.html

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