Education of curiosity in preschool children.

Curiosity is important feature not only for children, but also for adults. It was curiosity that allowed many brilliant personalities to make discoveries that we use now. Albert Einstein talked about the importance of never stopping asking questions and never losing your holy curiosity.

Unfortunately, many adults in more lost the curiosity that they had in childhood. This, of course, is influenced by functional development. nervous system, but not only it, but also the loss of personal interest in something new. Especially after graduating from high school or university. And in vain, because curiosity is important because:

It gives life a sincere interest and thus allows you to fill every day with meaning. Agree, because our hobbies bring more joy to life.
It activates the thought process and develops mental abilities. Thus, brain cells (neurons) do not age, retain memory and the most important mental functions.
It allows us to expand our understanding of ourselves and the richness of the world around us. And this, in turn, allows us to discover something new that was imperceptible or inaccessible.

If curiosity dies, then old age has come. Many American studies confirm that common feature all centenarians have curiosity. Many of the planet's centenarians have several different hobbies, take life lightly and have a great interest in everything that happens. Therefore, scientists say that it is important to develop these qualities.

How to develop curiosity:

Forget what you know. Often our idea that we know something is just an idea. It is difficult to learn something new if you are an expert in everything. Get rid of this notion. You can only be an expert in one particular thing.
Do not scold yourself for the fact that you knew something before, but now you have forgotten. At any time, you can refresh your memory and discover new interesting details that you didn’t notice before.
Try to look deeper. Any process, any action can include both explicit and hidden details. Find the "secret ingredient" or create your own.
Experiment and be open to new things. Try to do something that you haven't done before. For example, attend a parent training, a roll making course, or a glass painting workshop.
Ask questions to yourself, relatives, acquaintances: Where was it invented? Who created? When did it appear?
Treat learning with interest. Change your inner attitude towards learning, make it an exciting and important part of your life.
Increase the number of different interests and do not limit yourself to one thing. Choose something with which you are not yet familiar, and then you can expand your understanding of the world even more.
Share new knowledge, and perhaps others will follow you in new world discoveries and passions.

Article author: Anton Moore

The formation of speech.

Mental activity is impossible without speech. Mastering speech, the child also acquires knowledge about objects, signs, actions and relationships, imprinted in the corresponding words. At the same time, he not only acquires knowledge, but also learns to think, since to think means to speak to oneself or aloud, and to speak means to think. The word is the material shell of thought. However, this thesis is valid if behind each word the child has an image of the object that this word denotes. If a child hears adults in speech or uses words himself that do not contain images, mental activity does not occur.

After the child masters speech, the world around him, as it were, doubles. He begins to deal not only with those objects that he directly sees and manipulates, but also with those that are in this moment absent or which were not there at all in his personal experience (listens to a story about a flight into space, about how people lived in the old days, etc.). Thus, the word doubles the world and allows the child to mentally operate with objects even in their absence. This expands the boundaries of his cognitive activity: he can use indirect means to expand his horizons ( work of fiction, adult story, explanation).

The child uses speech in order to express his thoughts, feelings, that is, to influence the people around him. This makes demands on its expressiveness, emotionality, coherence.

At the stages of early and preschool age the most important tasks of speech development are solved: enrichment of the dictionary, education of the sound culture of speech, formation grammatical structure, the development of coherent speech. It is also necessary to form a culture of dialogic speech: the ability to speak clearly, expressively, to the point; listen to the interlocutor, try to understand him, do not interrupt; do not jump from subject to subject, etc.

Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. At one time, I.M. Sechenov spoke about the inborn and “extremely precious” property of the child’s neuropsychic organization - an unaccountable desire to understand the life around him. IP Pavlov called this property the “what is it?” reflex. Under the influence of this reflex, the child gets acquainted with the qualities of objects, establishes new connections between them. Subject "research" activity characteristic of the child early age, develops and consolidates the cognitive attitude to the world around. After children have mastered speech, their cognitive activity rises to a new qualitative level. With the help of speech, the knowledge of children is generalized, the ability for analytical and synthetic activity is formed not only on the basis of direct perception of objects, but also on the basis of ideas.

The nature of the child's communication with adults is changing: personal and cognitive contacts begin to occupy a significant place. Communicating with parents, other family members, a teacher, the baby acquires new knowledge, expands his horizons, clarifies personal experience.

Curiosity and learning interests are different forms cognitive relationship with the environment. Curiosity is characterized as a special form of cognitive activity, an undifferentiated focus of the child on the knowledge of surrounding objects, phenomena, on mastering activities (S.L. Rubinshtein, D.P. Godovikova). An inquisitive child wants to know, but what exactly is not so important (this shows the non-differentiation of curiosity).

Cognitive interest is manifested in the child's desire to learn new things, to find out the incomprehensible about the qualities, properties of objects, phenomena of reality, in the desire to delve into their essence, to find the connections and relationships between them (T. A. Kulikova). Thus, cognitive interest differs from curiosity in the breadth of coverage of objects, the depth of knowledge, and selectivity. The basis of cognitive interest is active mental activity. Under the influence of cognitive interest, the child is capable of a longer and more stable concentration of attention, shows independence in solving mental or practical task. The positive emotions experienced at the same time - surprise, the joy of success - give self-confidence.

The cognitive interest of the child is reflected in his games, drawings, stories and other types of creative activity. Therefore, adults should provide conditions for the development of such activities. For example, a child is interested vehicles. You need to buy appropriate toys for him, make some models with him, help develop the game, take part in it from time to time. To strengthen interest, you should support the baby's conversations on the transport topic, involve him in drawing, etc. The successful activity of the child is a stimulus for the development of cognitive interests.

Possessing great motivating power, curiosity and cognitive interest make children actively strive for knowledge, look for ways to satisfy the thirst for knowledge. The child often asks about what worries him, asks to read, tell.

Since ancient times, the questions of the child were considered the main form of manifestation of curiosity, cognitive interests. However, the studies of A.I. Sorokina, M.M. Rubinshtein revealed various motives for children's questions. The authors divide questions into two groups: cognitive and communicative. The child asks communicative questions in order to attract adults to his experiences, to establish contact with them. For example, 4-year-old Sasha asks his father: “When you were little, were you afraid to go into a dark room?” Such questions arise in children in moments of anxiety, joy, fear. They require a particularly sensitive attitude from adults: it is important to understand what excited the child, to delve into his feelings, to calm him down.

Many children's questions are based on a cognitive motive: children ask them because of their curiosity, when they lack knowledge, they seek to replenish, clarify, and acquire new ones.

The source of cognitive interests is the diverse experience of the child. Questions arise from his direct acquaintance with any objects and phenomena, in communication with adults and peers, and are often the result of his own reasoning. A five-year-old child asks, for example, such questions: “How to distinguish cunning from deceit?”, “Where do the stars go from the sky during the day?”, “What is more important for a person - the brain or the heart?”, “Why is the moon in the sky at night, then the month ?

What interests preschoolers? The content of children's questions is varied. According to psychologists, there is not a single field of knowledge that children's questions do not concern. Children ask about the objects around them, distant planets and outer space, phenomena of social life, nature, the origin of man and all life on Earth, war and peace, norms and rules of behavior, the meaning and meaning of individual words, etc. child's interest to certain phenomena of life in the world of adults stimulates his questions. So, over the past five years, Russian children began to ask a lot about what is connected with religion, the church, rituals.

Questions change over time. Children 2-3 years old are interested in the names of objects, their properties and qualities. They ask questions like where? who? what? which? For example, 3-year-old Sasha asks: “What is this? Is this book new? My book?"

Older children (4-4.5 years old) are characterized by active mental processing of impressions about the environment. Their questions are aimed at understanding the connections, relationships between objects and phenomena of reality: at systematizing ideas, at finding analogies in them, common and different. Questions become more complex and are expressed in the form why? why? So, a 4.5-year-old boy asks: “Why do they plant one grain, but a whole ear grows? Why did people invent atomic bomb? Why clouds moving? For children 5-6 years old, chains of questions are typical about any object or phenomenon: “What are lightning? Why are they different? Why can lightning start a fire? Did you see fireball? What is she? Does she sparkle?

The peak of questions falls on the age of 4.5-5.5 years. Why does the number of questions start to decrease at an older age? Scholars have no consensus on this. Some believe that the child's thinking is already so developed that he seeks on your own find answers to emerging questions. According to others, the decrease in the number of questions is due to the conditions of upbringing and education: adults do not encourage the curiosity of children, often express displeasure about their questions (“I'm tired of your questions! Shut up, you're already big, but you keep asking and asking!”). As a result, the child develops the idea that asking questions means showing their ignorance.

How to answer questionschildren

At one time, A.M. Gorky noticed that the ability to intelligently answer a child’s question is a great art. modern science has data, based on which the teacher can master this art and positively influence the mental development of preschoolers with his answers. How do you answer a child's questions?

Remember that a child does not ask a question to any adult, but only to someone who has won his trust. He early begins to understand that adults have different attitudes to his questions. More often he refers to the one who, after listening carefully to him, answers seriously and interestingly. From here The most important requirement for answering children's questions is a respectful, careful attitude towards them.

- Get to the bottom of the question try to understand what prompted the child to ask it. Often the question is cognitive in form, but it serves as a reason for the child to call an adult for communication, to attract him to his emotional state.

For a cognitive question one must answer in such a way as not to extinguish the spark of children's curiosity, but, on the contrary, kindle from it an unquenchable flame. And what extinguishes children's curiosity? Long exhaustive answers from adults that do not give room for their own thoughts, fantasies, doubts. So the next requirement is brevity and definiteness response. It is necessary to take into account the level of mental development of the child, refer to his life experience.

Do not be afraid if, after your answer, not everything will be clear to the child until the end. He understood something, figured out something, but the new knowledge that you told him entails new questions. According to N. N. Poddyakov, it is not entirely clear knowledge that has a significant impact on mental development, giving rise to hypotheses and doubts in the child, stimulating his cognitive activity.

Often ask your child counter questions like: “What do you think?”, offer to think together, involve him in a conversation, during which, together, look for an answer.

Do not suppress the child with the "burden" of your knowledge, do not rush to answer. Remember that you must give the preschooler an idea that there are many sources of knowledge in the world that he has to master. Offer to look together for an answer in a book, use reference books for this, popular science literature, which in last years there is a lot going on, including for children. Send the child for an answer to an adult who can be competent in this matter. Use the personal experience of other pupils of the group to exchange views, to collectively search for an answer.

If the child's question is related to a lack of knowledge, create conditions so that the gap is filled. To do this, you can organize observations or read a suitable book to the child.

Unfortunately, this requirement is often not met when adults answer such difficult questions for children that relate to the origin of people, the historical past. Adults are not always aware of the peculiarities of the formation of temporal and spatial representations in preschoolers. In particular, children fail to understand the time span of many of the events that are asked about. With this in mind, it is enough to confine your answer to reporting individual facts about the historical event that interested the child, without trying to give them a chronological sequence.

Remember that in the preschool years it is dangerous to turn a child into a know-it-all who thinks that he has heard about everything, learned everything, but in fact he just remembered a lot, but did not understand. As a result, the sharpness and novelty of perception of knowledge decrease in subsequent years.

Curiosity is at the heart of all ideas, inventions and creative actions. It creates inventors, innovators, pioneers, creators, craftsmen. The result of curiosity can become valuable both for the person himself and for his environment.

What is curiosity

Curiosity is an interest in acquiring new knowledge, internal openness to people, phenomena, the surrounding world, a sincere desire to satisfy cognitive needs and get new experience or impressions.

In the process of life, the mind needs new information and the soul is in experiences. Curiosity is inherent open people, which are characterized by trust, which is incompatible with malice. Curiosity implies a willingness to learn, gaining experience from those who know. It encourages development.

Advantages

Curiosity involves a person in the world of discoveries, brings positive emotions, frees from indifference, encourages action, broadens horizons and allows you to look at the world without stereotypes.

Thanks to the curiosity of researchers, science does not stand still, combined with diligence, this quality gives unsurpassed results.

Curiosity "makes" the best students.

An inquisitive person is distinguished by full perception and genuine attention to the interlocutor. There are no boring topics for him, in any of them he will find something exciting.

disadvantages

Rarely is curiosity a negative experience. If, as a result of knowledge, it is found that something cannot be changed, this state of affairs is depressing.

Sometimes the desire to acquire new information or conduct a risky experiment leads to big trouble. There are enough examples of how the curiosity generated by the ban turned into not only accidents, but also lifelong complexes in the use of ordinary things (matches, water, electricity).

Interest can play into the hands of gloating or turn into a lever of control, help to understand psychological reasons failures. Thus, curiosity is an interest in one direction or another, which can be equated with virtues, and curiosity simply goes beyond the limits of a person’s own interests and can bring both benefit and harm.

The relationship of curiosity with other qualities

The more knowledge a person gets, the stronger his curiosity. Educators, teachers establish educational process also on the fact that the development of children's curiosity and learning are interrelated.

Thanks to observation, the ability to notice details, interest easily arises and reflection is activated. Curiosity and observation are directly dependent on each other.

An inquisitive person is well informed. By receiving news about the people, the country and the world, a holistic perception develops.

Curiosity is stimulated with professional development, without it there is no professional success.

1. It is worth discarding the opinion that everything necessary for man, is already known, because in any direction the unknown remains, and there is always something to learn.

2. Feel free to ask. Each stupid question removes from ignorance and brings you closer to enlightenment.

3. It is not necessary to strive for an ideal, it is enough to adhere to a balanced state: to supplement interest with getting pleasure from a new experience. Development should please, and then everything will happen by itself.

4. You need to work regularly, albeit little by little, so that appropriate habits are developed. Avoid extremes.

5. Don't back down: Everyone fails, even the great ones.

6. Develop intuition. Combined with fundamental logic, intuition produces amazing results.

Eternal questions like "what's inside?" we ask since childhood. And if a person split the atom, invented electricity and much more, then only thanks to his curiosity!

Albert Einstein considered the ability to ask questions one of the main conditions for success. Curiosity, self-criticism, stubborn endurance, according to him, led him to startling ideas.

The history of science is replete with examples of inquisitiveness that have resulted in dizzying success. There are also cases when the researcher managed to get very close to the discovery, but the laurels of the discoverer went to others! For example, the famous Michael Faraday in the process of electrolysis could have discovered the elementary electric charge, but apparently was too focused on the electrolysis process.

Curiosity contributed to the emergence of the theory of Charles Darwin. Thanks to the perseverance of the researcher, he was able to take place as a revolutionary in science.

Peter I was endowed with inquisitiveness to the highest degree, as history speaks eloquently. Massive reforms and transformations in the state are proof of this.

For Leonardo da Vinci, curiosity became one of the seven qualities that contributed to the development of his genius, and, as he believed, can help anyone become a genius. According to Leonardo, he was never satisfied with just one answer "yes".

1. Listen to your child's questions, don't shy away from them. Do not be silent, do not pull the child under the argument of fatigue, his importunity, because questions may completely disappear from his life. Your answers are needed for his experience and development.

2. Allow your child to experience. The research activity of the baby with your participation can be transferred to the direction where its result will suit both the parent and the child: instead of testing toys for strength - sculpting figures from clay, plasticine, dough; instead of scattering sand, sifting it through a sieve; instead of painting on wallpaper - dissolving food coloring in water, and so on.

It is no secret that the development of the curiosity of preschoolers depends on the ability to express themselves, independence, self-confidence. Allow your child to plant flowers, draw with chalk, press the call button, talk on the phone, cook the dough. Experience opportunities are everywhere.

It is desirable that the baby's room allows you to arrange experiments, does not hold back the child's imagination. It is necessary to explain to the child that in his experiments you may not be satisfied with only the result, and not the process itself.

3. Watch and show. Park, lawn, playground, museum, zoo, shop, street - any place can become an educational space. It is good to attend exhibitions and concerts, performances, invite guests. Ask your child questions, share observations, discuss interesting things for him.

4. Encourage your child's imagination. In addition to educators and reality, the baby is surrounded by a fantasy world: cartoons, games, books, his imagination. Let the child improvise, "be an adult", play roles fairytale heroes, depict animals, characters of people. Let the kid come up with his own story. Stimulate his imagination with a non-standard development of the plot: "what would happen if ...", "how would the heroes live?"

TV is the enemy of active knowledge of the world, even the most sophisticated transmission includes passive expectation. The child understands that any issues will be resolved without his participation. An exception may be the joint viewing of educational programs.

5. Incorporate learning into your daily routine. Introduce your child to numbers simple questions: "one candy or two?", "red or blue?", "what does it look like?", "what letter?", and so on. The task of such communication is to awaken interest, which will make the learning process simple.

6.Encourage your child to express their opinion. Change the environment, rearrange toys, clean up, look for the best way taking part in a single process.

7. Think of learning as a game. Criticism, ridicule, punishment for failure, coercion against will - all this will make the child think that learning is a very difficult matter, can cause isolation and fear in relation to learning.

8. Be an example for your child. Let the child understand that you are also passionate about the process of knowing the world, that it is interesting and can last a lifetime.

9. Set up experiments. A non-standard turn of events activates the curiosity of preschool children. Such an approach will include reflection, encourage independence, and contribute to the development of ingenuity. Allow the child to see the solution to the problem in several ways in everyday life. Tell us how they study and live in other countries, how they eat. Break the habit, get excited about the innovations that you create yourself. And be your child's friend.

Problems in the development of curiosity

AT modern society the development of curiosity is due to contradictions between:

the need to develop this quality at preschool age and the accepted practice, which is not always conducive to the development of curiosity;
need for theoretical analysis problems of the development of curiosity of preschool children and its insufficient study in psychological research;
the possibility of developing children's curiosity in preschool educational institutions and the lack of program guidelines for the pedagogical process.

Experts point to a list of possible obstacles that hinder the manifestation of inquisitive human behavior, which is based on the search, assimilation and transformation of information.

These include the so-called operational difficulties: insufficiency of the cognitive sphere and the ability to analyze and generalize information, limited judgment skills and cognitive habits.

From emotional difficulties, as an example, one can cite excessive self-criticism, which does not provide psychological stability, basic foundation for self-expression.

Curiosity should be considered as an independent activity: the search for information, full self-expression and interaction with the environment - these are the components on the basis of which they will develop positive sides character.

The formation of cognitive interest depends on external causes and individual characteristics of the individual, the task of tracking which is assigned to educators. Much depends on the environment of a person: understanding, stimulation, support, communication and interchange have great importance in the formation of personality and education of curiosity.

Sayings about curiosity

Curiosity is a component of an active mind, which at all times worried scientists, writers, artists.

Edward Phelps urged to maintain the fire of curiosity in oneself, which will not allow the meaning of life to dry out.

According to Anatole France, it is only thanks to curiosity that the world is rich in scientists and poets.

Jean-Jacques Rousseau rightly noted that a person is inquisitive to the extent of his enlightenment.

"Curiosity is the engine of progress!" - Andrey Belyanin's statement.

According to Maria von Ebner-Eschenbach, curiosity is a curiosity that concerns serious subjects, and it can rightly be called the "thirst for knowledge."

An inquisitive person is always popular in society, it is pleasant to talk with him and it is impossible to get bored, and his many-sided interests and hobbies contribute to the acquisition of new friends. Curious children are characterized by initiative, purposefulness, diligence, perseverance, confidence, academic performance. Thus, the development of curiosity is becoming one of the important tasks in modern education.

Gaisina Luciya Gabdrakhmanovna, senior educator
MADOU №106 "Zabava", Naberezhnye Chelny, Republic of Tatarstan

What kind of child do we call inquisitive? AT explanatory dictionary S. I. Ozhegov can be read: "Inquisitive - prone to acquiring new knowledge, inquisitive." The basis of curiosity is the cognitive, research activity of children, the satisfaction of which will largely determine the inquisitiveness of the child's mind, its interest in knowledge. How can parents help this process? First, it is necessary to know the factors on which the development of curiosity depends. These include the emotional well-being of the child, the features of his cognitive development, the environment that surrounds the child at home. (here we mean toys, games, books, as well as the style of interaction of parents with a child).

For a long time, the baby is not able to imagine anything: the toy hidden before his eyes disappears for him forever. However, the time comes, and everything changes. The child begins to understand that the hidden toy has not disappeared. This change means that the world for the baby has doubled: one stands before his eyes, makes itself felt by sounds, smells, touches. The other, internal, psychic exists as a representation, an image. This world belongs entirely to the child. This birth of the inner world falls on the age of 3-4 years. For the fragile psyche of 3-4-year-old children, the appearance of ideas is a huge burden, it is easier to perceive than to imagine. At this stage, it is necessary to carefully stimulate cognitive development child, do not force things, show patience, give the child the opportunity to engage in familiar games and activities. What can be used to develop the cognitive activity of children of this age? It is necessary to increase the “territory of knowledge” accessible to children.

These can be various walks on which you examine the surrounding objects, observe natural phenomena (leaf fall, how a puddle shines, raindrops on glass, etc.), encourage the child to ask questions, questions are “outputs” of cognitive activity (you accept any version of his answers). It is important that children want to ask questions and know how to do it.
Well, if you offer your child cognitive fairy tales. For example, once a cloud came out for a walk. I looked down, saw yellow grass, trees without leaves and began to cry. So the autumn rain came. (You can invent such fairy tales yourself or use ready-made ones. When buying books for a baby, pay attention to educational series).
Riddles (it is important that riddles both develop and amuse): guess an imaginary object, action, purpose of the object, etc.
Commenting and clearing up confusion (use books, invent verbal confusion yourself). For example, you show your baby a picture in which a dog is sitting on a tree, and a rooster is in a booth: “What is mixed up here?”
Draw problem situations with your child. For example, you are drawing a girl who went out for a walk; tell your child about it. Next: "The sun was shining, suddenly it started to rain" (accompany the story with a picture). “I wonder when the raindrops fell on the ground, what happened?” (Examples of children's answers from our classes: “It became mud”, “Puddles of steel”, “Flowers grew”, “Leaves of steel”). The second variant of the problem situation in this example: "How to help the girl get dry to the house?" (Answer options - draw an umbrella, a raincoat with a hood, etc.).

The appearance of ideas creates favorable conditions for the development of external and inner speech, for the development of thinking. A child of 4-5 years old plays not only with cubes, but also with thoughts. Thought, word and deed are so merged in the mind of the child that his own ineptitude upsets him to tears. Intuitively, he feels that only joy is necessary for creativity, and he gets it by any means, even illegal ones. For example, having made a mistake in speech, he can say: “And Vanya said it wrong.” The possibility of a mistake is unacceptable to him - he knows how to do it, which means that he could not make a mistake. The age of 4-5 years is the age of how-tos. It is at this age that there is a love for playing with words, shifters. How to help the child at this stage? Be attentive, grateful, interested listeners; support the child's self-esteem; rejoice with him, be an interesting partner for him. It is important to acquaint the child with objects, phenomena, events that are beyond his direct perception and experience.

For example, for boys who like to play with cars, you can tell a fairy tale about a car, where information about the device of the car is given in an entertaining and accessible form; pick up pictures about different cars, coloring books, etc. This maintains the interest of the child, expanding his cognitive aspirations. Remember: children are ready to learn what they treat favorably, positively.
You can use stories from real life, but to give an opportunity for creativity, imagination of children. For example: “Do you see that house over there? (show the child to the house in the distance) There is a playground behind this house. Do you know what is on it?...” Behind this house there may be a park, garages, interesting tree etc.
Use confusion, absurdities, riddles, drawing problem situations.
To encourage the creation of children's "collections", to help replenish them.

A six-year-old child has already accumulated individual experience, this is a great wealth, but it needs to be sorted out. So the mental activity of the child turns inward (the development of a five-year-old child seems to be slowing down). "Thought goes underground." Individual memory and one's own vision of the world is the main acquisition of the sixth year of life. The child begins to think. Differences between children are growing: one moves better, the other reads, the third is better acquainted with numbers, etc. After the child has learned to think and express his thoughts aloud and to himself, his memory becomes more complicated. For example, when retelling in his own words, the child is able to add examples that come to his mind. At this stage, it is important to support the child's reasoning, to encourage any of his intellectual decisions. Adults should know that if a child spoke late, if at the age of 5-6 years he retains the features of speech development, the activity of the right hemisphere continues to predominate in him. This means that you can not overload the child with verbal logical tasks. It is necessary to support and develop the cognitive aspirations of children using games. There are a lot of them, they are different. (In our kindergarten each parent can talk about it with teachers, get the necessary recommendations).

I would like to say a few words about the toy, since it is an element of the environment that affects the development of the child as a whole, including the development of his cognitive aspirations.

The toy is important component culture of any nation. It serves for the fun and entertainment of the child and at the same time is a way for him to mental development. The toy carries the idea of good and evil, permissible and impermissible, beautiful and ugly, safe and dangerous. Parents of modern kids continue to find home-made toys or functional objects in their children that meet the sometimes unconscious, but real and very important needs of the child. Usually these are pebbles, sticks, shells, etc. Endowed with special properties, associated with deep feelings, meanings, they create psychological security for the child and help him live. Such toys must be respected, Dear Parents. After all, not a monster or a transformer, but a shell or a feather found by a child helps him grow up as a person in such a difficult and contradictory world, to feel his involvement in it. The use of natural materials to replace certain objects develops the child's imagination and prepares the development of the symbolic function of consciousness. (Letters, numbers are elements of the sign system). Therefore, dear parents, support the interest and desire of children to act with natural materials (in the sand, in a puddle, in the ground, on the seashore, they will be able to satisfy their emotional and cognitive needs). Don't scold them for dirty clothes, it's impossible to explore while staying clean. It is better to involve the baby in cleaning his costume.

When choosing a toy, it is important to understand what message it carries to the child. Toys with dead faces, monsters, vampires, ghosts and spiders, corpses and skeletons lead to the destruction of the integrity of the psyche of a child sensitive to disharmony. In this state, it is difficult for a child to be a researcher and creator. Toys with a given program induce the child in the game to perform only those actions that are laid down by the program. There are no opportunities for creativity, no curiosity. All functions are clearly and narrowly defined. Even the phone speaks for the child.

Thus, when choosing toys, it is important to understand what it will give your child, what it will form: the principle of disposability, consumer attitude, cultural inferiority complex or value orientations that contribute to the normal psychological, physical, spiritual development of the child.

Anzhella Shepeneva
Abstract round table"Development of interest, curiosity and cognitive motivation in preschoolers"

Subject: Development of interest, curiosity and cognitive motivation in preschoolers.

Target:

Contribute to the personal and professional growth of teachers of the institution.

Tasks:

1. Draw the attention of educators to problem solving development of interest,

2. Mutual enrichment of pedagogical knowledge about curiosity and cognitive motivation of preschool children

3. Promote stress resistance of teachers, relieve emotional stress.

4. Maintain the atmosphere interest, search for creative solutions to pedagogical problems.

Equipment: multimedia installation, slide presentation, texts of pedagogical situations.

1. Division into subgroups by the method "Chain": 2 leaders choose their team members in turn. They begin to choose by lot.

2. introduction Deputy Head of VMR.

(Slide 1) Any man is in constant process knowledge of the world: he thinks, reflects, speaks and understands the speech of other people, feels, shares sensations. All these abilities develop and improve not on their own, but in active cognitive activity.

(Slide 2) Preschool childhood - a period of learning and development of the world of human relations. The child models them in role-playing game which becomes his main activity. While playing, he learns to communicate with his peers.

(Slide 3) This is also the period development of creativity. The child learns speech, he develops imagination. At preschooler own, a special logic of thinking,

subject to the dynamics of figurative representations. This is the period of the initial formation of the personality, the emergence of an emotional anticipation of the consequences of one's behavior, self-esteem, complication and awareness of experiences, enrichment with new feelings and motives, emotional-need sphere. The central neoplasm of this age is development inner position and self-awareness.

(Slide 4) Problem cognitive activities of children of this age is extremely important for the system preschool education . The need to competently navigate the growing volume of knowledge makes new demands on the upbringing of the younger generation. Tasks come to the fore development ability to actively cognitive activity.

(Slide 5) The teaching activity of the teacher in preschool the institution should be aimed at shaping the child's needs for obtaining new knowledge and new information. According to A. I. Savenkov, interest in knowledge acts as a pledge successful learning and efficiency educational activities generally. cognitive interest encompasses all three traditionally distinguished process functions learning: (Slide 6) information, developmental and educational. Thanks to cognitive interest and knowledge itself, and the process of acquiring them can become driving force intelligence development and an important factor in the formation of personality.

(Slide 7) Development of cognitive interest largely depends on how the child is involved in a creative research search. Great value for this process has a well-constructed activity.

Cognitive activity with the correct pedagogical organization of the activities of pupils and systematic and purposeful educational activities can and should become a stable personality trait preschooler and renders strong influence on his development. (Slide 8)

3. Definition of concepts: curiosity, interest, motive, motivation, cognitive motivation.

Each team has a set of cards on which expressions are printed that reveal a particular concept, without defining it. A definition appears on the multimedia screen, each team must select a card for this definition.

• This is an ideal or material object, the achievement of which is the meaning of the activity. It is presented to a person in the form of specific experiences, which can be characterized by positive emotions from the achievement of this object, or by negative ones associated with dissatisfaction in the present position. (MOTIVE)

• Motivating reason, reason for any action. (MOTIVE)

• The desire to acquire more and more new knowledge. Alive interest in everything which can enrich life experience, give new impressions. (CURIOSITY) .

• Internal interest in obtaining new information in order to satisfy cognitive need(CURIOSITY) .

• Emotional condition related to the implementation cognitive activity characterized by the incentive of this activity (INTEREST) .

• A positively colored emotional process associated with the need to learn something new about the object, increased attention to him (INTEREST) .

• This is a set of driving forces that encourage a person to activities that have a specific target orientation (MOTIVATION) .

• This is the ability of a person to satisfy his needs through any activity (MOTIVATION) .

• This is a dynamic psycho-physiological process that controls human behavior and determines its organization, direction, stability and activity (MOTIVATION) .

• Internal and self-sufficient focus of a person on new knowledge, and getting satisfaction from the process itself and the efforts expended on it (COGNITIVE MOTIVATION)

• System motives that encourage the student to effective learning activities (COGNITIVE MOTIVATION) .

4. Collection and analysis of information.

Teams receive one topic each, which must be disclosed and presented development in the conditions of the institution.

Themes:

1. Forms and types of children's activities, methods and techniques pedagogical activity which are more conducive.

2. Factors facilitating and inhibiting development of cognitive activity of preschoolers.

Contributing factors development of cognitive activity of preschoolers:

1. Emotional involvement of an adult in cognitive activity(PD). Only if the adult himself with interest immersed in any activity, there may be a transfer of personal meanings of the activity to the child. He sees that he can enjoy intellectual effort, worry "the beauty of the solution" Problems. The work assumes not only "appropriation activity" from the side of the child, but "recoil activity" by an adult

2. Stimulation child's curiosity. At work, use original toys and materials that can cause interest, surprise, contain a riddle (a box with a secret, a gyroscope, a Mobius strip, puzzles, magnets, looking at pictures depicting exotic animals and birds, etc.).

3. Transfer of initiative from an adult to a child. It is important not only interest the child but also to teach him to set goals for himself in the process cognitive activities and find ways to carry them out.

4. An adult's assessment should not refer to the child's abilities as a whole, but to the efforts that the child makes in completing the task. An adult needs to remember that it would be more correct to compare the success of a child not with the success of other children, but with his previous results.

Adult rating (both positive and negative) can help fix the child on their own successes, strengths and weaknesses, that is, development of external motivation. If we are striving for development of intrinsic motivation PD, then attention should be focused on the activity itself and its effectiveness, and not on the achievements of the child.

5. Support children's activity, research interest and curiosity. The adult sought not only to transfer the initiative to the child, but also to support it, that is, to help realize children's ideas, find possible mistakes, and cope with the difficulties that arise. If the children interrupt the activity that they themselves have chosen, then the adult offers (but doesn't insist) together to complete what was conceived by the child.

5. Decision of pedagogical situations.

Situation 1.

When Petya was 3 years old, he liked to draw. He drew intricate figures, incomprehensible to an adult, but at that time interest boy to drawing was not supported by adults. Now Petya is 6 years old. He visits senior group kindergarten, in which a new teacher came, devoting a lot of time to drawing.

Despite the teacher's tactful approach, Petya realized that his drawings were the worst in the group, he tried to draw better, but nothing worked out for him. As a result, the boy began to avoid classes altogether. How will you react in this situation and why?

Situation 2.

Boy, 7 years old.

With early childhood shows interest in modeling, drawing, construction. He draws well, sculpts, creates unusual designs, fantasizes. The parents refused the proposal of the educator to send the child to an art studio, deciding that the boy should go in for sports. In kindergarten, he is not friends with anyone, often conflicts with children if he is prevented from drawing or building, if one of the children wants to join his game, most often he does not let him. Very closed, slow, it is difficult to distract him from his favorite pastime, "child in itself". How will you react (what you will do, what you will do, what you will say, etc.) in this situation and why?

Situation 3.

One of the children asks a question to which you do not know the answer. (do not consider it possible to answer). How will you react (what you will do, what you will do, what you will say, etc.) in this situation and why?

Situation 4.

At the lesson, one of the children does not want to listen to the teacher, to complete the proposed task. When trying to involve the child in the work, the teacher receives answer: "I came to play with my friends". How will you react (what you will do, what you will do, what you will say, etc.) in this situation and why?

Situation 5.

The teacher turned to the mother of one of the pupils with a story about what the children learned in the classroom, and offered to consolidate the studied material at home. In response, the mother sharply replied that she had no time to deal with the child at home, that this was the duty of the educator - he "getting paid for it". How will you react (what you will do, what you will do, what you will say, etc.) in this situation and why?

Situation 6.

Kolya (4 years 6 months) in kindergarten, faced with even minor difficulties, she gets lost and cries. If he doesn't have a chair, he He speaks: "I have nowhere to sit", - and waits for the chair to be served. If he cannot fasten his sandals and tie his shoelaces, he stretches out his legs and asks for help. How will you react (what you will do, what you will do, what you will say, etc.) in this situation and why?