How to develop curiosity. Let's transform the old into the new

interest cognitive preschool water

The problem of cognitive interest was widely studied in psychology by B.G. Ananiev, M.F. Belyaev, L.I. Bozhovich, L.A. Gordon, S.L. Rubinstein, V.N. Myasishchev and in the pedagogical literature G.I. Schukina, N.R. Morozov.

Interest, as a complex and very significant education for a person, has many interpretations in its psychological definitions, it is considered as:

- selective focus of human attention;
- manifestation of his mental and emotional activity;
- a specific attitude of a person to an object, caused by the consciousness of its vital significance and emotional attractiveness.

G.I. Shchukina believes that in reality the interest comes before us:

- and as a selective focus of human mental processes on objects and phenomena of the surrounding world;
- and as a tendency, aspiration, the need of a person to engage in a given area of phenomena, a given activity that brings satisfaction;
- and as a powerful motivator of personality activity;
- and, finally, as a special selective attitude to the surrounding world, to its objects, phenomena, processes.

Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result).

Interest is an "alloy" of many mental processes that form a special tone of activity, special states of the individual (joy from the learning process, the desire to delve into the knowledge of the subject of interest, into cognitive activity, experiencing failures and strong-willed aspirations to overcome them).

The most important area of the general phenomenon of interest is cognitive interest. Its subject is the most significant property of a person: to cognize the world around us not only for the purpose of biological and social orientation in reality, but in the most essential relation of a person to the world - in an effort to penetrate into its diversity, to reflect in the mind the essential aspects, cause-and-effect relationships, patterns. , inconsistency.

Cognitive interest, being included in cognitive activity, is closely associated with the formation of diverse personal relationships: a selective attitude to a particular field of science, cognitive activity, participation in them, communication with partners in cognition. It is on this basis - knowledge of the objective world and attitudes towards it, scientific truths - that the world outlook, worldview, attitude, an active, biased character, which is promoted by cognitive interest, is formed.

Moreover, cognitive interest, activating all the mental processes of a person, at a high level of its development encourages a person to constantly search for the transformation of reality through activity (changes, complication of its goals, highlighting relevant and significant aspects in the subject environment for their implementation, finding other necessary ways, bringing creativity to them).

A feature of cognitive interest is its ability to enrich and activate the process of not only cognitive, but also any human activity, since there is a cognitive principle in each of them. In labor, a person, using objects, materials, tools, methods, needs to know their properties, to study the scientific foundations of modern production, to comprehend rationalization processes, to know the technology of a particular production. Any kind of human activity contains a cognitive principle, search creative processes that contribute to the transformation of reality. A person inspired by cognitive interest performs any activity with great predilection, more effectively.

Cognitive interest is the most important formation of a personality, which develops in the process of human life, is formed in the social conditions of its existence and is in no way immanently inherent in a person from birth.

The value of cognitive interest in the life of specific individuals is difficult to overestimate. Cognitive interest contributes to the penetration of the individual into essential connections, relationships, patterns of cognition.

Cognitive interest is an integral education of a personality. As a general phenomenon of interest, it has a very complex structure, which is made up of both individual mental processes (intellectual, emotional, regulatory) and objective and subjective connections of a person with the world, expressed in relationships.

Cognitive interest is expressed in its development by various states. Conditionally distinguish successive stages of its development: curiosity, inquisitiveness, cognitive interest, theoretical interest. And although these stages are distinguished purely conditionally, their most characteristic features are generally recognized.

Curiosity- an elementary stage of the electoral attitude, which is due to purely external, often unexpected circumstances that attract the attention of a person. For a person, this elementary orientation associated with the novelty of the situation may not be of particular significance.

At the stage of curiosity, the child is content only with the orientation associated with the amusement of this or that object, this or that situation. This stage does not yet reveal the true desire for knowledge. And, nevertheless, entertaining as a factor in revealing cognitive interest can serve as its initial impetus.

Curiosity- a valuable state of the individual. It is characterized by the desire of a person to penetrate beyond what he saw. At this stage of interest, rather strong expressions of emotions of surprise, joy of knowledge, satisfaction with activity are found. The essence of curiosity lies in the emergence of riddles and their deciphering, as an active vision of the world, which develops not only in the classroom, but also in work, when a person is detached from simple performance and passive memorization. Curiosity, becoming a stable character trait, has a significant value in the development of personality. Curious people are not indifferent to the world, they are always in search. The problem of curiosity has been developed in Russian psychology for a long time, although it is still far from its final solution. A significant contribution to understanding the nature of curiosity was made by S.L. Rubinshtein, A.M. Matyushkin, V.A. Krutetsky, V.S. Yurkevich, D.E. Berline, G.I. Schukina, N.I. Reinvald, A.I. Krupnov and others.

Theoretical interest associated both with the desire for knowledge of complex theoretical issues and problems of a particular science, and with their use as a tool of knowledge. This stage of man's active influence on the world, on its reorganization, which is directly related to the worldview of man, with his convictions in the power and possibilities of science. This stage characterizes not only the cognitive principle in the structure of the personality, but also the person as an actor, subject, personality.

In a real process, all these stages of cognitive interest are the most complex combinations and relationships. In cognitive interest, both relapses are found in connection with a change in the subject area, and coexistence in a single act of cognition, when curiosity turns into curiosity.

Interest in knowing the real world is one of the most fundamental and significant in child development.

Preschool age is the heyday of children's cognitive activity. By the age of 3-4, the child, as it were, is freed from the pressure of the perceived situation and begins to think about what is not in front of his eyes. The preschooler is trying to somehow streamline and explain the world around him, to establish some connections and patterns in it.

In older preschool age, cognitive development is a complex phenomenon that includes the development of cognitive processes (perception, thinking, memory, attention, imagination), which are different forms of orientation of the child in the world around him, in himself and regulate his activity. It is known that by the senior preschool age, the possibilities of the initiative transforming activity of the child are noticeably increasing. This age period is important for the development of the child's cognitive needs, which finds expression in the form of search, research activity aimed at discovering something new. Therefore, the prevailing questions are: “Why?”, “Why?”, “How?”. Often, children not only ask, but try to find the answer themselves, use their little experience to explain the incomprehensible, and sometimes even conduct an “experiment”.

A characteristic feature of this age is cognitive interests, expressed in careful examination, independent search for information of interest and the desire to find out from an adult where, what and how it grows, lives. An older preschooler is interested in the phenomena of animate and inanimate nature, shows initiative, which is found in observation, in an effort to find out, approach, touch.

The result of cognitive activity, regardless of the form of cognition in which it is realized, is knowledge. Children at this age are already able to systematize and group objects of animate and inanimate nature, both according to external signs and according to signs of the environment. Changes in objects, the transition of matter from one state to another (snow and ice into water; water into ice, etc.), natural phenomena such as snowfall, blizzard, thunderstorm, hail, hoarfrost, fog, etc. are of particular interest to children of this age. Children gradually begin to understand that the state, development and changes in animate and inanimate nature largely depend on the attitude of a person towards them.

The child's questions reveal an inquisitive mind, observation, confidence in an adult as a source of interesting new information (knowledge), explanations. The older preschooler “verifies” his knowledge of the environment, his attitude towards the adult, which for him is the true measure of all things.

Psychologists have experimentally studied that level development of the cognitive sphere determines the nature of interaction with natural objects and attitudes towards them. That is, the higher the level of knowledge of children about nature, the more they show a cognitive interest in it, focusing on the state and well-being of the object itself, and not its evaluation by adults. Psychologists emphasize that the type of activity in which knowledge is acquired is decisive for the development of the child. Cognitive activity is understood by us not only as a process of mastering knowledge, skills and abilities, but mainly as Search knowledge, the acquisition of knowledge independently or under the tactful guidance of an adult, carried out in the process of humanistic interaction, cooperation, co-creation.

Therefore, it is important for an adult in the learning process, supporting cognitive activity, to create conditions for children to independently search for information. After all, knowledge is formed as a result of the interaction of the subject (child) with this or that information. It is the appropriation of information through its change, addition, independent application in various situations that generates knowledge.

Children love to explore. This is explained by the fact that visual-effective and visual-figurative thinking is inherent in them, and research, like no other method, corresponds to these age characteristics. At preschool age, it is the leading, and in the first three years - almost the only way to know the world. The research is rooted in the manipulation of objects, as L.S. Vygotsky.

When forming the foundations of natural science and environmental concepts, research can be considered as a method that is close to ideal. Knowledge that is not drawn from books, but obtained independently, is always conscious and more durable. The use of this teaching method was advocated by such classics of pedagogy as Ya.A. Comenius, I.G. Pestalozzi, J.-J. Russo, K.D. Ushinsky and many others.

After three years, their integration gradually begins. The child passes into the next period - curiosity, which, subject to the correct upbringing of the child - passes into the period of curiosity (after 5 years). It was during this period that research activity acquires typical features, now experimentation becomes an independent activity. A child of older preschool age acquires the ability to carry out experiments, i.e. he acquires the following range of skills in this activity: to see and highlight a problem, to accept and set a goal, to solve problems, to analyze an object or phenomenon, to highlight essential features and connections, to compare various facts, to put forward hypotheses and assumptions, to select means and materials for independent activity, to carry out experiment, draw conclusions, fix the stages of actions and results graphically.

The acquisition of these skills requires a systematic, purposeful work of the teacher aimed at developing children's experimenting activities.

Experiments are classified according to different principles.

- By the nature of the objects used in the experiment: experiments: with plants; with animals; with objects of inanimate nature; the object of which is man.
- At the place of the experiments: in the group room; Location on; in the forest, etc.
- By the number of children: individual, group, collective.
- Because of their conduct: random, planned, set in response to a child's question.
- By the nature of inclusion in the pedagogical process: episodic (conducted from case to case), systematic.
- By duration: short-term (5-15 minutes), long-term (over 15 minutes).
- By the number of observations of the same object: single, multiple, or cyclic.
- By place in the cycle: primary, repeated, final and final.
- By the nature of mental operations: ascertaining (allowing you to see some one state of an object or one phenomenon without connection with other objects and phenomena), comparative (allowing you to see the dynamics of the process or note changes in the state of the object), generalizing (experiments in which common regularities of the process studied earlier in separate stages).
- By the nature of the cognitive activity of children: illustrative (children know everything, and the experiment only confirms familiar facts), search (children do not know in advance what the result will be), solving experimental problems.
- According to the method of application in the audience: demonstration, frontal.

Each type of research has its own method of conducting, its pros and cons.

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 gain new experience or impressions.

In the process of life, the mind needs new information, and the soul needs experiences. Curiosity is inherent in open people who 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 the psychological causes of failure. 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 also base the educational process 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 a person needs is already known, because in any direction there remains the unknown, 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 an elementary electric charge, but, apparently, he was too focused on the process of electrolysis.

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 the role of fairy-tale characters, portray 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, ask 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, put things in order, look for the best option, 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

In modern society, the development of curiosity is due to the 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;
the need for a theoretical analysis of the problem of the development of the 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, an example is excessive self-criticism, which does not provide psychological stability, the basic basis 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 the positive aspects of character will develop.

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 mutual exchange are of great importance in the development of personality and the development 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.

Then I learned a lot about myself, my habits and characteristics, one of which was curiosity. Now I understand how useful this trait is for those who are lucky enough to have it. It may sound a little strange, but being curious is essential, especially if you want to become an entrepreneur.

Natural curiosity contributes to the development of innovative and innovative thinking, and these are the main qualities in the work of an entrepreneur.

What does it mean to be inquisitive?

Think about it for a minute - if you are interested in everything, you have no time to be bored. Curiosity is a natural state that generates new ideas and the development of innovations. When you are interested in everything, then you are involved in the process, you listen, you WAKE UP!

One interesting thing I've noticed is that inquisitive people use information as a means of inspiration. They, like a sponge, absorb information and, accordingly, receive knowledge from all channels available to them. Curiosity is the fuel for creative ideas and innovation.

Curiosity allows you to look at things in a new way

Inquisitive people often have a natural desire to break stereotypes, which, in turn, contributes to the development of innovation. Such people are constantly looking for new ways to improve everyday things, based on the results already achieved.

They find a positive approach to things - and this is not to point out other people's mistakes, this is a natural desire to improve things that already exist.

People who are interested in everything usually think quickly because they absorb a lot of information. Their insatiable thirst for knowledge requires quick thinking. When you are interested in something, you get to think more flexibly. This helps to achieve success in our rapidly developing world. If you look at the most successful companies of the past few years, such as Google and Facebook, you will see that they have one thing in common - they quickly respond to changes, and, thanks to this, always maintain their leadership positions.

Curiosity helps solve problems

Curious people usually focus not on the problem itself, but on its solution. As a result, the skills to quickly solve problems are formed. This applies to any problems: not only within the framework of work, but also at home. When you master the ability to quickly solve problems, you can solve them anywhere, which will give you the opportunity to enjoy life.

Curiosity turns difficulties into fun adventures!

When you suddenly have difficulties, what will be your first reaction - fear or interest? When we are interested, everything becomes an adventure for us! There is no problem that curious people cannot solve because they look at life positively and have a problem-solving mindset. Curiosity always asks questions, instead of immediately answering “I can’t.”

Compare the inquisitive and inquisitive approaches:

Uninquisitive people usually talk and think like this:

“I can't believe this happened to me!” (Note that there is fear in these words);

“This system is useless!” (This is a complaint that has nothing to do with solving the problem);

“Why try in vain - I still won’t find the answer” (Negative thinking).

And vice versa When we are interested, we ask questions such as:

“Can we do it differently?”

“What if we look at it from a different perspective?”

“Why doesn't it work? I bet there is a better way to make this work.”

If life is boring for you and you need a fresh look at solving a problem, then I strongly recommend that you get into such a habit as curiosity. You will not even have time to fully realize it yet, when you will be inspired and motivated to generate new ideas, projects and ways to solve problems!

Here are some ways to become curious:

Try to always update your “knowledge bank” with the latest innovations (find new forms of media)
Get in the habit of constantly doing something new (a new recipe, a commute to work, or even new exercise routines)
Be like a sponge - absorb new information from different sources (at work, at home, from people on the street, from books, magazines, movies, from your phone - anywhere!)
Listen to other people's opinions and draw lessons for yourself (ask people what they think about this or that issue)
Don’t be afraid to argue and break the “status quo” (constantly change topics of discussion)
Stop constantly brainstorming about innovation for a while (about your own and others' entrepreneurial ideas)
Think of ways to improve something (You never knew, but your idea might be the best!)

All children are naturally curious. From birth, they were given one very important property - the desire to know and understand the world around them. I.P. Pavlov called this desire "reflex what is it?". It is thanks to this reflex that children learn the world, they develop speech, thinking, and intelligence. Therefore, we can safely say that the development of curiosity begins in infancy.

In addition to curiosity, children also develop a cognitive interest, which is simply necessary while studying at school. If cognitive interest by the end of preschool age is not formed enough, then this can lead to serious problems at school, most likely the lack of cognitive interest will lead to school failure. Curiosity and cognitive interest are different forms of attitude to the world around us.

Curiosity - a special form of cognitive activity, the undifferentiated focus of the child on the knowledge of surrounding objects, phenomena, on mastering activities (S.L. Rubinshtein). This definition says that it is not important for an inquisitive child what he will learn, the main thing is to learn.

Children's curiosity is very well characterized by R. Kipling's poem:

I have six servants

Agile, remote.

And all that I see around -

I know everything from them.

They are at my behest

Are in need.

They are called How and Why

Who, What, When and Where.

I'm on the seas and on the forests

I chase faithful servants.

Then I work on my own

And I give them leisure.

I give them rest from worries, -

Let them not get tired.

They are a greedy people,

Let them eat and drink.

But I have a young friend

Young person.

She is served by hundreds of thousands of servants,

And there is no rest for everyone!

She runs like dogs

In bad weather, rain and darkness

Five thousand Where, seven thousand How,

One hundred thousand Why.

(Translated by S.Ya. Marshak)

cognitive interest - this is the desire of the child to learn new things, to find out the incomprehensible about the qualities of objects, phenomena, reality, in the desire to delve into their essence, to find the connections and relationships between them (T.A. Kulikova). That is, the basis of cognitive interest is active mental activity. Cognitive interest allows you to engage in certain activities longer, increasing the stability of attention to this activity and activating mental activity. In addition, due to cognitive interest, the child shows positive emotions - surprise, the joy of success, which give confidence in their abilities.

The development of curiosity and cognitive interests does not occur spontaneously and does not happen by itself. Curiosity and cognitive interests, as a rule, bring up. Means, education of curiosity and cognitive interests - this is a specially organized systematic activity aimed at the formation of cognitive activity and the child's desire to learn about the world around him.

Initially, children learn about the world around them through emotional communication with close adults. But truly cognitive activity begins to manifest itself and develop from early childhood, i.e. since the year. From about a year old, the child begins to master the skills of upright walking, which is why the surrounding objects become more accessible. The kid is attracted by closed cabinets with various things, electrical sockets, wires, all kinds of vials and bottles, and just look, something will open, scatter, spill or try. Curiosity in a young child develops through objective activity, i.e. through actions with objects. All the behavior of the baby at this age can be called "exploratory". How does this exploratory behavior manifest itself? Imagine that you were invited to a place unfamiliar to you, left alone in some office and asked to wait. What will you do there? For example, I doubt that you will just stand stupidly and look at one point. Most likely, you will consider the objects around you. If you see, for example, a clock on the wall, then most likely you will look at what time it is, if you see some papers on the table that are not hidden from your gaze, then most likely you will try to read the contents of these papers, the window will interest to look and see what is happening on the street, etc. Thus, we can say that all objects in an unfamiliar room prompt us to act with them. Adults, as a rule, behave this way in an unfamiliar room, but small children behave this way almost all the time. This behavior is called exploratory behavior. In their objective activities, children are constantly experimenting. They look at what happens if I do this ... At this time it is very important to communicate with the child and show him more and more new actions with objects. You should not punish a child if he climbed into the cupboard, took some things without asking, pulled out all the pans from the cupboard, spilled flour or cereals, etc. So the child shows his cognitive interest and satisfies his cognitive need. Of course, you cannot allow a child to do absolutely everything, there are things that threaten his life or health. Therefore, it is better not to leave the child alone, especially if there are a lot of dangerous objects in the room. It is necessary to explain to the child why certain objects cannot be taken, or why certain actions cannot be performed. After about 1.5 years, the child will understand you and will still say to you “Ai - ai - ai! ".

The development of the child's curiosity and cognitive interests moves to a new level, when the child masters speech, then his cognitive activity also changes, more precisely, the child's cognitive activity moves to a qualitatively new stage of development. With the help of speech, the knowledge of children is generalized, the ability to analyze is formed. Now the child communicates with an adult in order to establish personal relationships and to satisfy his cognitive need. At this time, the child begins to ask a bunch of questions that cannot be ignored. Since ancient times, the questions of the child were considered the main form of manifestation of curiosity and cognitive interests. However, studies by S.L. Rubinshtein and A.I. Sorokina revealed that different motives can underlie children's questions. All children's questions can be divided into two large groups: cognitive and communicative. The child asks communicative questions to attract attention and establish contact with an adult. For example, my daughter is now asking me a lot of questions of exactly this kind: “What is your uncle’s name?”, “What is the girl’s name?”, “What is the dog’s name?”, Or on the way to the clinic she asks: “Mom, can you listen to me there?” will they?" Such questions arise in children during periods of anxiety, joy or fear. They require a particularly sensitive attitude from adults - it is important to understand what worries the child, what he is afraid of, fears and calm him down in time.

Children ask cognitive questions because of their curiosity when they lack knowledge, seek to acquire new knowledge or clarify existing information. The source of such questions is the varied experience of the child. An example of such questions: “Why does the wind blow?”, “Why is the moon in the sky at night, then the month?”, “Where do the stars disappear from the sky during the day?” etc.

The cognitive interest of the child is reflected in his games, drawings, stories and other activities. Therefore, you must provide the child with such activities. For example, my daughter became interested in drawing. Therefore, we try to draw on different types of paper and on different materials. We drew on colored paper, on napkins, on a newspaper, in addition, I bought a table theater made of wood, which needs to be painted, and we painted the characters of fairy tales and decorations that are made of wood. Moreover, we painted them with colored pencils, and paints, and wax crayons. It turned out great and interesting. Recently painted crafts from salt dough. In winter, we drew with a branch on the snow, and now we draw with school crayons on the asphalt, on the blackboard. I even allowed my daughter to draw with my lipstick - she really liked it, caused delight and surprise. And yet, from time to time I support this cognitive interest by talking about drawing. Many boys are interested in cars. You can expand the cognitive interest of the baby by acquiring different vehicles for him. Here, games with these vehicles, observing transport on the street, drawing transport are suitable, you can offer to make an application or mold a car from plasticine, offer ready-made coloring, etc. In addition, of course, stories and stories about transport, watching cartoons, etc. will help. The curiosity and cognitive interests of the child develop in almost all of his daily life. Therefore, even the smallest detail should not be overlooked. You should not seat the child at the TV or computer, it is better to take a longer walk with him and watch what is happening on the street. If you are busy with business, then attract a child to help you, believe me, it will be extremely interesting for him to show his qualities not at the computer screen, but by making a feasible contribution to some useful business. Spend your weekends in nature. In summer, it can be walks in the forest or a picnic on the river bank. Organize fishing, go for mushrooms, berries - these activities are useful not only for the mental development of the child, but are simply indispensable for physical development. In winter, you can go sledding, skiing, go to the skating rink, build a snowman, etc. And in spring and autumn it is very interesting to run through puddles, launch boats, etc. And do not forget about creating a situation of success for the child, because the successful activity of the child is a stimulus for the development of cognitive interest.

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Introduction

The essence of cognitive interest

Pedagogical conditions for the development of cognitive interest in children of senior preschool age

A set of classes using experiments and research with water for older preschool children

Conclusion

References

Introduction

The child is born an explorer. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, independently seek new information about the world, are traditionally regarded as the most important features of children's behavior. Satisfying his curiosity in the process of active cognitive research activity, which in a natural form manifests itself in the form of children's experimentation, on the one hand, the child expands his ideas about the world, on the other hand, he begins to master the fundamental cultural forms of streamlining experience: cause-and-effect, generic, spatial and temporal relations that allow linking individual ideas into a coherent picture of the world.

When forming the foundations of natural science and ecological concepts, experimentation is considered as a method close to ideal. Knowledge that is not drawn from books, but obtained independently, is always conscious and more durable.

The use of this teaching method was advocated by such classics of pedagogy as Ya.A. Comenius, I.G. Pestalozzi, J.J. Russo, K.D. Ushinsky and many others. Features of the activity of experimental research work were studied in a number of studies (D.B. Godovikova, M.I. Lisina, S.L. Novoselova, A.N. Poddyakov.)

To date, the methodology for organizing children's research has not been fully developed. This is due to many reasons: insufficient theoretical elaboration of the issue, lack of methodological literature, and - most importantly - the lack of focus of teachers on this type of activity. The consequence is the slow introduction of children's research into the practice of preschool institutions. Preschoolers are born explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently find a solution to a problem situation. The task of the teacher is not to cross this activity, but, on the contrary, to actively help.

Relevance. In the sixth year of life, children achieve great success in mastering knowledge about nature. They learn not only facts, but also quite complex patterns underlying natural phenomena. Research work arouses a child's interest in research, develops mental operations (analysis, synthesis, classification, generalization), stimulates cognitive activity and curiosity, activates the perception of educational material on familiarization with natural phenomena.

Everyone knows that an important criterion in preparing a child for school is the education of his inner need for knowledge. And experiments, and experiments, as well as possible, forms this need through the development of cognitive interest.

This is explained by the fact that visual-effective and visual-figurative thinking is inherent in older preschoolers, and experiments, like no other method, correspond to these age characteristics.

Thus, at preschool age, it is the leading, and in the first three years - practically the only way to know the world.

Target: theoretically substantiate and practically test the effectiveness of the use of experimental research work as a means of forming cognitive interest in children of senior preschool age.

Tasks:

1. To study the psychological and pedagogical literature on the research problem.

2. Consider the pedagogical conditions for the development of cognitive interest in children of senior preschool age

3. Draw up a set of classes on experimental research activities for children of senior preschool age with water.

An object research: the process of formation of cognitive interest in children of senior preschool age.

Thing research: conditions for the use of experimental research activities of children as a means of developing cognitive interest.

The essence of cognitive interest

interest cognitive preschool water

Interest, as a complex and very significant education for a person, has many interpretations in its psychological definitions, it is considered as:

Selective focus of human attention;

The manifestation of his mental and emotional activity;

The specific attitude of a person to an object, caused by the consciousness of its vital significance and emotional attractiveness.

G.I. Shchukina believes that in reality the interest comes before us:

And as a selective focus of human mental processes on objects and phenomena of the surrounding world;

And as a tendency, aspiration, the need of a person to engage in a given area of phenomena, a given activity that brings satisfaction;

And as a powerful motivator of personality activity;

And, finally, as a special selective attitude to the surrounding world, to its objects, phenomena, processes.

Interest is formed and developed in activity, and it is influenced not by individual components of activity, but by its entire objective-subjective essence (character, process, result).

Interest in knowing the real world is one of the most fundamental and significant in child development.

The acquisition of these skills requires a systematic, purposeful work of the teacher aimed at developing children's experimenting activities.

Experiments are classified according to different principles.

By the nature of the objects used in the experiment: experiments: with plants; with animals; with objects of inanimate nature; the object of which is man.

At the place of the experiments: in the group room; Location on; in the forest, etc.

By the number of children: individual, group, collective.

Because of their conduct: random, planned, set in response to a child's question.

By the nature of inclusion in the pedagogical process: episodic (conducted from case to case), systematic.

By duration: short-term (5-15 minutes), long-term (over 15 minutes).

By the number of observations of the same object: single, multiple, or cyclic.

By place in the cycle: primary, repeated, final and final.

By the nature of mental operations: ascertaining (allowing you to see one state of an object or one phenomenon without connection with other objects and phenomena), comparative (allowing you to see the dynamics of a process or note changes in the state of an object), generalizing (experiments in which general patterns are traced process studied earlier in separate stages).

By the nature of the cognitive activity of children: illustrative (children know everything, and the experiment only confirms familiar facts), search (children do not know in advance what the result will be), solving experimental problems.

According to the method of application in the audience: demonstration, frontal.

Each type of research has its own method of conducting, its pros and cons.

Pedagogical conditions for the development of cognitive interest in children of senior preschool age

The conditions for the development of cognitive interest are the practical and research activities of the child. Of paramount importance is the fact that such actions are completed successfully. This is how new knowledge, colored with vivid emotions, appears.

The organization of cognitive actions should be based on the needs already developed in the child, primarily on his need for communication with adults - the approval of actions, deeds, judgments, opinions.

The education of curiosity and cognitive interests is carried out in the general system of mental education in the classroom, in games, work, communication and does not require any special classes. The main condition for the development of curiosity is the wide familiarization of children with the phenomena of life around them and the education of an active, interested attitude towards them.

The interests and abilities of the child are not innate, but are revealed and formed in activities - cognitive and creative - productive. In order for the inclinations to be manifested and abilities to develop, it is necessary to support the child’s interest, his inclination to something as early as possible. It is necessary to create conditions under which the child more often comes into contact with what interests him, what he can reflect in his activity. For example, a boy is interested in birds: their appearance, habits, diversity. It is necessary to advise parents to read books to the child, show pictures, watch birds directly in nature.

An individual approach to children is very important. Timid, shy children show no interest, not because they are indifferent to everything, but because they lack confidence. You need to be especially attentive to them: notice manifestations of curiosity or selective interest in time, support their efforts, help achieve success, create a friendly attitude of other children.

Showing sensitivity and attention to each child, the educator takes into account his individual characteristics, on which the reaction to this or that pedagogical influence depends. He seeks to correct the child's behavior in a timely manner, helps to overcome certain negative features that can complicate getting used to the new conditions of schooling.

Phlegmatic children, choleric, sanguine, melancholic require different approaches, because. they all have different individual characteristics.

From the standpoint of the upcoming schooling, it is very important that the effective tactics of an individual approach to children found by the educator be further developed in the family and the corresponding approach of teachers to them.

The teacher's ability to maintain a positive emotional atmosphere in the group strengthens the culture of children's communication with each other, their friendly contacts are an important condition for preparing children for the school team.

If the educator cares about establishing friendly trust and sympathy in the group, then he must:

constantly express an interested, kind attitude towards all children;

expressively express themselves in communication with children, demonstrate their attitude to actions, so that children learn to “read” emotions, without which mutual understanding and contact are impossible;

Make your communication with children, as well as communication of children with each other, a subject of special attention.

A prerequisite for the emergence of cognitive interest are didactic thoughtful activities and games. The teacher carries out a teaching and developmental impact by attracting the attention of children, verbal instructions on what needs to be done, seen, heard, and a visual demonstration of the method of action. It is the definition of the content and the direction of children's activities that cause interest, practical and mental activity of children, help to increase the arbitrariness and awareness of perception, active and effective examination of the subject.

At the stages of preschool childhood, the educator organizes "meetings" of children with objects in such a way that the child pays attention to them, shows interest in them. The teacher puts the subject in conditions in which he "tells about himself", i.e. most fully reveals its various properties.

For an experienced educator, the child's question testifies to a certain orientation of interests, to the maturity of thought, to the desire to comprehend the phenomena of life. The ability to ask a question shows that the child is able to notice this or that phenomenon, to establish a connection between some phenomena and others. The question contains the need to accept the connection of the known, the familiar with the new. Children often ask the question of what they already know, but what they want to establish themselves. The desire to prolong communication, to know the opinion, judgment of the other also encourages asking a question. The ability to ask questions, an inquisitive attitude to the phenomena of life should be developed in every possible way, used to educate cognitive activity. However, this cannot be limited. Using the need for knowledge, the educator must direct the child's inquisitiveness, equip him with ways to independently search for an answer.

Answers to children's questions should not be categorical in the form of affirmation or denial. They should be accompanied by a short conversation that helps the child to take a deeper look at objects and phenomena, to see not only external signs, but also connections. The answer to the child cannot always be given in a direct form: sometimes it can be included in the content of the story, revealed through an artistic image. It is necessary to be able to extract the main thing from the flow of the child's questions and direct the child's thought to the right path.

It is important to ask questions to children. The question put to the child activates his thought, encourages comparison, sometimes reasoning, conclusions. This develops cognitive activity, creates a need for new knowledge.

With properly organized training, children of senior preschool age perform difficult tasks with great pleasure, which make it necessary to use the known and discover the new.

Thus, children have a desire to expand the cognitive horizons of reality, a desire to delve into the connections and relationships existing in the world, an interest in new sources of information, a need to establish themselves in their attitude to the world around them.

However, the possibilities of processing and ordering information available to children do not yet allow him to fully cope with the flow of incoming information. Therefore, communication with an adult - a teacher, parents - is of great importance. The basis for the development of the cognitive activity of children in kindergarten is the creative thought of the teacher, aimed at finding effective methods of mental education of children, the active cognitive activity of the children themselves.

A set of classes using experiments and research with water for older preschool children

In order to develop children's experimentation in the group, the experimentation corner was re-equipped for independent free activities and individual lessons.

We have selected a series of experiments with objects of inanimate nature, which we used in our work with children of senior preschool age.

We enriched the children's experience, the children were learning the properties and qualities of various materials in practice, the children actively participated in the study and transformation of various problem situations, got acquainted with the ways of fixing the results obtained.

During joint experiments, the children and I set a goal, together with them we determined the stages of work, and drew conclusions. In the course of the activity, children were taught to single out a sequence of actions, reflect them in speech when answering questions like: What did we do? What did we get? Why? We recorded the children's assumptions, helped them to schematically reflect the course and results of the experiment. The assumptions and results of the experiment were compared, conclusions were drawn on leading questions: What were you thinking? What happened? Why? We taught children to find similarities and differences between objects. At the end of a series of experiments, we discussed with the children which of them had learned something new, sketched a scheme of the general experiment. In the process of experimentation, the children were convinced of the need to accept and set a goal, analyze an object or phenomenon, identify essential features and aspects, compare various facts, make assumptions and come to a conclusion, record the stages of actions and results graphically.

Children actively participated in the proposed experiments, willingly acted independently with objects, revealing their features. They showed a desire to experiment at home: to explore various household items, their effect, which was found out in conversations with parents and children. Some children, together with their parents, sketched the course and results of experiments carried out at home in their notebooks. Then we discussed their work with all the children. Here are some experiments with water that we do with children.

The ability of water to reflect surrounding objects.

Target: show that water reflects surrounding objects.

Stroke: Bring a basin of water into the group. Invite the children to consider what is reflected in the water. Ask the children to find their reflection, remember where else they saw their reflection.

Conclusion: Water reflects surrounding objects, it can be used as a mirror.

Water transparency

Target: Lead the children to the generalization "clean water is transparent" and "dirty water is opaque"

Stroke: Prepare two jars or glasses of water and a set of small sinking objects (pebbles, buttons, beads, coins). Find out how the concept of “transparent” was learned by the children: invite the children to find transparent objects in the group (glass, glass in the window, aquarium).

Give a task: prove that the water in the jar is also transparent (let the guys put small objects into the jar and they will be visible).

Ask the question: “If you lower a piece of earth into the aquarium, will the water be as clear?”

Listen to the answers, then demonstrate by experience: put a piece of earth into a glass of water and stir. The water became dirty and cloudy. Objects lowered into such water are not visible. Discuss. Is the water always clear in an aquarium for fish, why does it become cloudy. Is the water clear in a river, lake, sea, puddle.

Conclusion: Pure water is transparent, objects are visible through it; cloudy water is opaque.

The water cycle in nature.

Materials: a large plastic container, a smaller jar and plastic wrap.

Stroke: Pour some water into the vessel and place it in the sun, covering it with a film. The sun will heat the water, it will begin to evaporate and, rising, condense on a cool film, and then drip into a jar.

rainbow effect

We split the visible sunlight into separate colors - we reproduce the rainbow effect.

Materials: A necessary condition is a clear sunny day. A bowl of water, a sheet of white cardboard and a small mirror.

Stroke: Place the bowl of water in the sunniest spot. Dip a small mirror into the water, leaning it against the edge of the bowl. Turn the mirror at an angle so that sunlight falls on it. Then moving the cardboard in front of the bowl, find the position when the reflected "rainbow" appeared on it.

Fluidity of water.

Target: Show that water has no form, spills, flows.

Stroke: take 2 glasses filled with water, as well as 2-3 objects made of solid material (cube, ruler, wooden spoon, etc.) determine the shape of these objects. Ask the question: “Does water have a form?”. Invite the children to find the answer on their own, pouring water from one vessel to another (cup, saucer, vial, etc.). Remember where and how puddles spill.

Conclusion: Water has no form, it takes the form of the vessel in which it is poured, that is, it can easily change shape.

Melting ice in water.

Target: Show the relationship between quantity and quality on size.

Stroke: Place a large and a small "floe" in a basin of water. Ask the children which one will melt faster. Listen to hypotheses.

Conclusion: The larger the ice floe, the slower it melts, and vice versa.

Multicolored plants.

Target: Show sap flow in the plant stem. Materials: 2 jars of yogurt, water, ink or food coloring, plant (clove, daffodil, celery sprigs, parsley).

Stroke: Pour the ink into the jar. Dip the stems of the plant in a jar and wait. After 12 hours, the result will be visible.

Conclusion: Colored water rises up the stem thanks to thin tubules. This is why plant stems turn blue.

Conclusion

In this work, we studied the psychological and pedagogical literature on the problem of the formation of cognitive interest in children of older preschool age, delved deeper into the essence and structure of cognitive interest and found out that, in the process of development of preschool children, cognitive interest plays a multi-valued role: both as a means of living, education that captivates the child, and as a strong motive for the intellectual and long-term course of cognitive activity, and as a prerequisite for the formation of a person's readiness for continuous education.

On the basis of the work carried out, we were able to make sure that children's research is a special form of search activity, in which the processes of goal formation, the processes of the emergence and development of new personality motives that underlie self-movement, self-development of preschoolers are most clearly expressed.

The use of the method - children's experiments, research in pedagogical practice is effective and necessary for the development of research activities in preschoolers, cognitive interest, increasing the amount of knowledge, skills and abilities.

In children's research, children's own activity is most powerfully manifested, aimed at obtaining new information, new knowledge (cognitive form of experimentation), to obtain products of children's creativity - new buildings, drawings, fairy tales, etc. (a productive form of experimentation).

It acts as a method of teaching, if it is used to transfer new knowledge to children, it can be considered as a form of organization of the pedagogical process, if the latter is based on the method of experimentation, and, finally, experimental research is one of the types of cognitive activity of children and adults.

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Portal for the student. Self-training

How to develop curiosity. Let's transform the old into the new

What is curiosity

Advantages

disadvantages

The relationship of curiosity with other qualities

Problems in the development of curiosity

Sayings about curiosity

Send your good work in the knowledge base is simple. Use the form below

The ability of water to reflect surrounding objects.

The water cycle in nature.

rainbow effect

Fluidity of water.

Melting ice in water.

Multicolored plants.

Similar Documents

Portal for the student. Self-training

What is curiosity

Advantages

disadvantages

The relationship of curiosity with other qualities

Problems in the development of curiosity

Sayings about curiosity

Send your good work in the knowledge base is simple. Use the form below

The ability of water to reflect surrounding objects.

The water cycle in nature.

rainbow effect

Fluidity of water.

Melting ice in water.

Multicolored plants.

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