Methods of ecological education of preschoolers according to the Federal State Educational Standard. Ecological education of preschoolers in everyday life, taking into account the federal state

environmental education preschoolers according to the Federal State Educational Standard is a continuous process of development of children aimed at shaping their ecological culture, which is expressed in the presence of:

sustainable knowledge about nature and its relationships;
careful attitude to nature;
correct understanding of the concept of "healthy lifestyle";
moral and environmentally valuable attitudes, behavioral skills;
emotional responsiveness to wildlife;
positive aesthetic sensations from admiring nature;
ability to recognize the features of the surrounding world.

The issues of the implementation of environmental education in a preschool educational institution are especially important. After all, just at the age of 3-5 years, the foundations of attitude are laid. On the other hand, the child's knowledge of nature is an important factor in the educational process.

Environmental education of preschoolers, taking into account the GEF, can be implemented through the following activities:

observations;
experiences;
research;
games;
work;
artistic and aesthetic practice;
acquaintance with natural history literature;
physical education and sports.

An important point is the need for environmental education in two directions:

in training sessions;
in everyday life.

It is necessary to strive, as far as possible, to consolidate the theoretical knowledge gained in the classroom in the process of subject-transforming activity in nature. Children should be involved in caring for plants and animals, maintaining a favorable ecological environment. As a result, preschoolers develop personal experience impact on nature, cognitive interests are activated, a need for activity in nature is formed.

Forms of environmental education

The kindergarten teacher has wide range forms of implementation of environmental education:

collective;
group;
individual.

Among collective forms the most popular are ecological holidays "Gifts of Nature", " Autumn Ball”, “Hello summer”, “Oh you, winter-winter”, etc. Also often practiced is joint labor activity for cleaning and landscaping, work in flower beds and the site. Children should be encouraged to participate in trainings, conferences, lessons of kindness, environmental marathons and festivals.

TO group forms of work include excursions, research and experiments. An effective form of group work is to involve children in the development of projects. In addition, for small groups of pupils, it is recommended to organize such events as the speech of the propaganda team, role-playing games, activities of circles or clubs of environmental orientation, participation in environmental campaigns.

IN individual form observing nature. Positive emotions are evoked in children by such types of individual activities as participation in competitions, artistic and aesthetic activities: making crafts, modeling, creating drawings, etc.

Particular attention should be paid to the existing forms of interaction with parents:

consultations;
contests;
family meetings;
exhibitions of children's works;
methodical bulletins;
holidays.

Parent participation in joint work with children increases the interest of preschoolers in the task, helps to establish contact between family members, bring them together emotionally, and contributes to the formation of an ecological culture among adults. The main thing is to interest parents in such activities, to offer them personally significant environmental information.

Methods of ecological education of preschoolers

Determining the most effective methods of environmental education of preschoolers, taking into account the Federal State Educational Standards, it is necessary to give preference to games, visual-effective and project-based ones.

Observation

The main method of environmental education is observation. It allows you to carry out sensory knowledge of objects of nature. In this case, all forms of perception can be involved.

Most often, preschoolers are invited to observe the state of nature and plant life. Such observations should be made regularly throughout the year. This type of work is an indispensable element of daily walks. In addition, birds, domestic animals and insects become objects of observation from time to time. Approximately 1-2 times a month, children observe social objects, features labor activity adults.

When organizing surveillance, it is important to observe the following rules:

the object of observation must be accessible to perception;
the time for observation should be 5-10 minutes;
age and individual characteristics children, their interests.

The main thing is that observation should not be an end in itself. It is necessary that this process was multi-layered

perception of objects of nature;
study of the characteristics of a given object, its relationship with other objects or phenomena;
creative display of the received information.

The teacher should direct the activities of preschoolers in the process of observation, ask questions, and set problem tasks for them. The main thing is to evoke an emotional response in children and a desire to continue such activities on their own.

A game

The game provides children with freedom of action, looseness and the opportunity to take the initiative. However, in order to use gaming activities in the process of environmental education, it is necessary to organize it in such a way that there is no threat or harm to wildlife.

An obligatory attribute of children's life are toys that depict objects of nature. Playing with them, preschoolers imitate the habits and lifestyle of animals.

A separate type of work on environmental education is the manufacture of toys from natural material. Children will get acquainted with the characteristics of objects of nature, and the fact that as a result of such activities a beautiful bright toy increases interest in these activities.

Practicing in kindergarten story games, games-workshops, games - illustrations and dramatizations. It is very useful to offer children practical games with objects such as sand, water, clay. The purpose of these games is not only to have fun and make a figure or make a house (splash with water, let bubble etc.), but also to know the properties of these natural materials.

Project activity

A great way to combine diverse different types activities aimed at understanding the world around us is the project method. It provides for the implementation by preschoolers of practical purposeful activity and contributes to the formation of their personal life experience of interaction with natural objects.

Working on a project gives the child the opportunity to consolidate theoretical knowledge, feel like a tester, participate “on an equal footing” with adults in a joint cognitive activity. With preschoolers, you can implement research, practice-oriented, role-playing, creative projects. Usually these are short-term group or individual projects.

Creation of ecological environment

An important educational aspect that influences the formation of ecological culture among preschoolers is the creation of a favorable ecological environment in kindergarten. This is a continuous process that involves the organization of a special ecological space and the implementation of regular actions aimed at maintaining the conditions necessary for wildlife in it.

The most common varieties of this form of work are the creation of a "living corner", the cultivation of indoor flowers, the design of a flower bed. The educational effect will be achieved only if children do not just observe animals and plants, but take an active part in caring for them.

Relevance environmental issues V modern society bring environmental education to the fore. An important task is being solved in a preschool institution - not only to reveal the beauty of nature to children, but also to teach them to notice and appreciate it on their own.

Work experience of a kindergarten teacher "Environmental education of children preschool age".

Author: Skripnikova Valentina Mikhailovna.
This article may be useful to kindergarten teachers, parents, teachers of additional education.
Explanatory note:
At preschool age, there are significant changes in the cognitive sphere of the child. The figurative nature of thinking, specific to preschool age, is determined by the fact that the child establishes connections and relationships between objects, primarily on the basis of direct impressions.
Ecological education should begin from preschool childhood, it is at this age that the foundation of ideas about nature is laid, the foundations of ecological consciousness are formed.
The tasks of environmental education
1. Education in preschool children of a respectful attitude towards all objects of nature, regardless of our likes and dislikes.
2. Formation of an emotionally positive attitude towards the world around.
The goal of ecological education of children- obtaining by children reliable knowledge, representation, acquiring the skills of a responsible, benevolent, careful attitude to nature.

World, surrounding the child, is, first of all, the World
nature with an infinite wealth of phenomena,
with inexhaustible beauty.
Here in nature, eternal
the source of the child's mind.
V. Sukhomlinsky.
The family, as a cell of society, cultivates in us the most wonderful qualities: diligence, care for our neighbor, diligence, sympathy, empathy.
The world around is the richest source of knowledge for a child. little man carefully and with interest treats flowers, butterflies, bright sun yes to everything that he sees around him. Adults, supporting like this sincere interest child to nature, it is important to remember to educate a caring attitude towards it. Adults should instill love for the world around them in their children from the very beginning. early childhood from the cradle, personal example. From birth, the child loves nature, strives for unity with nature. Children of this age are sensitive and responsive. They empathize, sympathize, the child develops a style of behavior in nature. (They won’t throw a stone at a cat, they won’t leave garbage behind, they won’t ruin an anthill, they won’t pick a flower and a leaf unnecessarily).
Children should know that plants and animals, birds are living beings, they breathe, drink water, grow, have offspring, and most importantly, they feel pain.

Education will not become ecological if already in younger age children will not understand: indoor plants need water, air, birds need seeds, water and also air, animals need food and water, air.
The correct attitude towards living beings is the end result and it is brought up in a joint activity with an adult, a game.
If a child does not know and does not understand anything that happens outside of his apartment and kindergarten, he cannot have any relation to this world.

Form of work with children of preschool age:
- involvement of preschoolers in observations and comparisons.

For example, after the appearance of a new leaf, bud, flower, you can invite the students to “take a picture” of the plant, and then draw the plant from life. Then compare the plant drawn with the plant from the "photo". Be sure to conclude what has changed, what discrepancies. Such actions contribute to the development of observation, attention to some details, and contribute to the development sensory education in preschool children.
- demonstration method.
This method consists in the fact that the child needs to demonstrate natural objects, their images using pictures, photographs, films, transparencies.
The demonstration method is used to clarify, generalize, systematize the knowledge of preschool children about objects and phenomena in the surrounding reality.
- storytelling method.
Telling a child about phenomena, objects of the surrounding reality, you enrich the child's impressions, influence his mind, the child's imagination, his feelings, his attitude to objects and phenomena of the surrounding reality. The story should have a clearly defined theme, art form, be dynamic, be based on facts that are close and interesting to children, you can give examples or cases from your personal experience.
- reading (listening to children) works fiction.
This method helps to expand the knowledge of preschoolers about objects and phenomena, the formation of artistic tastes, the emergence of sympathy and empathy.
- conversation.
The conversation is used to generalize and systematize knowledge in preschool children. When talking, the child needs to know what in question to engage in dialogue, keep up the conversation, listen and understand the interlocutor, be able to answer some questions asked during the conversation.
- a game.
The leading activity in preschool children is the game, therefore, while playing, the child learns to interact with nature, learn to communicate with birds, animals, plants, learn to interact with objects of inanimate nature.
Games come in different classifications:
- didactic games ecological content.
In the didactic game there are certain rules, its own structure and system of evaluation of children.
There are several types of didactic games: board games, games with objects, word games.
Board printed games, These are development games. thought processes(analysis, synthesis, classification, generalization).
Games with objects are games with various materials(mosaic, leaves, cones, etc.)
word games aimed at developing attention, speed of reaction and coherent speech.
Very important in the development of environmental education are visits to the zoo, circus, aquarium, excursions.
On excursions, children get acquainted with plants, animals and their habitat, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation, the emergence of interest in nature.
Watching how animals live in the zoo, circus, who cares for them and how, the child will begin to build from
cubes, bricks or other cage material for animals and birds, populate them with toy animals.
Children receive not only knowledge about the life of animals, their appearance, their habitat, but also learn how to care for them and take care of them. They build beautiful, large, comfortable cages, feed them, wash the cages. Distribute duties, control each other's work (director, watchman, driver, and so on).
Introducing children to animals living next to a person, to enable the child to take an active part in the animals (feed, clean the cage), to involve them in creating conditions for them from the cold.

- Games with natural material.
Children really like such games, which are directly related to nature. They prepare the material themselves, sometimes they create it without harming nature, they learn to apply it in practice in their game. Children love to play with sand, water, they determine the properties, qualities of the material, conduct experiments.

And most importantly, to instill in the child the main principles of his life in harmony with nature:
1. "Do no harm."
2. "Knowing, do not destroy."
3. "Do not take more from nature than you need."
4. “Before you do it, answer yourself three questions:
1. What do I want to do?
2. Why do I need it?
3. Who gains what and who loses what?
5. "Think about the consequences!"

All people, no matter what nationality they are, in what country they live, they have one concern - to save our planet for later life.
All of these methods contribute to the development cognitive processes in the child, contribute to the formation of the child's value to the reality around him, educate the child in respect for nature, for everything that surrounds him.
It is very important that adults themselves love nature and try to instill this love in children by their personal example.

Today, it is very important to form a new type of person with a new ecological thinking, capable of realizing the consequences of their actions in relation to the environment and able to live in relative harmony with nature.

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Slide 1 environmental educationwithin the framework of the Federal State Educational Standard in the preschool educational institution

“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howl of a blizzard outside the window, the gentle splash of the wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.

V. A. Sukhomlinsky.

Slide 2 One of the main tasks of education, in accordance with the Law of the Russian Federation “On Education”, is the formation of a spiritual and moral personality. The spiritual and moral education of children is multifaceted in content.

This is love for one’s native places and pride in one’s people, and a sense of one’s inseparability with the surrounding world, and a desire to preserve and increase the wealth of one’s country.

Each of the directions of spiritual and moral development and education is based on a certain system of basic values and should ensure their assimilation by pupils. Environmental education has already become an integral part of preschool pedagogy.

Ecological education of preschoolers is a continuous process of education, upbringing and development of a child, aimed at the formation of his ecological culture, which manifests itself in an emotionally positive attitude towards nature, towards the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral standards, in the system of value orientations.

Slide 3 The relevance of the topic we are raising lies in the fact that environmental education and education of preschool children is extremely actual problem present time: only an ecological worldview, an ecological culture of people living today can lead the planet and humanity out of the catastrophic state in which they are now.

Problems of today: - Difficult ecological situation in the world; - her severe consequences; - ecology of the native land; - contamination of the habitat; - water bodies become more polluted and become lifeless; - lose soil fertility; - flora and fauna are depleted

V.A. Sukhomlinsky considered nature to be the main source of the comprehensive development of the child. K.D. Ushinsky called nature a great educator: “To induce a living sense of nature in children means to excite one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: Everything beautiful on Earth is from the Sun, and everything good is from man. Fish - water, bird - air, beast - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland

Preschoolers are the initial link in the system of continuous education, which means that the content of their education should be linked to the content of environmental education of the next stages - schoolchildren. Elementary environmental knowledge acquired by children at a young age will help them to master environmental subjects in the future.

Slide 4 The goal of environmental education - today it is very important to form a new type of person with new environmental thinking, able to realize the consequences of their actions in relation to the environment and able to live in relative harmony with nature.

Ecological educationsignificant from the standpoint of the personal development of the child - properly organized, systematically implemented in educational institutions under the guidance of people with ecological ky Ltyroy, it has an intense influence on his mind, feelings, will.

Slide 6 Tasks:

1. The development of pupils' ideas and elementary concepts about the relationships and relationships between man and nature;

2. Formation of emotionally-valuable attitude to nature;

3. Awareness of one's own "I" as part of nature;

4. Summarizing the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.

How to create an effective system of environmental education in kindergarten, based on an integrated approach? How to make sure that the ideas of environmental education are realized through different types of activities of the child:

Experimentation;

Observation;

Work;

game;

Musical; pictorial; physical activity;

The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about nature and gradually “transitions” into independent behavior of children. Leading in this process should be the joint activity of an adult and a child. The processes of upbringing and education do not by themselves directly develop the child, but only when they have active forms and have the appropriate content.

Slide 7 One of the ways to increase the effectiveness of environmental education is to use a variety of methods and techniques of work.

List of forms and methods of environmental work with preschoolers:

Ecological excursions;

Lessons of kindness;

Lessons of thinking;

Ecological circles;

Ecological contests;

Ecological auctions, quizzes, marathons;

Ecological fairy tales;

Club of researchers of nature;

Laboratory of the young ecologist;

Compilation of ecological maps;

Ecological exhibitions and expositions;

ecological museums;

Days of ecological creativity;

Ecological holidays and festivals;

Slide 8 One of the conditions for successful education of the foundations of ecological culture is not only work with children, but also with their families. Environmental education (enlightenment) of parents is one of the most important and at the same time one of the most difficult areas of work. preschool. Cooperation with families of children in the environmental direction, jointly organized events not only help to ensure the unity and continuity of the pedagogical process, but also bring into this process the special positive emotional coloring necessary for the child.

Thus, essential condition successful work environmental education is the implementation of an integrated approach, the creation of an environment in which adults, by personal example, demonstrate to children the right attitude towards nature and actively, to the extent possible, participate in environmental activities together with children.

Slide 9 All the good things in children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Surprise, learn, love! We want the earth to flourish. They grew like flowers, kids, so that for them ecology becomes not a science, but a part of the soul!

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Ecological education of preschool children within the framework of the Federal State Educational Standard. Completed by: Anikeeva N.G.

The relevance of the topic we are raising lies in the fact that environmental upbringing and education of preschool children is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now arriving.

V.A. Sukhomlinsky considered nature to be the main source of the comprehensive development of the child. K.D. Ushinsky called nature a great educator: “To induce a living sense of nature in children means to excite one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: “Everything beautiful on Earth is from the Sun, and everything good is from man.” “For a fish - water, for a bird - air, for an animal - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland”

The purpose of environmental education Today, it is very important to form a new type of person with a new ecological thinking, able to realize the consequences of their actions in relation to the environment and able to live in relative harmony with nature.

Tasks: The development of pupils' ideas and elementary concepts about the interrelationships and relationships between man and nature; Formation of emotionally-valuable attitude to nature; Awareness of one's own "I" as part of nature; Summarizing the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.

Plot-role and d / games. Watching films about nature. Target walks into nature. Observation in nature Creating books - homemade. Reading children's fiction Work in a mine - the center of nature Experienced, experimental, search activities Conversations with children on environmental topics. Collecting collections of seeds, stones, designing a herbarium. Work with calendars of nature, diaries of observations Visual activity on environmental topics. consideration didactic pictures, illustrations about nature. Ecological leisure, holidays. The layout is a joint activity of the educator and pupils.

Cognitive Environment and health of the child The state of the environment in their own microdistrict, city Ways to solve these problems Development of the child through acquaintance with the outside world Methods for familiarizing the child with the outside world Activity Participation in environmental campaigns together with children Participation in environmental holidays, excursions, hikes Growing plants Read together with the children of literature Valuable Nature as a universal value for a person The importance of nature in human life Child health and nature Man is a part of nature Formation of reasonable needs Normative Knowledge of the rules of behavior during outdoor recreation. The choice of environmentally friendly areas for walking with children. Environmental safety of the home, environmentally friendly products psychological features child, corresponding to his age, needs, including in communication with nature. Model " environmental education parents"

Everything good in children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Surprise, learn, love! We want the earth to flourish. They grew like flowers, kids, so that for them ecology becomes not a science, but a part of the soul!

Municipal budgetary preschool educational institution kindergarten No. 4 "Solnyshko"

C O N S U L T A T I A

ENVIRONMENTAL EDUCATION

within the framework of the Federal State Educational Standard preschool education

Ostashkov, 2015

In accordance with the Law on Education, which was adopted in December 2012, pre-school education becomes the first level of general education and therefore, like all other levels, must be carried out on the basis of a standard. The Ministry of Education and Science of the Russian Federation developed and approved (October 17, 2013, No. 1155) the Federal State Educational Standard for Preschool Education (FSES DO), which came into force in January 2014. this document defines the work of kindergartens as educational organizations of the first stage of general education and orients teaching staff towards preserving the uniqueness and intrinsic value of childhood and comprehensive development child's personality.

An important provision of the document is “combining training and education into a holistic educational process on the basis of spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society). According to the general recognition and definition of scientists, nature belongs to the absolute values of the highest order, because it is the basis of human existence on Earth and determines not only his physical, but also spiritual well-being. The nature of our country fulfills special function: for the entire planet, Russia is a region of compensation for global anthropogenic disturbances. The forests of Russia are the lungs of the planet, they have the highest comprehensive indicator of their contribution to maintaining the sustainability of the biosphere - 10% of the planetary balance. On the one hand, this circumstance can be proud of, but on the other hand, it should be understood that the Russians are responsible for maintaining and preserving a full-fledged life on Earth. That is why ecological education of the entire population is necessary, starting from preschool childhood and throughout life.

At the end of the last and the beginning of the new century, a system of continuous environmental education was established in the country, which, already at the stage of preschool childhood, aims to form the principles of ecological culture and develop the ecological culture of adults who educate them. The new document makes it possible to include environmental education in the system of general educational work with children, carried out on the basis of the standard.

The environmental education of preschool children on the basis of the Federal State Educational Standard can be implemented in two ways: through the main program, which is developed by the institution itself, based on one or another exemplary educational program(60% of the study time is allocated to it), or through a partial program that complements the main one and can count on 40% of the study time. In both cases, the environmental education of children is carried out in the system throughout the school year.

An important provision of the Standard is targets, which are defined by the document as "possible achievements of the child" - not mandatory, but possible and desirable achievements in his intellectual and personal development. achievements in communication with nature are formulated as follows: “The child 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 ... tends to observe, experiment. Possesses basic knowledge about himself, the natural and social world... possesses elementary ideas from the field of wildlife, natural science. Under these formulations, the system of ecological education is being developed.

An explanation and a reminder is necessary: the content of environmental education is based on the leading concepts of ecology as a science, adapted to the psychological and pedagogical specifics of a child - a preschooler and kindergarten as educational organization. The main concept of bioecology (a branch of natural science) is “the relationship of an organism with the environment”, which means that no living creature can live outside the conditions that ensure its vital activity and allow satisfying its needs. Every plant, every animal has a morphological and functional adaptation to its environment. Each ecosystem (natural community) has the necessary combination of inhabitants inhabiting it, which are adapted to live together in the same conditions of inanimate nature and interact with each other. Therefore, any ecosystem has such a property as equilibrium, which ensures the circulation of matter and energy.

In order to treat nature correctly, interact with it consciously, and not disturb the natural balance, people must know these simple laws. Elementary knowledge of the basics of ecology is a mandatory component of the ecological culture of any person. It has been proven that the formation of this knowledge is easier to start in preschool childhood on specific examples of the natural environment closest to the child.

Implementation of the Kindergarten and educational activities with children, as provided for in the Standard, is carried out through special structural units - educational areas, which represent "certain directions for the development and education of children." This means that environmental education must fit into these educational areas and be carried out through them. Let us consider how the system of environmental education of children under the program "Childhood" can be implemented in practice through the educational areas designated in the Federal State Educational Standard.

Educational area "Cognitive development"

cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

In the process of getting acquainted with nature, children form an idea of the living and inanimate world, of the relationship and interdependence of objects and natural phenomena. Special attention refers to the dependence of human life and activity on natural conditions in a constantly changing environment - children learn to see and understand real reasons dependencies.

In accordance with the program "Childhood", preschoolers receive a variety of knowledge on ecology. So in junior groups In chapter

child discovers the world of nature with children they master ideas about objects and phenomena of inanimate nature (sun, sky, rain, etc.), about wild and domestic animals, and the peculiarities of their lifestyle. They give an elementary understanding that animals are alive.

Plants of the nearest natural environment are distinguished by single bright features (color, size) of their names. Children learn to identify parts of a plant (leaf, flower).

They are given knowledge about the elementary needs of plants and animals: food, moisture, warmth; understanding that a person cares for animals and plants, shows emotions and feelings. Children should be able to comment on the signs of life found in animals, plants, people (a sparrow flies, jumps, pecks grains, I run, jump, eat porridge).

Children gradually accumulate impressions of bright seasonal changes in nature (it gets colder in autumn, it often rains, the leaves turn yellow and fall off; insects disappear, etc.), master the simplest ways of experimenting with water and sand.

IN middle group happens:

Acquaintance with new representatives of animals and plants.

Highlighting the diversity of natural phenomena (drizzling rain, downpour, fog, etc.), plants and animals.

Recognition of the properties and qualities of natural materials (flowability of sand, stickiness of wet snow, etc.).

Comparison of well-known objects of nature and materials, highlighting signs of difference and single signs of similarity.

Children of this age determine the purpose of the main organs and parts of plants, animals, humans (the root of a plant sucks water from the ground and serves as a support for the plant, etc.) in observation and experimentation; distinguish and name the signs of living things in plants, animals and humans (move, eat, breathe, grow)

They accumulate facts about the life of animals and plants in different habitats, establish connections, adapt individual plants and animals well known to children to the environment (fish live in water: swim with fins, breathe with gills, etc.)

Children observe signs of adaptation of plants and animals to changing environmental conditions in autumn, winter, spring and summer;

Establish changes in the appearance (structure) of well-known plants and animals in the process of growth and development, some bright stages and their sequence.

In the middle group, preschoolers distinguish between domestic and wild animals on an essential basis (wild animals find food on their own, and humans feed domestic animals, etc.); distribute animals and plants according to their places of growth and habitat (inhabitants of a forest, meadow, reservoir, flower bed, etc.).

They must be able to make descriptive stories about well-known objects of nature, reflect in speech the results of observations, comparisons, use words denoting a measure of properties (lighter, darker, colder, etc.), establish connections, learned generalizations, the beauty of nature.

IN senior group the volume of ideas about the diversity of the world of plants, animals, fungi is increasing. Children are able to see the differences in the needs of specific animals and plants (for moisture, warmth, food, air, habitat and shelter); find signs of a favorable or unfavorable state of natural objects and their causes (a branch is broken in a plant, roots are damaged, leaves are entangled in cobwebs).

Preschoolers of this age compare plants and animals for various reasons, classify them into certain groups (trees, bushes, herbs; mushrooms; fish, birds, animals, insects) according to similarities; establish similarities between animals, plants and humans (eats, breathes air, moves, etc.) and differences (thinks, speaks, feels, etc.).

Children of the older group have ideas about inanimate nature as a habitat for animals and plants, its features (composition, qualities and properties), about the features of the life of living beings in a certain habitat.

They establish the sequence of seasonal changes in nature (changing conditions in inanimate nature entails changes in the life of plants, insects, birds and other animals) and in people's lives, they understand the causes of these phenomena.

Children have ideas about the life of animals and plants in different climatic conditions: in the desert, in the north (climate features, features of adaptation of plants and animals to life in the desert, in the North).

Set the stages of growth and development of animals and plants familiar to children, vivid changes appearance and habits of young animals in the process of growth.

Preschoolers are developing ideas about the natural communities of plants and animals (forest, pond, meadow, park), their inhabitants, establishing the reasons for their coexistence (many trees grow in the forest, they create shade, so shade-loving shrubs, herbs and mushrooms grow under the trees etc.).

Understanding the various values of nature (aesthetic, cognitive, practical values, nature as an environment for human life). Awareness of the rules of behavior in nature.

IN preparatory group observation is a way of knowing the diversity natural world on Earth (plants, fungi, animals, the nature of their native land and different climatic zones), based on observations, children learn to highlight the features of their appearance and life, individual originality and originality. Children learn about celestial bodies and luminaries.

Independently (individually and in a team with peers) they experiment to identify the properties and qualities of objects and materials of inanimate nature (light, stones, sand, clay, earth, air, water, etc.) using different ways testing assumptions, formulate results.

Preschoolers learn to compare objects and natural phenomena according to many signs of similarity and difference, classify them.

They try to identify the favorable and unfavorable condition of plants (withered, turned yellow, etc.) and select appropriate methods of assistance.

Children develop ideas about the life of plants and animals in their environment, about the variety of signs of adaptation to the environment in different climatic conditions (in hot climates, in desert conditions, in cold climates).

They establish the cyclical nature of seasonal changes in nature (the cycle of the year, as a succession of seasons).

They have ideas about the growth, development and reproduction of animals and plants as a sign of living things, the sequence of stages of growth and development, its cyclicity on specific examples.

Preschoolers of this age generalize ideas about wildlife (plants, animals, humans) on the basis of essential features (move, eat, breathe, grow and develop, multiply, feel).

By the age of seven, children accumulate ideas about the city as a community of plants, animals and humans, about the planet Earth and near-Earth space. They have an understanding that the Earth is a common home for all plants, animals, people.

Children learn the features of behavior in nature cultured person(a person knows and follows the rules of conduct aimed at preserving natural objects and their own health), they know about human environmental activities (he protects the forest from fires, plants young trees in cut down places, creates reserves).

Preschoolers are discovering the diversity of the values of nature for human life and the satisfaction of his various needs ( aesthetic value, practical, health-improving, cognitive, ethical). An elementary understanding of the inherent value of nature (plants and animals do not live for humans, every living being has the right to life).

Children make assumptions about the reasons natural phenomena, talk about the beauty of nature, exchange guesses about the significance of nature for humans, compose creative stories, fairy tales on environmental topics.

By the end of training, children already show a conscious application of the rules of interaction with plants and animals in the implementation of various activities.

Educational area "Speech development"

It is known that knowledge of the surrounding world is carried out through visual images (pictures, books, TV, theater, excursions) and practical activities. It is also known that all these forms of cognition are accompanied by speech (conversations, discussions, questions and answers, reading, stories), i.e. in parallel with the cognitive and in full unity with it, the educational area "Speech development" is being implemented. Learning about nature, children intensively expand lexicon through the designation of objects and natural phenomena, their various features and qualities. For example, sensory examination of vegetables and fruits, traditional for kindergarten, encourages children not only to remember, but also to actively use in their speech their names and the names of their features (green, elongated, smooth or with pimples, hard, tasty, with a fresh smell - cucumber ; orange, round, large, soft, heavy, with an orange flavor, etc.).

Looking at pictures of domestic or wild animals, children learn storytelling, coherent speech, exercise in building sentences and correct use grammatical forms. Children learn to understand the question and accurately answer it, to hear the answers of other children. Of great importance for the development of thinking, explanatory speech are discussions of facts that reflect relationships in nature. Answering the questions “why?”, “Why?”, preschoolers establish cause-and-effect relationships, learn to build a logical sequence of natural phenomena and events. For example, when watching birds on a feeder with children during winter feeding, the teacher asks questions: “Who flew to the feeder? Why did the birds come? Why should they be fed in winter? Why can birds fly? Why do they need wings? Why a tail? Why are sparrows clearly visible in the snow and hard to see on the ground, in bushes, in withered grass? answering such questions, preschoolers look for causes, make assumptions, and establish the interdependence of phenomena.

Educational area "Social and communicative development"

The system of environmental education is in good agreement with the educational area "Social and communicative development". Growing plants, caring for the inhabitants of a corner of nature together with adults, children at a specific level learn moral and moral values(the value of life, the need for careful, careful handling of any animal creatures), learn the rules of behavior in nature, learn work aimed at maintaining the living conditions of plants and animals, at preserving natural ecosystems. Collective work on the site, garden, flowerbed, corner of nature, i.e. in the natural space in which children live, contributes to the development of social and emotional intelligence, emotional responsiveness, volitional self-regulation, readiness for joint activities and communication. Educators with children throughout the year hold various environmental events: “Christmas tree - a green needle”, “Earth Day”, “Decorate the Earth with flowers”, etc.

All these activities, in conjunction with cognitive area By the end of preschool age, the beginnings of ecological culture are formed in children - a socio-cultural new formation of the personality, which allows them to correctly navigate and interact with the immediate natural environment.

Educational area "Artistic and aesthetic development"

Undoubtedly, the educational area "Artistic and aesthetic development" is very important. Emotional response children to the beautiful in the world arises, in particular, if they have the opportunity to contemplate the beauty of nature, presented in nature and in works of art. It should be borne in mind that the beauty of wildlife is an ecological phenomenon: objects that are in ecologically complete living conditions are beautiful, in which they feel good, show their adaptability, vitality. Observation of beautiful phenomena, objects of nature encourages children to artistic and creative activities (drawing, modeling, etc.), in which they meaningfully reflect their experiences of beauty.

The system of environmental education in technologies for children of senior preschool age provides for complex events at which children comprehend the beauty of landscapes presented in reproductions of paintings by famous artists. These activities take place at the end of each season and build on children's experiences of the beauty of nature, which is observed every month during weeks dedicated to observing seasonal phenomena and working with the nature calendar. A complex event consists of several parts: first, the children look at the model of the season presented on three pages of the calendar (three months of one season), discuss how the trees, shrubs, land cover looked like, what the weather was like, explain the reasons why nature looks that way, let down result - make a generalization about the season. Then they consider the best landscape works, children admire the beauty of natural phenomena of this season, say value judgments. And finally, they themselves reflect on paper the beauty of nature of a given season captured in observations.

Thus, artistic and aesthetic development has a deep connection with environmental education - its good staging ensures the mutually enriched development of the child's personality.

Educational area " Physical development»

This area is also associated with physical education, but in a completely different way - through the subject-developing environment in which children live in kindergarten. But we will talk about this in more detail in the next seminar.

Municipal budgetary preschool educational institution "Kindergarten No. 35 of the combined type"

Compiled by:

Okuneva T. M.,

educator

Polysaevo 2015

"Love for the Motherland begins with love for nature"

E. V. Pavlenko.

At the main stage of the development of society, the issue of environmental education becomes especially acute. In this regard, it is necessary to pay more attention to the environmental education of children from the first years of their life, since it is during this period that the child develops his first worldview - he receives emotional impressions of nature and society, accumulates ideas about different forms life, the basis of ecological thinking, consciousness and culture is formed.

During this period, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people. Live nature has long been recognized in pedagogy as one of the critical factors education and upbringing of preschool children.

Communicating with it, studying its objects and phenomena, children of preschool age gradually comprehend the world in which they live: they discover the amazing diversity of the plant and animal world, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that encourage them take care of the preservation and enhancement of natural resources.

The acuteness of modern environmental problems has put forward the task of educating the younger generation in the spirit of a careful, responsible attitude to nature, able to solve issues of rational environmental management, protection and renewal of natural resources, before pedagogical theory and practice. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully cultivate a sense of responsibility for the state of the environment.

The purpose of our work is to form ideas in preschool children about the flora and fauna of the nature of their native land in relation to the environment, environmentally competent behavior in nature and a humane attitude towards it.

To achieve this goal, the main tasks were identified:

Deepen and expand environmental knowledge;

To instill initial environmental skills and abilities - behavioral, cognitive;

To develop cognitive, creative, social activity of preschoolers in the course of environmental activities;

To form (nurture) a sense of respect for nature.

All work on environmental education was carried out in two directions: in the classroom and in everyday life. The knowledge, skills and abilities acquired by children in the classroom were consolidated in everyday life.

Starting from 2-3 years old, the attention of children was drawn to some of the most striking noticeable phenomena and events characteristic of different seasons. They gave the children little information, using games and fun. And they returned several times to the same objects and phenomena.

In the second junior group work continued. The guys were attracted to active participation for care indoor plants: watered, loosened, wiped the leaves, washed the pallets, etc. Each child gradually got acquainted with the material for caring for plants, so as not to harm them. With the onset of winter, birds were fed on the site. They made feeders together with their parents and placed them closer to the window so that children could watch the birds every day.

At senior preschool age, they were involved in subject-transforming activities in nature. They were accustomed to the reasonable use of nature, work, conservation of natural resources, the assimilation of practical experience in relation to the natural environment. As a result, the children formed practical knowledge, personal experience of influencing the environment and saving wealth, enriching cognitive interests, and the need for the activities of the natural environment.

Based on the leading didactic principles and analysis of the interests and inclinations of preschoolers, we used various forms environmental education:

a) mass;

b) group;

c) individual.

The mass forms included the work of children on the improvement and landscaping of the premises and territory of the preschool educational institution, nature protection holidays, conferences, environmental festivals, role-playing games, and work on the site.

The group forms included film lectures, excursions, hiking trips on the study of nature, ecological workshop.

Individual forms of observing animals and plants, making handicrafts, drawing, modeling.

For each observation, a small amount of information was collected. Ideas about objects and natural phenomena were formed in preschoolers gradually, in the process of multiple "meetings" with them (in the process of using cycles of observations of the same object). In each subsequent observation, they recalled, clarified, consolidated and concretized, expanded the received ideas. In the organization of observations, a system was thought out, their interconnection, which ensured the children's awareness of the processes and phenomena that they observed. Observation stimulated the interest of children, their cognitive activity.

Along with observations, visual illustrative material was widely used, which helped to consolidate and clarify the ideas of children obtained in the course of direct observations. With their help, preschoolers formed ideas about objects, natural phenomena that cannot be observed at the moment, children got acquainted with the occurring phenomena in nature (seasonal changes), generalization and systematization of information of natural history content and nature took place.

A big role in familiarizing preschoolers with nature was assigned to the game. Plot - role-playing games assumed the presence of natural history, conservation and ecological content and the existence of certain knowledge: "Trip to the exhibition", "Expedition to Africa", "Journey to the sea".

We picked up a variety of didactic games of ecological content: “Wild - domestic”, “Poisonous and safe plant”, “Where, whose house?”, “What is harmful and beneficial for nature (water)?”, “Dangerous - not dangerous”, “Choose edible mushrooms, berries”, “Let's pack a backpack for the road”, etc.

They used subject games using natural material (cones, pebbles, shells, etc.) contributed to the development of the child's thinking. For example, objects can be classified according to different features(color, size, shape). It is important that children also participate in the collection of natural material.

They played intellectual games - "KVN", "What? Where? When?”, “Brain-ring”, the children delighted not only with the game, but also with the preparation for the game itself.

Particular attention is required to create conditions for an independent game of environmental orientation, research activities and modeling. In the corner of nature created a collection of natural waste materials for the manufacture of crafts, a mini-garden was planted on the windowsills.

The most important form of work with children is work in nature. This type of activity, like no other, contributed to the formation of awareness among preschoolers right attitude to nature. In the process of labor activity, the children had the opportunity to put their knowledge into practice, acquire new ones, and visually verify the existence of various relationships in nature (plants, animals and the environment). They formed the necessary care skills, a sense of responsibility for a living organism.

Positive emotions were evoked in children in drawing classes, appliqué, modeling and designing, playing performances on natural history, reading fiction - all this contributed to the formation of a consciously correct attitude towards nature in preschoolers, attracted them to environmental protection activities.

Ecological education of preschool children can be considered as a process of continuous education of parents, aimed at the formation of an ecological culture of all family members. Environmental education (enlightenment) of parents is one of the most important and at the same time one of the most difficult areas of work of a preschool institution. One of the primary tasks is to involve adult family members (even grandparents to a greater extent than busy dads and moms) to work together. The preschool age of a child is a period when many of them themselves strive for contact, cooperation with teachers, which is very important for environmental education. The family as an environment for the formation of a personality has a huge impact on the formation of the foundations of an ecological worldview in a child. Foundation moral education, is also laid down in the family and precisely in the period of early childhood.

Adults received environmental information:

At parent meetings

In the process of visiting the territory of the kindergarten;

From advice for parents;

In joint activities with children.

In addition to traditional forms of work and preschool educational institutions and families, we actively use innovative forms and methods of work:

1. Round table "Ways to implement the system of environmental education in kindergarten";

2. Thematic exhibitions: photo exhibition "Pets", exhibition of drawings "Do not be late, save the planet!";

3. Family meetings of ecological orientation: “Together along our ecological path”, “Plant a tree”;

4. Competition of family talents: “Miracle vegetables”, “Let's save the Christmas tree”, “Bird's canteen”.

Working with parents should be a gradual and ongoing process, and the environmental information we offer to parents is personally meaningful to them. The joint activity of an adult and a child contributed to cooperation, emotional, psychological rapprochement between the child and the adult.

Thus, based on all of the above, we can conclude that when organizing work with children of preschool age, it is necessary to focus on the age, individual and differentiated characteristics of children. It is also necessary to properly organize interaction with the family, so that the work on environmental education continues at home.

Literature

1. Kulikovskaya, I. E. Children's experimentation [Text] / I. E. Kulikovskaya, N. N. Sovgir. - M.: Publishing House of the Pedagogical Society of Russia, 2011. _ P.79.

2. Makhaneva, M. D. Ecology in kindergarten and primary school. Toolkit[Text] / M. D. Makhaneva. - M.: TC Sphere, 2010. - S. 171.

3. Nikolaeva, S. N. Methods of environmental education of preschoolers [Text] / S. N. Nikolaeva. - M., 2009. - S. 57.