Curiosity is inherent in genius individuals. Many recognized geniuses possessed this trait. is important to each of us. There are several reasons that prove this.
Curiosity increases mental abilities. The mind of an inquisitive person is always in an active state, a person constantly asks questions and finds answers to them. The more often people use their mind, the more flexible and better it begins to work.
Curiosity allows you to notice new ideas. In the absence of curiosity, a fresh idea, even one that is in front of a person, is not recognized by his mind. For this reason, many great ideas have gone unnoticed.
Curiosity helps to open up new possibilities and see new facets that are usually invisible. Only an inquisitive mind can notice this.
Curiosity increases interest in life. A curious person cannot live a boring life. There is always something interesting, worthy of attention and study.
Perhaps, if you use a few tips.
1.Keep your mind receptive.
This is a necessary condition for the development of curiosity. Learn, forget what you have learned and learn again. Be prepared to change your mind about various publicly known facts that may be wrong.
2. Don't take things for granted.
Look deeper under the outer shell of some aspects of the world. Otherwise, you will lose your curiosity. Don't take what happens for granted.
3. Constantly ask questions.
To look deeper into things, the best thing to do is ask questions. You have to find out what it is, why it was made that way, when was it made and who invented it? How does it work and why was it created? These questions are a sign of an inquisitive person and his assistants.
4. Don't consider something boring.
If you think so, then you are slamming one of the doors of your opportunities. An inquisitive person always sees this door to an interesting and unexplored world. If there is no time to study it, then he will not slam such a door, but will leave it open to return here later.
5. Learn with interest.
Don't take learning as a burden, otherwise you won't want to study the subject further. Motivate yourself to learn with interest. Then there will be a great desire to plunge into it headlong and find out everything better.
Thanks to the development of the Internet, simply knowing facts has become almost useless. And this, in turn, made curiosity and the ability to ask questions especially valuable. Almost any entrepreneur will confirm that curiosity and interest are more important than thorough knowledge of the market.
If innovation were based on knowledge, startups would be founded by intellectuals with years of experience and experience. However, representatives of scientific circles are usually the least willing to take risks.
Don't stop asking questions. Don't stop being inquisitive. Never lose the naive belief that new discoveries are just around the corner.
And it’s not just about the development of the Internet. Curiosity has always been more important than erudition. Einstein, for example, did not know some well-known facts because he wanted to free his brain for more important activities - asking questions and imagining.
How to develop curiosity
Of course, some are born more inquisitive than others, but this trait can be developed. School usually tries to eradicate this quality from us, so formal training will not help you. You'll have to do it yourself.
Play
Try this simple curiosity game while you're sitting in a coffee shop. Try to calculate how much revenue the coffee shop generated while you were there. Then imagine how much the owners spend on rent, employee salaries, food, and what profit is left in the end. Then you'll wonder how long they'll last if things keep going like this. And there you will already introduce the next three establishments that will take this place when the coffee shop goes bankrupt.
Be curious at work
Curious employees are constantly learning, trying, and coming up with new ideas that can benefit the company. Don't be afraid to be curious. Even abstract questions that seem to have nothing to do with your daily responsibilities will help you develop and increase your value as an employee.
Don't focus on learning
Learning something new is much easier and faster than we used to think. Of course, when we try to learn something just for the sake of prestige, the process becomes slow and painful. But in a burst of curiosity, you can learn at breakneck speed.
So be interested in everything. Be curious. And don't forget that explosive growth comes from curiosity, not knowledge.
Elena Shuvalova
Consultation for educators “how to develop curiosity in preschool children”
Consultation for educators
"How develop curiosity in preschool children»
What is it curiosity? IN "Explanatory Dictionary of the Russian Language" S. Ozhegova and N. Shvedova give this definition. Curiosity– this is a tendency to acquire new knowledge, inquisitiveness. S. L. Rubinstein, outstanding psychologist and philologist, curiosity associates with cognitive interest, the indicator of which is the number and variety of questions asked by the child. L.I. Arzhanova proposes to characterize curiosity"a complex feeling of love for knowledge", arising in the process of mental work and manifested in the tendency to acquire more and more new knowledge. In the study of N. A. Pogorelova curiosity is considered as a personality trait, the structure of which includes three component: knowledge, emotions, active search nature of human activity aimed at mastering new knowledge. In this case, knowledge acts as a source, property, indicator and means developing curiosity.
Curiosity is a valuable personality quality and expresses an attitude towards the surrounding life and nature. Getting to know nature, the child begins to treat it consciously and with care. In the process of cognition, the foundations of ecological culture are laid. By introducing a child to nature, we comprehensively develop him as a person, foster interest, caring attitude towards her.
Young children are explorers by nature. The world awakens a child's interest "discoverer". He is interested in everything new, unknown. Every day brings him a lot of discoveries, many of which he draws from nature: either the icicle turned into water, or the ice path sprinkled with sand stopped sliding. They want to experience everything themselves, to be surprised by the unknown. They are forming curiosity– the desire to understand the patterns of the surrounding world. That is why we, adults, must have the child's interest, curiosity make it a manageable process, and most importantly, useful for it from the point of view of cognitive, moral, aesthetic development. Agree, it is unacceptable to destroy a tree for the sake of educational interest, pour water into galoshes to check their tightness, etc.
The child’s cognitive interest should give rise to good feelings in him and be aimed at his benefit. development.
Before you start developing curiosity in children It is necessary to take into account some features.
IN development of curiosity in preschool children Playful and practical activities are crucial. Curiosity is expressed in numerous questions with which they turn to adults. These questions arise from the need to navigate the world around us. The reasons for asking questions are usually the emergence of uncertainty in something, a violation of the primary order, and in general various noticeable changes in the world of things and processes surrounding the child.
Curiosity in preschool age initially caused mostly by the external properties of objects and phenomena. Lack of knowledge and life experience limits this age stage is an opportunity to penetrate into the essence of things, to highlight the main, most significant features in them. Then the questions are aimed at obtaining verbal designations of observed objects and phenomena and an explanation of purely external, sometimes secondary and insignificant, but striking in their unusual objects and phenomena.
Target guidelines of the Federal State Educational Standard preschool education stipulate that senior preschooler"shows curiosity, asks questions to adults and peers, is interested in cause and effect relationships, tries to independently come up with explanations for natural phenomena and people’s actions, is inclined to observe and experiment.”
We must encourage children's curiosity. You cannot leave your child’s questions unanswered. It is necessary, if possible, to answer his question briefly, clearly and clearly. In this case, it is necessary to take into account the level of mental preschooler development based on his life experience.
It is important to arouse a child’s interest in subjects that are familiar to him. For example, you can invite children to watch dandelions on a walk. Many discoveries will be made. Children can note that the dandelion turns its head to follow the sun, and in the evening closes its eye, that many insects flock to the fragrant smell of the flower, that the seeds of the plant are light, like parachutes.
A child's knowledge is an unnecessary burden if he does not know how to use it.
Therefore, you need to teach your child how to use his knowledge, developing the direction of his imagination.
A child, playing with a cube, can imagine it as anything and anyone in his fantasies, and an adult must help the child put his fantasies into some kind of game plot, to create a complete plot.
It is very good to teach this by writing fairy tales with children. Everyone pronounces several of their sentences in turn, while the adult’s task is to guide development of the plot to completion. Fairy tales can be used for development of the child's imagination, change its ending or beginning, distort the plot or compose a continuation.
Very effective curiosity develops through riddles who teach in a multifaceted and imaginative way perceive the world. The main feature of a riddle is that it is a logical problem; to guess it means to find a solution to the problem, to perform a mental operation. “The castle is like a small dog because it doesn’t let him into the house. The bulb resembles a grandfather dressed in a hundred fur coats.
Using riddles in developing curiosity enriches the child with new knowledge, encourages further reflection and observation.
I would like to remember the wise advice of V. A. Sukhomlinsky “Know how to open one thing in the world around you, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow.”
Curiosity does not develop in a vacuum. To develop curiosity in a child, are necessary conditions:
Basic conditions developing curiosity is widely known children with the phenomena of the surrounding world, with nature, upbringing active and interested attitude towards them;
Properly organized developing the subject-spatial environment will stimulate the emergence of new questions among children, respectively, solving new problems;
A necessary condition developing curiosity and cognitive interest children is a variety of activities that have a cognitive function (motor, play, communication, reading fiction, productive, musical and artistic).
Methods developing curiosity in children can be divided by 3 groups:
Visual – these are observations, illustrations, watching video presentations about the phenomena being studied;
Verbal - these are conversations, reading fiction, using folklore materials;
And practical ones are experimental games, experimental games, didactic games, role-playing games with elements of experimentation, board and printed games, transformation games, magic tricks, entertaining games.
One of the main practical methods that contribute to the formation curiosity, is experimentation. In our modern society, a creative personality is in demand, capable of actively learning about the world around us, demonstrating independence, and research activity. In a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, to be able to obtain this knowledge himself and operate with it, to think independently and creatively. Experimentation meets these requirements of life.
The main advantage of using the experimentation method in kindergarten is that in the process experiment:
Children receive real ideas about the various aspects of the object being studied and its relationships with other objects and with the environment;
The child’s memory is enriched, his thought processes are activated (since there is a need to perform operations of analysis and synthesis, comparison, classification, generalization);
- speech develops(there is a need to give an account of what was seen, formulate patterns and draw conclusions);
There is an accumulation of a fund of mental skills;
Independence, goal-setting, and the ability to transform any objects or phenomena to achieve a certain result are formed;
- develops emotional sphere of the child, creative abilities;
Labor skills are formed, health is improved by increasing the general level of physical activity.
Children love to experiment. This is explained by the fact that they are characterized by visual-effective or visual-figurative thinking, and experimentation, like no other method, contributes to this. age characteristics.
Knowledge acquired not from books, but acquired independently, through the work of one’s own thoughts, is always conscious and more durable.
Chinese proverb reads: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.”
To organize experimentation work in groups, centers for experimental activities should be created.
During experimentation sessions, you need to praise more often children for resourcefulness and ingenuity. Having become confident, thanks to praise and support, in their abilities, children begin to strive for knowledge regardless of praise, and their cognitive activity improves.
This is my fifth year leading the club. "Young Researchers", namely by experimentation. And in practice, I was convinced that experimental activities, like play, are the leading and most interesting and attractive for a child. In my work I carried out different types experimentation: with real and abstract objects. With a real object is experimenting with living and inanimate nature. What do you think abstract objects mean?
Abstract objects are word, representation, and relational objects. Children can imagine what can be done with an object, where this object can be used, come up with new words, and engage in word creation.
And how this method of experimentation is applied in practice, you will understand in the course of our further work.
Practical part.
Now I propose to conduct an experiment with an inanimate object. With which one, you will find out, by guessing you will guess riddle:
Which note and product have the same name?
That's right, salt. Today we will transform salt. I suggest making this original craft: "Rainbow in a Jar" from colored crayons and salt. Salt can be painted with gouache, food coloring, and acrylic paints. And also colored crayons.
In front of you is everything you need for work. Some people have crayons grated into powder, while others will need to roll out the crayons over salt.
Work plan.
1. You need to take a clean sheet of paper and sprinkle a little salt on it.
2. Take chalk any color and roll it over the salt, pressing it a little for better color release. The color should be rich.
3. If you have colored chalk powder, just add it to the salt and mix thoroughly. I prepared seven colors, like a rainbow.
4. If you manage to color the salt in the desired color, carefully pour it into the prepared little bag, and from it into a glass jar, alternating like the colors of the rainbow. To make the craft look more interesting, you can pour the salt into the container at an angle, turning the jar. Do it carefully so that the layers do not mix.
While you're at it, I'll tell you a little about salt.
In ancient times, people extracted salt by burning some plants on a fire, and used the ash as a seasoning. It took a long time before people learned to obtain salt from seawater by evaporation.
Nowadays, salt is the only mineral substance that people consume in its pure form. Salt is a food product, and we know it as small white crystals. In fact, natural salt has a grayish tint. Salt is produced in different types: unrefined (stone) and peeled (table, large and small, sea.
Rock salt is mined in deep mines. How did she get there? Rock salt deposits are found high in the mountains. In the Paleozoic era, there was an ocean in place of these mountains. In a dry and hot climate, sea water evaporated, and the salt crystallized and was compressed into thick layers.
Salt kills germs - this is one of the most important properties of salt. Salt is an antiseptic.
In the Middle Ages, salt played the role of money, that is, it was used to pay, and it had a very high price.
Salt is a very interesting object to study. It can be used for various experiments and learn completely different properties of salt.
Salt is soluble;
Salt is odorless;
Salt has a taste;
Salt can hold various objects on water;
Various crystals, etc. can be grown from salt.
All this is interesting and children really like it.
You can implement various long-term projects where you can observe salt, learn the beneficial properties of salt from a medical point of view, why salt is needed, how harmful it can be, etc.
Well, have you finished your work? Let's see how beautiful it turned out.
Now come up with a title for your work, but one that includes the word SALT.
("Salty Rainbow", "Do, mi, solka", "Salty Fantasy" etc.). - Fine.
Now imagine that you need to give this craft as a gift. Who will you give it to? Tell me, what sensations do you think he will experience? (joy, admiration, delight). Okay, well done.
Now you and I tried to experiment with a word - an abstract object, when coming up with the name of your work, did we imagine what would happen if? Have you ever imagined who we would like to give it to?
In this case, our real object is a multi-colored jar, and the abstract object is a word, an assumption.
Thank you everyone for your active participation.
Albert Einstein said: “It is important not to stop asking questions and never to lose sacred curiosity.” Curiosity is the first sign of genius. This quality was in the blood of such intellectual giants as Thomas Edison, Leonardo da Vinci, Richard Feynman and Albert Einstein. Richard Feynman is especially famous for his discoveries that could not have happened without the outstanding physicist's insatiable curiosity.
So why is an inquisitive mind so important for the average person? We will try to present several arguments that will help convince the reader of the benefits of developing curiosity.
This quality trains mental abilities
Everyone knows that people do not use their full intellectual potential. In addition, the mind can be in a passive state if it is not developed and regularly trained. Have you noticed that curious people often ask a lot of questions and want to get to the bottom of everything? This quality helps keep their minds active. Did you know that the mind is like a human muscle, and if you work it hard and use it all the time, it only gets stronger?
Curiosity breeds new ideas
“Curiosity is not a vice” - that’s what the ancients said. When a person is interested in some process, some things, his mind becomes capable of attracting new ideas. Curiosity breeds interest, and without interest the human mind will be closed to new ideas. Thus, a person who lacks curiosity is likely to miss out on an incredible number of opportunities throughout his life.
A curious person sees much more
The ordinary eye cannot see the pitfalls and sky-high horizons. This will become possible only when curiosity settles in the mind as a full-fledged mistress. And then the observant mind will instantly discover everything that is hidden from the surface of ordinary life, opening up additional opportunities for its owner. 
The life of a curious person is never boring
Did you know that inquisitive minds never live a day without adventure? For such people, not a day goes by according to a well-established scenario, and, of course, they are never bored. New things, new entertainment, new sensations - all this is given to curious people instead of boredom.
How to develop curiosity?
Our readers will have a logical question: is it possible to learn curiosity, is it possible to develop these qualities in oneself as an adult? We hasten to reassure you. There are several simple tips that you can follow to develop this useful quality.
Keep your mind open
So, you must give yourself the mindset to be ready for everything new. There will be nothing extraordinary if you have to relearn how to do familiar things. Be prepared to start absorbing any information.
Don't take things for granted
Don't think that the world works exactly the way it seems to you. Dig deeper and you will see that this is far from true. People who take things for granted lose their “holy curiosity.” 
Ask questions relentlessly
A child learning about the world bombards adults with questions, but this is precisely what helps him get to the bottom of everything. Note that with age, children stop bothering people around them with questions, but not because their curiosity has dried up. Teenagers are able to find the information they are interested in by turning to scientific sources. Remember that a curious person’s best friends throughout his life are question words and phrases. "What is this?" "How does this work?" “Who came up with this and why did he do it that way?”
Cancel the "boring" marker
Whenever you start to think of an activity as boring, your mind starts to resist. And this automatically narrows the range of capabilities that you can have. Curious people see things as doors to an exciting new world. This applies to any process, especially training. The educational process cannot be viewed as a necessary, difficult task. Make it fun and don't see it as a burden. Treating studying as a fun, exciting activity will help you enjoy the process and achieve certain heights.
Read anytime, anywhere
A person who is fixated in his narrow little world will definitely get lost as soon as he gets outside the boundaries. To keep up to date with what is happening, read. Read every free minute and be sure to expand your thematic horizons. New knowledge will certainly provoke further interest in research.
Children's curiosity can be called an innate instinct for self-survival. Already from the cradle, the child is interested in everything new that surrounds him. He tries to touch it, taste it and even chew it. And the older he gets, the stronger his thirst for knowledge increases..
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Nurturing curiosity in preschoolers.
Children's curiosity can be called an innate instinct for self-survival. Already from the cradle, the child is interested in everything new that surrounds him. He tries to touch it, taste it and even chew it. And the older he gets, the stronger his desire for knowledge increases.
Thus, from one to three years of age, children are attracted to bright colors, new sounds, shapes and sizes. Having thoroughly studied the surface of the object, they try to find out what is inside it - they break it, open it, break it, unscrew it, etc. Hence the broken toys, damaged mother’s cosmetics, and jewelry. Everything that comes under the curious gaze of a child becomes his unquestioning target. In such situations, children should never be scolded. After all, they don’t understand that they did something wrong, that they broke a good thing. There is only one thought in their head, to find out and understand what kind of object it is and “what it is eaten with.”
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Our task, on the contrary, is to push the child to further knowledge, so that he becomes inquisitive from curious..
Curiosity and inquisitiveness are completely different directions. A curious child is driven only by external factors, instinct, while an inquisitive child is driven by factors of the desire to learn as much new things as possible, to explore the whole world.
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Curiosity - petty interest in all sorts of, even unimportant, details. Ask out of empty curiosity. Idle curiosity.
Curiosity- the desire to acquire more and more knowledge. A keen interest in everything that can enrich life experience and give new impressions.
Little children are explorers by nature. They want to experience everything themselves, to be surprised by the unknown. They develop curiosity - a desire to understand the patterns of the world around them. That is why it is very important to make the child’s interest and curiosity a controlled process, and most importantly, useful for him from the point of view of cognitive, moral, and aesthetic development. The child’s cognitive interest should give rise to good feelings in him and be turned in a useful direction.
During the second and third years of life, qualitative changes occur in active orientation: from unconscious, reflexive behavior - “reaction to novelty”, curiosity - the baby moves on to conscious orientation-exploratory activity. It can be characterized as curiosity.
Who hasn’t experienced grief with their child over an accidentally released balloon? How many tears! And then the question: why does the balloon fly, but the ball doesn’t? He learns about open and closed space, the dependence of movement on speed and much more. The world teaches him in all its diversity and surprise, awakening in him the interest of a “discoverer.” He wants to experience everything himself. The child develops curiosity - a desire to learn about the patterns of the world around him.
At the end of the third and fourth year, you cannot avoid answering the questions: “Where does the sun spend the night?”, “What is the tree thinking about?”
Adults should encourage children's curiosity in every possible way, fostering a love and need for knowledge. In preschool age, the development of a child’s cognitive interests should proceed in two main directions:
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1. Gradual enrichment of the child’s experience, saturation of this experience with new knowledge in various fields. This causes cognitive activity in the preschooler. The more sides of the surrounding reality open to children, the wider the opportunities for the emergence and consolidation of stable cognitive interests in them.
2. Gradual expansion and deepening of cognitive interests within the same sphere of reality.
In order to successfully develop a child’s cognitive interests, parents and teachers must know what their child is interested in, and only then influence the formation of his interests. It should be noted that for the emergence of stable interests, it is not enough to simply introduce a child to a new sphere of reality. He should have a positive emotional attitude towards the new. This is facilitated by the inclusion of the preschooler in joint activities with adults.
An adult can ask the child to help him do something or listen to his favorite record with him. The feeling of involvement in the world of adults that arises in the child in such situations creates a positive connotation of his activities and contributes to his interest in this activity. But in these situations, it is important to awaken the child’s own creative activity; only then can the desired result be achieved in the development of his cognitive interests and in the assimilation of new knowledge. You need to ask your child questions that encourage active thinking. “What do you think?” The desire to find answers to them through observations and reflection.
Children of middle preschool age are characterized by active mental processing of impressions about the world around them.
Their questions are aimed at understanding the connections, relationships between objects and phenomena of reality; systematization of one’s ideas, finding analogies, common and different in them. The questions become more complex and are expressed in the form why? Why?
For example, five-year-old Andryusha is interested in: “Why do we plant one grain, but a whole ear grows?”, “Why did people come up with the atomic bomb?”, “Why do clouds move?”
In older preschool age, a sequence of questions about an object or phenomenon is typical. For example, six-year-old Denis asks his mother: “What types of lightning are there? Why are they different? Why, when lightning hits a tree, does a fire start?.. Have you seen ball lightning? What is she like? Does it sparkle?
Children aged 4.5-5.5 years ask the most questions. Why does the number of questions from older children begin to decrease? In pedagogy, two points of view are expressed on this matter.
Some scientists believe that in older preschool age a child’s thinking is already so developed that he strives to find answers to questions that arise on his own. According to other teachers, the decline in children's questions is associated with the conditions of education and training of older preschoolers: adults do not encourage their curiosity and often express displeasure about questions: “I'm tired of your questions! Shut up, you’re already big, but you keep asking and asking!” As a result, children develop a bias towards their questions: they think that asking a question is showing their ignorance.
A six-year-old child has already accumulated individual experience, this is a great wealth, but it needs to be sorted out. So the child’s mental activity turns inward. “Thought goes underground.” Individual memory and one’s own vision of the world are the main acquisitions of the sixth year of life. Differences between children are growing: one moves better, another reads, the third is better acquainted with numbers, etc. After a child has learned to think and express his thoughts out loud and to himself, his memory becomes more complex. For example, when retelling in his own words, a child is able to add examples that come to his mind. At this stage, it is important to support the child’s reasoning and encourage any of his intellectual decisions. However, adults should know that if a child speaks late, if at the age of 5-6 years he still has peculiarities of speech development, then the child should not be overloaded with verbal logical tasks.
The ability to intelligently answer a child’s question is a great art. Mastering such an art is a feasible task for parents and educators. Soviet preschool pedagogy defines the basic requirements for adults’ answers to children’s questions. Let's look at these requirements.
Have you noticed that a preschooler does not ask questions to every adult, but only to those who have won his trust? The baby begins to understand early that dad, mom, grandparents have different attitudes to his questions.
More often he turns to the family member who, after listening carefully to the question, answers seriously and interestingly.
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1. Hence, the most important requirement for answers to children’s questions is a respectful, careful attitude towards them, the desire to understand what prompted the child to ask.
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2. The next requirement is brevity, clarity, and accessibility of the answer. In this case, it is necessary to take into account the level of mental development of the preschooler and rely on his life experience.
At the same time, you should remember the wise advice of V. A. Sukhomlinsky: “Know how to open one thing in the world around you, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow.
Unfortunately, this requirement is often violated when adults answer such complex questions from a child as questions about the origins of people, the historical past, space, etc.
When answering such questions, remember that ideas about time and space only begin to form in preschool age. Children are unable to understand the temporal extent of many events that are asked about
Sometimes such answers from adults do not satisfy the child, he asks to tell, to explain in more detail. Don’t rush to do this, remember the words of A. S. Makarenko: “For every knowledge there comes its time.”
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 simply remembered a lot, but did not understand. As a result, the child’s sharpness and novelty of perception of knowledge decreases in subsequent years.
Therefore, in cases where the answer to a child’s question requires the communication of information that is inaccessible to his understanding, it is appropriate to say: “You are too young to understand this. “Soon you will go to school, then you will learn a lot, and you will be able to answer your own question.”
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3. When answering children’s questions, do not strive for exhaustive and complete answers, because, as V. A. Sukhomlinsy wrote, “...under an avalanche of knowledge, inquisitiveness and curiosity can be buried.”
When answering a child’s question, encourage him to new thoughts and observations. It is sometimes advisable, instead of an answer, to offer the child a counter question: “What do you think?”
Always leave something unsaid so that the child wants to return again and again to what he has learned.” If possible, the child should be encouraged to make further observations and reasoning, to independently search for an answer to the question that has arisen.
The preschooler will not always make the correct guess, but the fact that he will think about it and look for the answer on his own will have a beneficial effect on the development of his curiosity.
Preschoolers often ask questions about the relationship between adults and children: why do elders need to say you? Why should you listen to your elders? Why should children give way to adults?
When answering questions like these, try to influence the children’s feelings. Instill in children the idea that adults work hard at work and at home and raise their children because they love them. Children, in turn, should also show attention to their elders and please them with their good behavior. Such answers develop in children a sensitive attitude towards others. The habit of being attentive and caring towards adults cultivates in preschoolers such moral qualities as tact and humanity.
To develop a preschooler’s curiosity, areas of activity should be very diverse and age-appropriate.
For example, you and your child are walking in the forest. Invite your son or daughter to identify what has changed in the forest since the last time they visited; ask questions and come up with riddles about what he sees; remember and read lines from previously learned poems about nature.
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When introducing children to the world around them, often resort to comparison. Thanks to the comparison of objects and phenomena of reality, the child understands them more deeply, identifies new qualities and properties in them, which makes it possible to take a different look at what seemed familiar to him.
So, on a city street, a child can be asked to compare different types of transport (bus and trolleybus, tram and trolleybus, truck and passenger car, etc.). Older preschoolers can compare a directly observed object with another object imprinted in memory.
For example, in the evening, returning home from kindergarten, invite your child to remember what the sky was like in the morning and note the changes. By encouraging a child to make comparisons, we increase his powers of observation and ensure more active and conscious assimilation of knowledge.
In preschool age, children are attracted to everything new and unusual. But this does not mean that in order to develop a child’s interest, parents must constantly impart new knowledge to him. It is important to arouse a child’s interest in subjects that are familiar to him. For example, invite your son to watch dandelions.
How many interesting discoveries he will make! The child will note that the dandelion turns its head to follow the sun and closes its eye in the evening, that many insects flock to the fragrant smell of the flower, that the seeds of the plant are light, like parachutes.
A child's knowledge is an unnecessary burden if he does not know how to use it.
Therefore, you need to teach your child how to use his knowledge, developing the direction of his imagination.
A child, playing with a cube, can imagine it as anything and anyone in his fantasies, and an adult must help the child put his fantasies into some kind of game plot, to create a complete game.
It is very good to teach this by writing a fairy tale with children.
Everyone pronounces several of their sentences in turn, while the adult’s task is to direct the development of the plot to completion.
You can use fairy tales to develop a child’s imagination, change its ending or beginning, distort the plot, or compose a sequel.
Usually children remember fairy tales well and immediately notice what has changed and are happy to come up with their own continuation.
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.
A toy is an important part of the culture of any nation. It serves to amuse and entertain the child and at the same time is a way of his mental development. The toy carries ideas about good and evil, permissible and impermissible, beautiful and ugly, safe and dangerous. Parents of modern children continue to find homemade toys or functional objects in their children's possessions. Usually these are pebbles, sticks, shells, etc. Endowed with special properties associated with deep experiences and meanings, they create psychological safety for the child and help him live. Such toys must be respected. After all, it is not a monster or a transformer, but a shell or a feather found by a child that helps him grow up as a person in such a difficult and contradictory world, and feel involved in it. The use of natural materials to replace certain objects develops the child’s imagination and prepares for the development of the sign function of consciousness. (Letters and numbers are elements of the sign system). Therefore it is necessary
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support children's interest and desire to act with natural materials (in 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’s better to involve your baby in cleaning his suit.
Based on the curiosity of children, it is necessary to teach them to understand the richness and diversity of relationships in nature, to explain the norms and rules of behavior in nature.
Walks into nature help with this, they bring us closer to children, help establish friendly relationships based on mutual understanding. Such walks help to influence the child: develop his powers of observation, train his attention and memory. You just need to learn how to fill such walks with content so that each of them becomes a bright holiday, because there is no such period in nature when there is nothing to show the child. “Nature becomes a powerful source of education only when a person cognizes it, penetrates with thought into cause-and-effect relationships,” said Sukhomlinsky. Observations during a walk enable the child to perceive the beauty of nature and learn new things about life and nature, create conditions for applying knowledge in a new situation, stimulate the development of observation and cognitive activity of preschoolers.
Experimenting with natural materials is of great importance for the mental development of a child. Here the child is faced with a certain cognitive task that requires an independent solution. When organizing experiments with plants and animals, children should be taught to carefully handle living beings, trying not to harm them.
Curiosity is developed very effectively with the help of riddles, which teach us to perceive the world in a multifaceted and imaginative way. The main feature of a riddle is that it is a logical problem; to guess it means to find a solution to the problem, to perform a mental operation.
The castle is like a small dog because it doesn't let him into the house. The bulb resembles a grandfather dressed in a hundred fur coats.
Be sure, after the child offers his answer (even if it is incorrect), ask him why he thinks so, what helped him find the answer? As a rule, children willingly remember riddles so that they can solve them themselves. It’s great if children learn to come up with riddles themselves, and you should help them with this.
Don’t try to get the expected answer from your child; encourage unconventional answers. It is more important that, thinking about the answer, the child learns to observe the world around him, to identify the essential features of objects, he develops curiosity and the need to ask questions.
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We have one more conclusion: Use riddles to develop curiosity; they enrich the child with new knowledge and encourage further reflection and observation..
Children's fiction influences both the child's consciousness and his feelings, helps him look closer at nature and teaches him to perceive it correctly. The book gives children an idea of individual, in some cases exotic, natural phenomena, unusual episodes of interaction between man and nature.
We can draw the following conclusion: According to the format of the book, it is better to choose small ones so that the child can handle turning the pages himself and is able to carry the book from place to place.
The most important thing in a book is its content. It is good to have different books in a child’s library: stories, literary fairy tales, folk tales, poetry, folklore, epics.
And starting from the age of 4, children are read short stories. But you cannot introduce only those texts that provide exemplary, edifying examples for the child, and even more so you should not encourage him to follow them, otherwise the little one will develop the idea of literature not as art, but as behavioral recipes.
The most difficult genre to perceive are epics. Therefore, they are used for reading to children in the preparatory group.
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So, I would like to conclude: a child’s library should have books of different genres, from folklore to children’s scientific literature(encyclopedias).
It is necessary to give great scope to children's creativity and experimentation, to encourage inquisitive and inquisitive children, to stimulate their independent search for interesting facts and patterns.
The development of cognitive interests of preschoolers is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. Experimentation is the leading activity for young children. “In preschool age, experimentation is the leading, and in the first three years it is practically the only way to understand the world, rooted in the manipulation of objects, as L.S. Vygodsky has repeatedly said. Children love to experiment. This is explained by the fact that they are characterized by visual-effective and visual-figurative thinking, and experimentation, like no other method, corresponds to these age-related characteristics.
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The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment.The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech. The consequence is not only the child’s familiarization with new facts, but also the accumulation of a fund of mental techniques and operations that are considered as mental skills. It is impossible not to note the positive impact of experiments on the child’s emotional sphere and on the development of creative abilities.
Thanks to the experiments, children experience great joy and surprise from their small and large discoveries, which give children a feeling of satisfaction from the work done.
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A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.”Everything is assimilated firmly and for a long time when the child hears, sees and does it himself. This is the basis for the active introduction of children's experimentation in practice.
“The best discovery is the one that a child makes himself”
Impressions of early childhood remain with the child for life, going into long-term memory. Therefore, it is important that a child’s memory of the world be illuminated by the joy of expecting new discoveries, vivid impressions of life - the extraordinary in the ordinary.
