Coursework: Forms and methods of pedagogical work to familiarize preschool children with the outside world. Forms of organization of children when introducing them to nature
JUNIOR GROUPS
In the process of familiarizing children of younger groups with nature, the teacher solves a number of tasks: forms the first ideas about some objects and phenomena of inanimate nature, about the most common bright flowering plants, teaches to distinguish between the features of the appearance of animals, some parts of the body, features of movement, sounds made. The teacher teaches the kids the first simple labor skills: water the plants, wipe the leaves with a damp cloth, feed the fish, the bird in the corner of nature. On this basis, he brings up a caring attitude towards plants and animals, evokes in children a feeling of joyful surprise, the first aesthetic experiences.
The main content of knowledge is learned by kids through systematic meetings with nature in the process of observation in the corner of nature and in the kindergarten area.
The educator alternates collective forms of work with individual ones, working with small subgroups of children. Individual communication with the child makes it possible to arouse greater interest in him, more successfully (in more detail, more carefully) to conduct observation.
However, this is not enough. To expand ideas, clarify and concretize knowledge, as well as to develop observation skills, classes and targeted walks are held 2 times a month. With children of the first junior group, classes are held in the first half of the year with two subgroups, in the second - with the whole group. In the second junior group, classes are held with all children.
MIDDLE GROUP
Children 4-5 years old are curious, ask a lot of questions, get acquainted with various objects, their qualities and properties, with the surrounding nature and phenomena with interest. public life. The attention of children of this age becomes more stable. They already understand the simplest connections in the observed phenomena. Based on this, the educator of the middle group solves new problems in familiarizing children with nature. It teaches children to see characteristic properties in objects, to compare and group objects according to these properties, forms the first elementary generalizations, and leads to the establishment of the simplest connections between some phenomena.
Children daily carry out assignments for the care of plants and animals, get the first idea that moisture, light, and heat are needed for the growth of plants. They also master the basic skills of growing plants. In the process of observing and caring for plants and animals, preschoolers develop a sense of careful and caring attitude towards nature, an understanding of its beauty. Observation remains the main method of introducing children to nature. They are carried out on daily and targeted walks. Excursions are held in the middle group. It is best to organize them when seasonal changes are most pronounced.
Classes are held twice a month. Work continues in the corner of nature, which is replenished with new objects throughout the year. Children consolidate their previously acquired skills and habits of caring for plants and animals, and new ones are formed.
Labor assignments are widely used, in the implementation of which all children are systematically involved. The form of labor organization is diverse. So, cleaning the site, planting plants is performed by the whole group; for other jobs, children are organized in small subgroups or receive individual assignments. Joint work instills in the children a sense of responsibility for the assigned work and collectivism. Didactic games contribute to the consolidation, clarification and systematization of the acquired knowledge.
In addition to direct observations, games and activities, a proper place in working with children is the examination of paintings depicting nature. These can be individual plants, animals, as well as pictures of the forest, fields, rivers, picturesque pictures of the seasons. Pictures are selected that would encourage children to tell a story, help to consolidate and clarify knowledge. They collect the fruits of trees and shrubs, make up collections and herbariums from them.
In the middle group, children are introduced to changes in nature. It is better to observe the change in a single object, phenomenon (for such objects of nature in which changes would occur within 1-2 months, for example, the growth of radishes, peas, nasturtiums). Longer follow-ups are difficult for middle-aged children.
Children of the fifth year of life learn to keep a diary of observations. The form of keeping a diary can be different (herbaria, drawings). The diary helps to reproduce the course of development of phenomena. In the process of observation, and then when compiling a herbarium or sketching, the teacher poses questions, leading the children to compare: “What happened? What has become now? Is there a button? What's new? And so on. At the same time, all children participate in the conversation.
SENIOR GROUP
Children of older preschool age develop the ability for analytical and synthetic activities. Children of the sixth year of life are not limited to recognizing individual specific facts, the external properties of phenomena, but strive to penetrate into the essence, to understand the causes of phenomena. With this in mind, the tasks and the program of familiarization with nature become more complicated in the older group. Children form a system of ideas and the simplest concepts about objects and phenomena of inanimate nature: they learn the reason for the change in the length of day and night, the features of precipitation, weather in different seasons; learn to distinguish and correctly name plants, learn the rules of care; learn to see the main stages of plant growth and development, understand the main changes in the state of plants by season, learn about some features of plant care; learn to distinguish the originality of the external structure and habits of animals, gain knowledge about the development of certain species, about ways to protect animals from enemies, master the basic skills of caring for the inhabitants of a corner of nature.
In the older group, it is necessary to form the ability to generalize and classify objects of nature according to bright and significant features and connections. An important task is to educate in children a careful, caring attitude and love for nature, an aesthetic perception of nature. Familiarization of children with nature is carried out both in the classroom and in Everyday life- in the corner of nature and on the site. Nature awareness classes are held weekly. A special place is occupied by excursions, as well as classes related to the generalization of children's knowledge. The educator makes extensive use of labor, observations, experiments on the site, in a corner of nature in order to accumulate specific ideas about the surrounding nature, to deepen the knowledge gained in the classroom. For the first time, duty is organized in a corner of nature.
Children begin to keep a calendar of nature, in which they record the main significant phenomena in inanimate nature, in the life of plants, animals in each season, the features of the seasonal work of adults and children, and outdoor entertainment. Collective observations are necessarily reflected in the calendar.
One or more children are instructed to depict certain natural phenomena, and then they choose together with them a drawing that most fully reflects what they saw. You can entrust this matter to the person on duty or to the one who first noticed an interesting phenomenon. The form of maintaining a calendar is different: in the form wall panel, albums, screens. Calendars are used in summary conversations about a particular season. They help lead children to the simplest forms of generalization.
So-printed games help to consolidate and systematize children's knowledge of nature throughout the year: lotto "Seasons", "Botanical loto", "Zoological loto", etc.
GROUP PREPARATORY FOR SCHOOL
With the systematic acquaintance of children with nature, by the age of 6 they accumulate ideas about a wide variety of objects and natural phenomena, simple skills are formed to grow plants and care for small animals, and observation develops. Children acquire the ability to accept instructions from an adult, follow his plan, use previously learned techniques in the process of activity, evaluate the results obtained, etc. properties, generalize and classify objects on their basis. All this makes it possible in working with children of the seventh year of life to solve new problems of familiarization with nature, to use new ways of organizing work.
What are these tasks? In the preparatory school group, further concretization and enrichment of ideas about nature is carried out. At the same time, children are taken beyond the limits of direct experience, introducing new objects through an art book, a picture, filmstrips and films, etc. Children must gain knowledge about the sequence of certain natural phenomena (growth and development of some animals, seasonal changes in nature, etc.). ).
In the preparatory school group, the work is centered on the systematization and generalization of accumulated knowledge, the formation of elementary concepts and judgments about objects and natural phenomena. In the process of mastering elementary knowledge, the future student develops the abilities of generalized perception that are important for learning, elements of verbal logical thinking, connected speech. The systematization and generalization of knowledge require further expansion of ideas about the signs and properties, the structure of natural phenomena, as well as the assimilation of various connections and causes; on this basis, children develop a cognitive attitude towards nature.
The aesthetic perception of nature is being improved. Older preschoolers are taught to see the uniqueness of its phenomena, the harmony of colors and forms, all the variety of manifestations of life. Children of the seventh year of life are able, with the participation of adults, to maintain order on the site and in the corner of nature, to preserve the beauty of those places where they relax, play, grow beautiful flowers, create simple compositions from natural materials, express the beauty of the observed nature in a bright precise word, in a pictorial activities.
Much attention is paid to the education of love for the native nature, careful and caring attitude towards it. Children of the seventh year of life establish a connection between their own activities and the state of plants and animals in their care, improve labor skills and abilities.
The increased opportunities for children in the preparatory group for school make it possible to use not only a corner and a plot for work, but also the nearest natural environment: parks and gardens, a field, a meadow, a pond, farms, greenhouses, botanical and zoological gardens, etc. targeted walks and excursions. It is advisable to conduct 1-2 excursions and targeted walks to the forest, park in order to trace the changes in nature during the season, in autumn and winter - 1-2 targeted walks to the pond. In spring and summer, the number of excursions and targeted walks increases significantly (up to 2-3 in the forest, field, garden, pond, etc.).
In the corner of nature, children conduct systematic observations, the attendants look after its inhabitants. Several children (up to 3-4 depending on the number of inhabitants) take part in duty in the corner of nature at the same time, they are on duty for 2-3 days. The teacher conducts 2-3 lessons during the year, in which he introduces children to the changes in the way of caring for the inhabitants of the corner (especially plants) in different seasons, with the care of its new inhabitants.
Observations and work on the site in the preparatory group for school are organized frontally, or individual labor assignments are distributed between groups and links. In the spring, you can use the form of organizing children into links: each link receives a long-term labor assignment to care for a certain garden bed or flower bed, for one or another domestic animal - a mother hen with chickens, a puppy, rabbits living on the site. Lengthy assignments are also given individually.
Once a week, a lesson or excursion is held (the target walk is held during the time allotted for walking). Many classes and excursions held in the older group are repeated in the preparatory group with some complication of program tasks.
When organizing acquaintance with nature in a group preparatory to school, elementary search activities should be widely used; it ensures the assimilation by children of the connections and relations in nature that are accessible to their understanding. Various experiments are being carried out.
Comp. L.A. Kameneva, "How to introduce preschoolers to nature", M., 1983.
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Introduction
Chapter I
1.1 Organization of various activities on a walk
1.2 The peculiarity of working with children on a walk in different seasons
Chapter II. Increasing the efficiency of work on familiarization with the environment of preschool children
Conclusion
Literature
Applications
Introduction
Relevance of the chosen topic. From an early age, children begin to show interest in nature. She enthusiastically collects various herbs and flowers, catching butterflies and bugs, watching birds and endlessly turning to adults with questions: “What is this?”, “Why does it rain?”, “Where do birds fly?”, “Where do butterflies winter?” etc. Children want to learn “everything” about the nature around them.
However, children's interest in nature is not always supported by adults. Walking with children in the forest, in the park, in the meadow, along the river bank, parents often do not pay attention to the questions of the children and do not satisfy the children's curiosity.
Dad, where are the ants crawling? - asks six-year-old Vova, noticing that large red ants are running across the path in an almost continuous ribbon in one direction.
To the right place, - casually, through clenched teeth, the father answers and walks faster into the depths of the forest. Vova runs after his father. The child's interest in ants is not satisfied and, probably, another time he will not stop over them, will not ask what ants eat and what benefit or harm they bring to the forest.
The inattentive, indifferent attitude of parents to children's interests makes children indifferent to nature. Sometimes children break the branches of trees and shrubs, trample on the green shoots of plants, destroy bird nests and torture animals. Why is this happening? How can this attitude of children to nature be explained? This is explained by the fact that the interest in the surrounding nature was not maintained in time in children and, on the basis of this healthy interest, they were not introduced to the life of plants and animals.
There are cases when adults incorrectly explain natural phenomena to children, inspire them with various prejudices and intimidate them.
Do not come close to the shore, otherwise the water one will drag you into the pond, - the mother shouts to her daughter, who is watching with interest the water striders, swimming beetles and other inhabitants of the pond. It is not surprising that after this cry the girl begins to look with apprehension at the greenish water of the pond. “What if a “water” really jumps out of there and drags me into the water,” she thinks. Many more terrible and fantastic thoughts come to the mind of a frightened girl. And if in the future she does not get to know well the life of a reservoir, she will always experience fear when approaching a pond, a lake, a river.
Children on their own cannot explain many natural phenomena that interest them, and therefore, if adults do not help them in this, then children's interest in nature will not develop and will die out.
Children get acquainted with nature in preschool institutions. Educators try to awaken and develop their interest in nature. However, without the help of parents, it is very difficult to do this.
Parents are the first educators of their children. Before attending kindergarten, and often before entering school, children are at home under the supervision of their parents. Therefore, parents must constantly take care of the upbringing of children and, in particular, must develop and consolidate their interest in nature. The great Russian educator K. D. Ushinsky wrote: “And the water, and the open space, and nature, the beautiful surroundings of the city, and the fragrant ravines and swaying fields, and the pink spring and golden autumn, weren’t our educators? Call me a barbarian in pedagogy, but I learned from the impressions of my life that deep conviction that a beautiful landscape has that great educational value for the development of a young soul, with which it is difficult to compete with the influence of a teacher.
The approach of children to nature contributes to their comprehensive development. During excursions and walks in nature, children can learn a lot about the life of plants and animals. Observing various phenomena in nature, they learn to independently find answers to the questions posed.
The stay of children among nature, in the fresh air, heals them and contributes to the physical development of the younger generation. In order to fall in love with your land, you need to know it, you need to get acquainted with its natural resources. They will learn how in our country the map is redrawn according to a single plan, the course of rivers changes, the seas unite and deserts come to life. All this contributes to the education of deep devotion and ardent love for our great motherland in children.
Thus, the development of children's interest in nature, their approach to nature is of great educational and educational importance.
Develop in children an interest in nature should be from an early age. As soon as the child begins to perceive and understand the surrounding objects and phenomena, it is necessary to pay his attention more often to everything bright and colorful in nature.
Object of study: the value and place of walking in familiarization with the environment of children of primary preschool age.
Subject of research: the relationship of walks and work in everyday life in familiarizing preschoolers with nature.
Purpose: to identify the effectiveness of the use of a complex of purposeful walks and work in everyday life.
Hypothesis: only with complex work on walks and in everyday life, familiarization with the nature of preschoolers increases the efficiency of work.
2. Develop a set of activities - on walks and in everyday life - to improve the efficiency of work to familiarize preschoolers with nature.
Chapter IThe value of walkingI introduce children to nature
Walking is widely used to familiarize children with nature. Here the educator can acquaint the children with those natural phenomena, ideas about which are formed long time. Children are introduced to the melting of snow, swelling of the kidneys, the appearance of grass, etc. Here you can also organize a variety of games with natural material - sand, clay, water, ice, leaves, etc .; preschoolers accumulate sensory experience, they see natural phenomena in natural conditions in all connections and relationships. On walks, children experience the pleasure of communicating with nature.
Everyday observations of natural phenomena should not be random, they must be thought out in advance. In doing so, you should use a variety of different forms organizations of children (frontal, group, individual). The frontal organization of observations on walks is used to familiarize children with the bright seasonal changes, with the work of adults. Observations can also take place with small groups of children (examination of a flowering plant, shoots that have appeared, insects, etc.). On the walk, individual work is also carried out.
A lot of work during the walk can be done in the flower garden and garden. Children water the plants, feed them, loosen the ground. This work is planned for the morning and evening.
For work in the garden and flower garden, children are organized depending on the purpose. They can perform some tasks with the whole group (planting, sowing, harvesting), others (preparing the land, watering plants, loosening, cutting dry leaves, collecting seeds, etc.) are best done with a subgroup of children. In older groups, it is possible to organize duty in the area in spring and summer.
Children of the senior and preparatory school groups reflect observations on walks in the calendar of nature, where they sketch bright seasonal changes in inanimate nature, in the life of animals, plants, and reflect the work of people.
Starting from the second younger group, targeted walks are carried out (with access beyond the kindergarten site - to a reservoir, to a meadow, to a pasture, etc.). On these walks, kids are introduced to vivid natural phenomena (rook nesting, ice drift).
On walks, children get to know nature according to a planned plan, drawn up in advance on the basis of the program, taking into account local conditions. The plan is carried out on walks, when certain phenomena of nature appear.
Health walks are held 2 times a day, at least 4 hours, in the morning and in the evening. Staying in the fresh air gives relaxation, relieves stress after class, creates a cheerful mood, strengthens physical and mental health.
On walks, children in one form or another come into contact with nature.
Green forests, meadows, bright flowers, butterflies, beetles, birds, moving clouds, falling snow flakes, streams, even puddles after a summer rain - all this attracts the attention of children, makes them happy, and provides rich food for their development.
Games in the forest, in the meadow, picking flowers and fruits, singing birds, rustling grass, rustling dry leaves, creaking snow underfoot - all this allows children to feel nature and can serve as rich material for developing their aesthetic sense, sensory education.
Familiarization of preschoolers with nature on walks is a means of educating in their minds realistic knowledge about the surrounding nature, based on sensory experience and cultivating the right attitude towards it.
Children's lack of knowledge that correctly reflects reality often leads to the formation of various prejudices and superstitions in them. Misconception often causes children's unfriendly attitude towards animals and plants. This not only harms nature, but also negatively affects the psyche of children, hardens them. It is much more difficult to correct existing misconceptions than to form new correct ones. That is why it is very important that children receive correct information about nature already at preschool age.
In order for children to correctly perceive the phenomena of nature, it is necessary to direct the process of their perception of nature. Without bringing children closer to nature and its widespread use in the educational work of the kindergarten, it is impossible to solve problems comprehensive development preschoolers - mental, aesthetic, moral, labor and physical.
In the process of familiarizing children on a walk with nature, educational and educational tasks are carried out, which are inextricably linked.
The main task in mental education is to educate children about nature and plants. Correct ideas and concepts should form the basis of atheistic perception.
An integral part of mental perception is sensory culture. It is presented for the improvement of analyzers, the accumulation of sensory experience in children, which is the basis for subsequent generalizations, the formation of elementary natural science concepts.
The assimilation of knowledge by children should be closely connected with the development of their cognitive abilities, sensory apparatus, logical thinking, attention, speech, observation, and curiosity. For the development of thinking and the formation of the foundations of a materialistic worldview, it is necessary to acquaint children with objects and natural phenomena, teach them to seek explanations for observed phenomena and bring children to an awareness of the connections and relationships between them. In the process of understanding the causal relationships and relationships between natural phenomena, thinking develops.
By teaching to observe children on a walk, that is, to purposefully focus on natural phenomena, we thereby develop the attention of children, which is closely related to general mental development and is essential condition children's readiness for learning.
Interest in nature also needs to be nurtured. Showing children what and how to observe in animals and plants, paying attention to appearance, movements, habits, the educator forms not only knowledge about nature, but also the attitude of children towards it. You just need to always take into account the age of the child and know what attracts his attention in this subject or phenomenon.
In direct contact with nature, along with observation, curiosity develops. The latter is based on an orienting and exploratory reflex, the development of which I.P. Pavlov considered a characteristic feature of a person. In preschool children, this reflex is very clearly manifested in endless questions to adults: what is it? How? Why? Satisfying the curiosity of children, it is necessary, where possible, to involve them in solving various problems. The active participation of children in resolving the issues raised develops their curiosity and makes their interest in nature more stable.
In the process of familiarizing children with nature on a walk, it is necessary to carry out moral, physical, labor and aesthetic education.
In moral development, a special place is occupied by the upbringing in him of love for his native nature and respect for living things.
To educate children in diligence, respect for nature, it is necessary to teach them the simplest methods of growing plants and caring for them. At the same time, it is very important that children receive joy from the process and result of labor, that work on the land plot develops muscles and strengthens nervous system. Forming such a quality as industriousness, it is necessary to acquaint children with the work of adults in nature, to cultivate respect for their activities. Staying in the open air contributes to the development of the cardiovascular and respiratory systems, increases appetite, and improves blood circulation. All this contributes to good physical development and health promotion.
Nature is one of the main means aesthetic education children. The beauty of nature does not leave indifferent even the smallest children. On walks, you need to pay their attention to the noise of the forest, the singing of birds, the color of the leaves, the smell of flowers. It is necessary that children learn to feel the beautiful, so that later in their lives they will be able to perceive the world in all its beauty and all its diversity.
1. 1 Organization of variouswalking activities
Use on walks different kinds activities, the mandatory components of a walk are: observations and cognitive and practical activities, work in nature, didactic games, outdoor games, individual work, independent games.
Observation is a purposeful perception, complex cognitive process in which the unity of the sensual and the rational is manifested. Based on the joint activity of analyzers, thanks to the word of the educator, children form specific knowledge, develop thinking, speech, develop a materialistic attitude, interest and love for nature, and a sense of beauty.
The observation of natural objects and natural phenomena organized by the educator is the main way to familiarize preschoolers with nature.
Depending on the object and the age of the children, observations can be episodic, lasting several minutes, and long-term, lasting for many days, and sometimes weeks.
In groups of early and younger preschool age, children can be involved in observing the weather, plants, insects, birds. These observations are short-term, but often repeated. In the middle group, in addition to short-term observations, longer ones are organized, for example. For the growth and development of plants sown or planted on the land. In the older group, long-term observations take a greater place: children follow the development of plants from seeds, the transformation of insects, seasonal changes in nature, etc.
Long-term observations are valuable in that they allow us to capture the sequence in the onset of natural phenomena, their visible connection. Children of the middle group carry out these observations under the guidance of a teacher, and in the older group - on their own.
In order for observation to contribute to the formation of correct ideas and mental development children, the teacher should guide them. He explains the goals of observation, asks questions that direct their attention to the characteristic features of an object or phenomenon.
If the children have already met with the object or phenomenon being studied, the teacher begins with questions that organize observation, the children repeat the word for them several times.
In the course of observations, it is necessary to include a variety of analyzers of children. The educator must ensure that they examine objects: listen to the sounds they make, stroke or feel, and correctly name the perceived. The work of analyzers is activated when, in the course of observations, the educator uses the play and practical actions of children with natural objects.
A valuable methodological technique that activates thinking during observation is comparison, comparison of the characteristic features of objects or phenomena by distinction and similarity. When comparing objects of nature, children easily establish signs of difference. Comparison by difference is carried out in all groups. Comparison by similarity usually makes it difficult for children, since they cannot independently identify the essential properties of similar objects. This technique can be applied to observations in older and preparatory groups for school. Comparing objects, the children of these groups, with the help of the educator, identify the essential properties of similar objects, phenomena and receive material for classifying them and forming elementary concepts.
On walks, you can observe the weather, the sky (the movement of clouds, rainbows, sunsets, etc., seasonal changes in the life of plants and animals, the appearance of leaves and flowers, leaf fall, the arrival and departure of birds). These observations are usually short-term, but are carried out repeatedly for the same object or natural phenomenon.
On daily walks, you need to pay attention to the characteristic seasonal changes in the life of plants and animals and, with the help of questions, help children establish a connection between changes in animate and inanimate nature, for example: “It became cold - flowers wilted, insects hid under the bark of trees, birds flew away.
The combination of observations with the artistic word contributes to the formation of especially vivid, lasting images and at the same time enriches the vocabulary of children. Therefore, during observations, it is good to use poems, songs, riddles, sayings. For example, showing edible mushrooms in the forest, the teacher can read excerpts from a poem by E. Trutneva:
Next to the needles
Redheads under the trees
Not small, not big
And lie like pennies
Under the aspens on a hummock -
Mushroom in a raspberry scarf
Call boletus
Who should be taken.
During observations with children of the older group, it is useful to recall folk signs that reflect connections between natural phenomena that are understandable to children of 6-7 years old, for example: “Swallows fly low - it will rain.”
Basic requirements for correct observation:
1. Perception of objects lasting (3-10 minutes) without mental fatigue.
2. Provide direct contact with the object.
3. Observe the structure of observations:
a) introductory - start, focus, arouse interest;
b) the main part - the fulfillment of the goal, asking questions, a pause of 2-3 seconds, telling riddles, sayings. It must be whole, unified;
c) at the end of the game observation, practical actions, tasks for independent observation.
An experiment, or experience, is a special kind of observation organized in specially created conditions.
Involving children in conducting simple experiments on walks is very important for the development of their observation and curiosity, the education of an active and correct attitude to objects and natural phenomena.
With the help of elementary experiments, it is possible to show children such phenomena in inanimate nature as the freezing of water, the transformation of snow and ice into water, the formation of a rainbow, etc.
With the help of the experiment, children will learn about the role of water and fertilizers in the life of plants. However, it should be remembered that one should not get carried away with experiments that are harmful to plants. So, for example, wanting to explain the importance of water for plants, sometimes children are offered to leave one of the flower beds without watering on a hot day. The next day, the plants wither. Some educators make a similar mistake in experiments with fertilizers.
To bring up a steady interest in nature and respect for plants is possible only on the example of the positive results of their work. Children should be taught how to take care of the plants so that they grow well.
It is very important to continue and develop the observations made by children. Let's explain this with an example. The girl notices a small insect on the flower. The teacher explains that this is an aphid - a plant pest that can be destroyed by a bug - a ladybug. Helps to find this insect and puts it in a cage along with plants that had aphids. The next day, everyone is convinced that the aphids are eaten by a ladybug. After that, the children are very careful about the bug.
It is known from experience that in those older and preparatory groups for school, where supervision of observations is well established, children become very attentive and begin to notice changes in objects and natural phenomena themselves. This makes it possible to move from observations together with the educator to observations performed by the children independently, under his guidance and according to pre-received assignments.
An important component of the walk is labor in nature. Labor as a method of educational work in kindergarten it's important. By directly coming into contact with objects and phenomena of nature, children acquire specific knowledge about it, establish some links between the development of plants and human care. All this has a positive effect on the development of their thinking, creates the basis for a materialistic worldview.
Systematic work in the garden, garden, flower garden and corner of nature increases interest in plants and animals, helps to educate children in love and respect for natural objects, contributes to the formation of diligence and other moral qualities.
Feasible physical labor has a beneficial effect on the overall development of children, contributes to the development of analyzer functions, and primarily motor.
You can not turn the work of children into an end in itself. While cultivating certain labor skills, one should simultaneously expand or consolidate knowledge about nature. So, for example, before sowing, children should consider the seeds (shape, size, color), before planting the cuttings, repeat the names of the parts of the plant (stem, leaves, flowers).
It is necessary to bring up in children a conscious attitude to work, to demand that they comprehend the work done, understand its purpose. It is very important that children not only learn this or that technique, but also understand why it is needed. Therefore, showing the sowing of seeds, planting cuttings and other labor operations, it is absolutely necessary to accompany them with explanations.
If all the activities of children are reduced to the mechanical performance of certain operations, then, no matter how effective their result may be, labor will lose its educational value. The educator must explain and show any new labor technique himself, then it is repeated by two - three children of the middle group and one or two older ones. Only after that it is possible to offer the performance of the reception to the whole group, the gradual application of the same techniques leads to the formation of a labor skill.
To the main methods used in labor training children, include familiarization with the work of adults, the example of the educator himself, assignments to children of various labor operations and checking their implementation, evaluation of the work done by the educator and the whole group.
Kindergarten workers prepare the site for growing plants. They dig up the ground for a vegetable garden and a flower garden, prepare beds. Children participate in the cleanup of the site and in the work of growing plants.
Children of younger groups collect pebbles, chips and put them in a pile. With the help of an educator, they plant onions, sow large seeds, observe the watering of beds and flower beds, loosen the soil and weed the plants, and participate in the harvesting of the grown crop.
Children of the middle and older groups take more than Active participation at work. They rake the rubbish and carry it to the pile on a stretcher.
With the help of a teacher, large seeds of peas, beans, oats, nasturtium and other plants are sown, flower beds and beds are watered, the soil is loosened, weeding is observed, and ripe vegetables are harvested.
In order to increase the sense of responsibility for the assigned work, the children of the older group are divided into small groups, each of which is entrusted with caring for plants on a certain piece of land. Those who wish are given the task of growing plants on their own.
To ensure that work does not tire children, it is necessary to observe the rules of occupational hygiene. In summer it is recommended to work during non-hot hours of the day - in the morning and in the evening. During work, you need to make sure that the posture of the children is correct.
So, for example, planting and weeding can be alternated with loosening the earth with a rake, etc. Equipment must be age appropriate.
After any work, children should thoroughly wash their hands with soap and water.
Along with observations, various exercises, games with natural material, and outdoor games are widely used to expand children's ideas about accessible phenomena and objects of nature. This is not only entertainment, but also a method by which children get to know the world around them.
Game exercises on a walk help to distinguish objects by qualities and properties, develop observation.
Also on walks, children's games with natural material are widely used.
In numerous games with sand, water, snow, pebbles, children get acquainted with the quality and properties of natural materials, accumulate sensory experience. For example, they learn that water can be cold and warm, spills, stones sink in it, chips and small toys float that dry snow crumbles, but wet snow can be molded, etc.
During the game with natural material (snow, water, sand), the teacher, talking with the children, helps them learn some properties of the material, for example: “Kolya took dry sand, it crumbles” or “Olya put wet sand into the mold, she got good pie".
Having fun with such toys as spinners, arrows, windmills, children get acquainted with the action of wind, water and learn a number of factors that will later help them understand the simplest physical laws (floating objects in water, movement in air, etc.).
Walking in the forest, it is useful to pay attention to knots, dry branches, roots, which in their outlines resemble birds and animals. Gradually, children begin to look closely at natural material and look for something similar to familiar objects in it. This makes them very happy and contributes to the development of observation, imagination.
Enriching creative role-playing games of natural history content, the educator expands and deepens the knowledge of children about the work of adults on excursions, walks, showing filmstrips, reading books. The stories of village workers - a milkmaid, a gardener, a combine operator - have a special influence on the development of the game. Live communication with adults arouses children's interest in their work and enriches the content of games.
For deployment creative games natural history content, it is necessary to have sets of toys.
One of the types of creative games is building games with natural materials: sand, snow, clay, small stones, cones, etc. In them, children, while creating, learn the properties and qualities of materials. These games need to be managed. In each age group, conditions are created for games with natural material in all seasons. These are sand yards and sand tables, sets of molds for playing with sand and snow, rubber figures of people and animals, plywood silhouettes of houses, trees, cones, twigs, acorns, seals for creating "pictures" in the snow, equipment for making colored ice, etc. .d.
The teacher helps children in the selection and use of natural material in games, shows how to use it.
Outdoor games of a natural history nature are associated with imitation of the habits of animals, their way of life, some of them reflect the phenomena of inanimate nature. These are games such as "The mother hen and chickens", "Mice and cat", "Sun and rain", "Wolves and sheep", etc. Children, imitating actions, imitating sounds, in these games acquire knowledge more deeply, and emotionally positive attitude contributes to deepening their interest in nature.
nature educational walk preschooler
1.2 The peculiarity of working with childrentake a walk in different seasons
Forests, meadows, rivers and lakes provide a variety of material for observing nature and always attract the attention of children.
Excursions to the dense shady forest, walks along the winding picturesque banks: rivers and lakes, examination of ravines overgrown with bushes, observations of the life of animals and birds, collection of plants and insects - all this children spend with great enthusiasm and interest.
Therefore, the development of children's interest in nature should begin with their direct acquaintance with individual natural phenomena. No book about nature, no story can replace what children will see in nature itself. Bright pictures from the life of nature leave an indelible impression on children only if they themselves directly observe them.
Therefore, it is necessary to be with children more often in nature and direct their attention to the most striking and interesting phenomena. Walks and excursions with children in nature can be carried out throughout the year. At any time of the year, you can find a lot of interesting things in nature.
When the first snow falls, you should definitely go around the site with the children and see where the snow lies, admire it, read poetry.
In winter, the teacher organizes a variety of games to introduce children to the properties of snow. After a snowfall, the snow is raked into a heap, loosened, so that it is easy for the guys to dig. The teacher in the presence of children creates a variety of buildings, makes ramparts. Children help him - they bring snow from a large pile, compact it, and participate in the construction of buildings. In the process of these games, children get an idea about the properties of snow: white, cold, you can sculpt from it.
During a snowfall, you need to consider snowflakes, catching a snowflake on a sleeve or mitten, determine its shape, count the rays.
In severe frosts, children are attracted by the patterns on the windows. It should be said that such a phenomenon occurs only on frosty days. On quiet frosty days, walking along the paths, you need to listen to how the snow creaks, ask the children in what weather it creaks. The teacher brings the children to the conclusion - the snow creaks only in hard frost. After the next snowfall, he admires how the snow has adorned the trees, shrubs, how it sparkles in the sun. With appropriate questions, the teacher leads the children to the conclusion that snow glistens in the sun, in bright light, on a cloudy day it does not glisten.
It is necessary to show that the snow melts when it is warm. To do this, you can offer to catch snowflakes in your hand, see how they melt.
The teacher asks why the snowflake melted. To consolidate the idea of \u200b\u200bwhy the snow melts, a little experience will help: collect snow in a bowl, bring it to the group room, and watch what happens to it for some time. When the snow melts, the teacher, together with the children, will find out the cause of this phenomenon.
In winter, a targeted walk to the reservoir is carried out. Here, children will learn that in winter the ponds are covered with ice. The ice is hard and you can walk and skate on it. Of great interest will be a visit to the ice rink. Considering the ice, it is necessary to offer to run your palm over the ice - it is smooth. On it, children and adults glide on skates.
February is a month of frequent snowstorms. The wind carries snow from place to place, throws it out the window. After a snowstorm, bypassing the site, you can find snowdrifts, ask where they came from. It is good to watch how, after a blizzard, snowplows clear the roads of snow, and windshield wipers clear the sidewalks. If there is little snow, children can be attracted to clear the paths on their site together with the teacher.
At the end of winter it becomes warmer, icicles appear. Let the children take the icicles in their hands, feel that they are hard, cold, melting from the heat.
In winter, children often visit the park. The teacher draws attention to the beauty of trees, shrubs in winter dress. Children, admiring the beauty of the park, find trees known to them. The teacher offers to name the signs by which they recognized the tree, makes riddles and offers to find a clue in the surrounding nature.
On one of the walks, they examine the buds on the trees. To do this, you need to bend the branch, show the buds, tell that leaves will appear from the buds in the spring.
During walks in nature, children are reminded that trees and shrubs must be protected, not to break branches. In spring, they will delight adults and children with green foliage.
In winter observations of birds - sparrows, crows, pigeons - children determine where these birds are more common, how they move, what sounds they make. New representatives of birds also arrive at the site - bullfinches, tits, waxwings, etc. It is necessary to organize observations for them. It is better to make observations during feeding. At this time, you can take a good look at their appearance, compare with other birds. The teacher reminds the children that in winter the birds are very hungry, they need to be fed.
In spring, you can observe bright spring phenomena: warming, melting snow, the appearance of grass, leaves, insects. Children will learn that the sun has become warmer; they are convinced of this by objects heated by the rays of the sun: a bench, a window sill, a coat sleeve. Attention is drawn to the fact that the children changed their fur coats and warm shoes for lighter clothes, it is specified why.
Lots of water in spring. Children love to play by the water: they let paper, plastic, wooden boats into streams (or puddles). At the same time, it should be shown how objects (clouds, trees) are reflected in puddles. The teacher, together with the guys, comes up to the puddle and asks: “Look, what do you see there?” Spatula slaps on the water, forming waves: “Why is there no reflection now?” Explains that the reflection of objects is possible only in calm water. It is necessary to return to this observation several times (in spring and summer).
At the end of spring, children continue to be introduced to the properties of sand. In order to learn about the properties of dry and wet sand, the teacher pours dry sand onto the table from a bucket and asks how they will play with sand. In front of the children, he pours sand and says: “This sand is damp.” Children mold pies, make sure that damp sand molds better.
Plant observations are carried out in the spring. First, the teacher draws the children's attention to the green grass, then shows the leaves of trees and shrubs. Children and the first spring flowering plants that grew up on the site are considering: coltsfoot, flower garden plants - primrose, tulips, daffodils. The teacher teaches to recognize and name familiar plants, to admire them, to protect, not to tear.
In May, you need to sow large seeds in your garden: beans, peas, plant onions.
Dandelions bloom at the end of May. It is necessary to observe these plants with children.
As soon as the earth warms up and dries out, insects appear. For a walk, you should take out glass jars, boxes in which insects can be placed. In a corner of nature, they need to be placed in a cage (for the duration of the observation). Then the insects must be released. The teacher teaches children to distinguish between insects in appearance, to distinguish between movements (a beetle crawls, a butterfly flies, flutters, an ant crawls).
Birds visit the site in spring. Children need to show big black rooks, starlings. Pay attention to how loudly the sparrows chirp, how they bathe in puddles. Draw the attention of children and the fact that in the spring many birds arrive. They sit on tall trees, build nests, walk or jump on the ground, foraging. For a long time, since autumn, adults and schoolchildren have prepared birdhouses for the arrival of starlings.
In the spring, while walking, they consider a frog or a toad. It is necessary to explain that one should not be afraid of them, they are harmless, they must be protected. Children's attention is drawn to how the frog jumps, hides in the grass.
Walking in the garden, park, square, children are convinced of how quickly the grass grows, the first flowers appear, there are a lot of leaves on the trees. The teacher digs up bushes mother - and - stepmother, goose onion, anemone, brings them to a corner of nature and plants them in the ground.
One of the essential features of the season is the change in the length of day and night. Children should be shown these changes throughout the fall. Observation of the length of the day begins in the first clear days of September. Children are given the task to observe in the morning when the sun rises - together or earlier; notice when the sun sets in the evening.
Observations are recorded on a sheet of paper, on which, with the help of pictures, mandatory regime moments are presented: getting up, coming to kindergarten, breakfast, classes, a walk, lunch, sleep, a walk, children leaving home, sleep.
Weather observations are organized throughout the autumn. At the beginning of autumn, the sun is still shining brightly, the sky is blue and warm. It is necessary to connect these observations with the clothes of the children themselves. Later on walks, and in rainy weather from the window, you can find signs with children that are characteristic of late autumn: the sky is gray, low, completely covered with clouds, it is raining.
In the first period of autumn, when the weather is still warm, clear, the teacher conducts a targeted walk around the site with the children, the task of which is to find the first signs of autumn. You can notice the reddening of the fruits of the mountain ash, the leaves of the viburnum, the beginning of the yellowing of life in the elm, in the birch, in the linden, the ripening of the fruits in the oak. At the same time, the teacher teaches children to distinguish 1-2 new types of trees, shrubs from those already familiar in shape and size of the leaf. After the walk, you can invite several children to make drawings on the topic "Our plants in early autumn." During the period of golden autumn, it is good to go around the site, see how the trees, bushes, flower garden plants have changed.
In late autumn, the trees and shrubs of the site are once again inspected, the changes that have taken place are noted, and the fruits of lilac, ash, and linden are harvested for feeding birds. They note that trees and bushes no longer grow in autumn, they rest. The results of the observation are recorded in the calendar of nature.
The teacher organizes the collection of seeds in the flower garden: he teaches children to find only mature seeds - they are dry, hard.
On the first walks on the site, in the square, in the park, children are offered to look for butterflies, remember where they saw them in the summer, what they are. Then they observe the beetles: they look for them, call them (1-2 species). You can remember what kind of beetles the guys saw in the summer, note that it is still warm now, there are butterflies, beetles, there are fewer of them. Observation of butterflies, beetles is carried out repeatedly - during leaf fall and in late autumn. On a walk, the teacher asks why butterflies, beetles are not visible, where they disappeared. Offers to look for them under the leaves, in the crevices of fences, in the cracks of trees.
Simultaneously with observations of the withering of plants, the disappearance of insects, it is necessary to monitor the behavior of birds in the fall. To do this, you need to watch the departure of birds. In autumn, even in urban conditions, you can watch starlings: they gather in large flocks, dig in the grass, on the garden beds, on the lawns of squares and parks, then also fly south. You can show the children an empty rookery.
In late autumn, other birds arrive at the site. The teacher explains exactly which birds arrive, that during cold weather it is difficult for birds to get food, so they need to be fed. Children take care of the birds; every morning, the attendants take out food in the morning, pour it into the same place in order to accustom the birds to fly to the feeder.
Organizing with children observations of natural phenomena in the summer, the teacher tells that the rapid growth of plants, flowering, the appearance of a large number of insects and birds is associated with the onset of warm weather, an abundance of light and moisture. On walks, children observe the state of the weather, come to the conclusion: in summer it is warm, hot. It is especially hot during the day when the sun is high. In the morning and evening the sun is low, so it is not so hot.
Observations of how quickly water sprayed on asphalt, wet sand, puddles after rain dry up will lead children to a conclusion about the causes of these phenomena.
In order to show the children that summer has the longest day, they will continue to observe the times of sunrise and sunset, which are held in different seasons.
It is interesting to observe the strength of the wind. Without going outside, you can find out from the window whether there is a wind, whether it is weak or strong, and explain by what signs they learned about it.
In the summer, they continue to observe the rain, learn about its features. The rain is fine, drizzling, there is heavy rain - a downpour; goes in different directions, it can be oblique and straight. Sometimes hail falls.
In the summer, on walks, children are introduced to the variety of plants, the characteristics of their growth and development. These observations are made daily. It is important in the process of observing with children to solve cognitive problems more often, directing attention to independent searches for answers to the questions: “Where can I hide from the scorching rays of the sun?”
In the garden and flower garden, it is necessary to follow the changes in the growth and development of plants. Every bright change noticed by children is recorded in a diary or calendar of nature.
In summer, knowledge about certain types of plants in a flower garden, vegetable garden, meadow, forest, field should be expanded. (to conduct games-exercises).
Children need to show plantain, bindweed, goose cinquefoil, tell why they are called that. Watching the bells, the children note that in the evening and before the rain they close the petals.
During the summer, several targeted walks are carried out in the forest, park, and meadow. One of them is organized during the flowering period of linden, others - during the ripening of blueberries and raspberries. During a walk in the forest, children pick berries, find shrubs and herbaceous plants. Here it is necessary to tell about poisonous plants: crow's eye, wolf's bast, etc.
During walks in the kindergarten area and targeted walks outside it, children see a lot of insects. The teacher reinforces the ability to distinguish between beetles, butterflies, introduces them to their way of life, tells what great benefits the ladybug and its larvae bring by eating aphids.
Children can watch how the bees examine the flowers, climb deep inside for nectar. It is especially interesting to observe the collection of nectar from snapdragons.
During walks in the meadow, invite the children to sit quietly, listen to the sounds, and then tell what they heard.
During the summer, 2-3 targeted walks to the pond are carried out. Here, children learn to distinguish between aquatic plants: arrowhead, duckweed, water lily; aquatic insects; some dragonflies are recognized by their size, color, and peculiarity of flight.
The teacher organizes a targeted walk in the forest in order to acquaint children with the life of ants. Ants live big families, build a dwelling from blades of grass, needles, sand and other materials.
In summer, children continue to watch birds. Pay attention to how quickly swallows and swifts fly, catching insects, show the nests of swallows, note how often they fly to the nest with food for chicks.
The attendants take care of the plants of the flower garden and garden. In the summer, you need to appoint a larger number of people on duty, and change them every 2-3 days, as the volume of work increases. The attendants water the plants in the flower garden and on the beds, in dry weather they loosen the cracked earth. Weeding is carried out by the whole group. During weeding, children are taught to distinguish between weeds and cultivated plants, show the need for weeding and thinning plants.
It is good to plant sunflowers in the garden and observe how the inflorescences turn towards the sun during the day.
Fertilizing plants is carried out during the period of flowering and the beginning of fruiting. To realize the need for this method of care, an experiment is organized: in one of the sections of the garden or flower garden, plants are not fed. After the children notice the difference in the growth and development of plants, all plants are fed.
In the process of working and observing the plants of the garden and flower garden, it is important to teach children to independently determine the need for watering, thinning, weeding, focusing on the appearance of plants.
In summer, most of the inhabitants of the corner of nature are on the site of the kindergarten. The cages contain rabbits, and a section for chickens with chickens is fenced off. The attendants systematically take care of them.
Since there are insects, a lizard, a frog in the corner of nature, the attendants monitor them during the care.
A variety of items brought from the forest are also placed in a corner of nature: cones, moss, beautiful dry branches, from which crafts can be made. The corner is replenished with plants brought from walks to the meadow and into the forest.
Chapter II.Improving the efficiency of work on familiarization withnature of younger childrenpreschool age
In accordance with the purpose and hypothesis, the following tasks were set for the study:
1. Conduct an analysis of scientific, methodological and psychological-pedagogical literature on the problem of familiarizing preschoolers with nature.
2. Develop a set of activities - on walks and in everyday life - to improve the efficiency of familiarization with the nature of preschoolers.
The main ways of studying and generalizing excellence familiarization of preschoolers with nature in our study were: an analysis of literary sources, the study of modern programs for preschoolers, the study of planning documents for walks, observations, experiments with preschoolers, pedagogical observations. The study and analysis of scientific and methodological literature related to the topic of our study made it possible to determine the range of issues that need to be resolved, to specify the tasks.
Leading the knowledge of nature and the acquisition of various skills and abilities by children, the educator uses a variety of methods and techniques.
The choice of methods and techniques is determined by the content of the program and depends on the natural environment preschool, place and object of observation, as well as the age of the children and the accumulated experience.
Taking into account the concreteness of thinking and little experience in children of younger preschool age, it is necessary to make extensive use of visual material when introducing them to nature. To clarify and consolidate the ideas that are formed, didactic games with natural objects or their images in pictures, small conversations are widely used.
The work was carried out in the group "Why-1" (younger preschool age) of kindergarten No. 332 in Minsk from 24.01.2008.
The task of the educator was to use different forms of organization of children in familiarizing them with nature.
The experimenter used in his work various methods and forms of familiarizing preschoolers with nature: walks, observation, classes, the game method, labor, elementary experiments, experiments, reading fiction and educational literature, looking at pictures, questioning parents.
The experimenter drew up schemes for organizing and conducting walks in different age groups (see Appendix No. 1), conducted a survey of parents (see Appendix No. 2)
Abstract of the integrated lesson
I picked a flower and it withered.
I caught a beetle and it died in my palm.
And then I realized that touch the beauty
only with the heart.
Pavol Gnezdoslav
Have you ever thought about the fact that the current generation of young children lives in isolation from nature? Modern children they are practically deprived of the opportunity to see the flora and fauna with their own eyes, to be surprised at the miracles that direct communication with this world brings.
But because of his extraordinary natural curiosity, the baby, seeing a bug, a worm or a frog in the grass, shows a keen interest in them and begins to ask his countless “why” questions. Animals, birds, fish are constant objects not only of children's curiosity, but also of game action, observation, care and love.
Acquaintance with the outside world is like a journey along a deep, unexplored river.
What secrets does she keep within herself?
What awaits us on the way?
Where will this river lead?
What will give us confidence on the road, make our boat reliable?
Interest in the knowledge of the world around; desire to explore, discover; the ability to think, reason, analyze, draw conclusions - this is what will help us in striving for the unknown.
Going on a journey, let's arm ourselves with oars that will help us
move forward in a given direction.
The first paddle is activity.
It is necessary to create conditions under which the child becomes the subject of cognitive activity, i.e. new knowledge, skills, habits, new ways of action are obtained in the process of search, research - experimental activities. It is important to encourage and support the child's desire to independently think, feel, try, and then he will try to solve many of his problems on his own, while receiving great pleasure.
The second paddle is emotions.
It is known that the leading sphere of mental development in preschool childhood is the emotional sphere. Therefore, it is important to give the process of cognition a bright emotional coloring, to carefully influence the feelings of children, their imagination and fantasy. It is important to remember that only under the condition of the harmonious development of the two main areas - intellectual and emotional - is personal harmony possible.
Forms of familiarization of preschoolers with nature.
Familiarization of children with nature is carried out in various forms.
The forms of organization of children's activities in familiarizing them with nature are classes, excursions, walks, work in a corner of nature, work on a land plot.
Classes are held at certain hours, according to a pre-developed plan, agreed with the program. In the classroom, the educator not only informs the children of new knowledge, but also clarifies and consolidates them. The main thing in the lesson is the assimilation of program material by children. For this, various methods are used - observation of natural objects, the work of adults, didactic games, working with pictures, reading fiction, stories, conversations.
An excursion is an activity where children get acquainted with nature in natural conditions: in the forest, in the meadow, in the garden, by the pond.
Excursions are held during the hours allotted for classes. On excursions, a certain program content is carried out, the assimilation of which is mandatory for the entire group of children, which distinguishes excursions from everyday walks. Staying in the fresh air in a forest or in a meadow among fragrant flowers, movements and joyful experiences, usually associated with this, have a beneficial effect on physical development children. The choice of the place of the excursion depends on its tasks and the age of the children. Excursions outside the kindergarten are conducted with children of the middle, senior and preparatory groups. Excursions to the same places are recommended to be carried out in different time of the year. Preparing for excursions, the teacher visits in advance those places where the excursion is planned. The organization of children plays an important role in the excursion.
Before leaving, they check if they have taken everything they need, then remind the children how they should behave.
Walks – daily walks are widely used to familiarize children of all age groups with nature. They can be in the nature of small excursions, during which the teacher conducts inspections of the site, organizes observation of the weather, seasonal changes in the life of plants and animals. On walks, children get acquainted with nature according to the planned plan, drawn up in advance on the basis of the program and taking into account local conditions. The program content of the plan is carried out on a series of walks at a time when certain natural phenomena appear. On walks, the teacher organizes games using natural material - sand, snow, water, leaves. For games while walking on the land, you need to have a box of sand, a small pool, waterfowl toys. During everyday walks, children participate in labor processes: raking fallen leaves, clearing snow from paths, watering plants.
Work on the land plot - on the land plot, children work mainly after daytime sleep. Just like in the corner, this is combined with observations and contributes to the accumulation of knowledge about plants and animals, the improvement of labor skills and abilities, and the development of industriousness.
Work in the corner of nature - work in the corner of nature is carried out during the hours allotted for work. Children watch plants and animals, get used to caring for them, learn to work together with adults, with each other, and then on their own.
Methods for familiarizing preschoolers with nature
As proven by psychologists, children of the first seven years of life are characterized by visual - effective and visual - creative thinking. Therefore, we build the learning process in such a way that children learn the basic information not by verbal, but by a visual method.
One of the main methods of familiarization with the outside world is observation. Observations during a walk enrich ideas about the world around us, contribute to the formation of a benevolent attitude towards nature, stimulate children's curiosity, and teach them to draw independent conclusions. So in winter they paid attention to the beauty of winter nature - trees in snow, fluffy snow, transparent ice, watched the birds arriving at the site, fed them.
Examining pictures - pictures make it possible to examine in detail the phenomena of nature, to focus on them for a long time, which is often impossible to do with direct observation due to the dynamism and variability of nature. When introducing children to nature, didactic, subject, as well as artistic pictures are used. The purpose of using paintings is to form in children an aesthetic attitude towards nature, the ability to see its beauty, to perceive the figurative and artistic meaning of the picture, to see vivid means of expression. Examining an artistic picture may be accompanied by listening to music or poetry.
Educational screen - when introducing children to nature in kindergarten, filmstrips, films, television films are used. With their help, the teacher forms in children ideas about the dynamics of natural phenomena - the growth and development of plants and animals, about the work of adults, showing phenomena that take place in nature for a long time.
Didactic games - in didactic games, children clarify, consolidate, expand their existing ideas about objects and natural phenomena, plants and animals. Many games lead children to generalization and classification. Didactic games contribute to the development of attention, memory, observation, activate and enrich the vocabulary.
Subject games - games with leaves, seeds, flowers, fruits and vegetables: “Wonderful bag”, “Tops and roots”, “Whose children are on this branch?”. Widely used in junior and middle groups. Board-printed games: "Zoological Lotto", "Botanical Lotto", "Four Seasons", "Berries and Fruits", "Plants" - provide an opportunity to systematize children's knowledge about plants, animals, and inanimate phenomena. Word games "Who flies, runs, jumps", "Need - no need" - are held in order to consolidate knowledge.
Outdoor games of a natural history nature are associated with imitation, the habits of animals, their way of life. These are such as "The mother hen and chickens", "Mice and a cat", "Sun and rain".
Labor in nature is organized in the form of individual and collective assignments. Individual assignments make it possible to more carefully guide the actions of children, collective work makes it possible to form labor skills and abilities simultaneously for all children in the group.
Elementary experiments are observations carried out under special conditions. It involves an active impact on an object or phenomenon, their transformation in accordance with the goal. Experience is used as a way to solve a cognitive problem. The solution of a cognitive task requires a special process: analysis, correlation of known and unknown data. The discussion of the conditions of the experiment takes place under the guidance of the educator.
verbal methods
Teacher's story - you can tell children for different purposes: to expand knowledge about already familiar phenomena, animals, plants, to familiarize yourself with new phenomena and facts. The story must be accompanied by illustrative material - photographs, paintings, filmstrips. The duration of the story for children of senior preschool age should be no more than 10 - 15 minutes.
Conversation - there are two types: final and preliminary. Preliminary - used before observation, excursion. The goal is to clarify the experience of children in order to establish a connection between the upcoming observation and knowledge. The final conversation is aimed at systematization and generalization of the facts obtained, their concretization, consolidation and clarification. The conversation is the result of the work done with children. Therefore, the educator is faced with the task of accumulating ideas in children through observations, work, games, reading, and stories.
Conversation as a method of introducing children to nature is used with middle-aged and older children.
Reading fiction - a children's natural history book is used by a teacher, primarily for educational purposes. The book provides rich material for education. cognitive interest, observation and curiosity.
Implementation of the principles and methods of familiarization
preschoolers with nature.
To improve my work, I combined different types of activities - visual, musical, physical, so I was able to form a more complete understanding of the surrounding reality. So after observing the sun, the guys draw a “radiant sun”, in music lessons they sing songs about nature, in physical education classes we use comparisons - “we walk like bears, we jump like bunnies”.
I tried to create the necessary developing subject environment in the group (including conditions for independent and joint activities of children), during the day the child is involved in various activities (observations in the group, on a walk, games, reading and discussing literature, drawing, etc. .) We have a special corner where children have the opportunity to consolidate their knowledge gained in the classroom. Here are board-printed and didactic games, manuals for individual work, albums for viewing.
Given the age of my pupils, the greatest place is given to the joint activities of the educator with the children. This is due to the importance of each child's accumulation of personal experience of ecologically correct interaction with nature in accordance with their interests, inclinations, and level of cognitive development. To do this, our interaction with children is built taking into account an individual approach, which helps to support insecure children, restrain the hurried ones, load the nimble ones and not rush the slow ones. And in order for the children to strive for the correct answer and for more independent work, we created the “House of Success”, where each child accumulates his own, albeit still small and at first glance inconspicuous, successes.
The older the children become, the higher their independence will be, the richer their activities in nature will become.
Of particular importance in familiarizing children with nature, I pay observations on a walk. For example, in autumn, I asked you to pay attention to the color of the sky through the branches: at this time, the varied coloring of the leaves especially emphasizes the color of the sky. Children love to collect fallen leaves of various shapes. In order to develop observation and broaden the horizons of children, we use leaves in the game.
The children and I attached particular importance to the organization of winter bird feeding. We have feeders of various designs, all of them were made by pupils together with their parents. Feeders are hung on the site. With children, we prepare food from seeds of plants and trees, crumbs, etc. winter feeding of birds makes it possible to clarify the idea of wintering birds and the features of their life in winter; show the need for winter feeding; bring to the understanding that a person feeding birds in winter saves them from death.
I pay a lot of attention to introducing children to inanimate nature: earth, water, air, etc. children get acquainted with such a concept as wind, the causes and conditions for its occurrence. In experiments, children got the opportunity to get acquainted with the air, learned to turn water into a solid and liquid state.
In my work with children, I attach great importance to play technologies.
Didactic games: "Big-small"; "Where is whose house?"; "Tell me who I am?"; "Seasons"; “From which tree is the leaf”; "Let's dress a doll for a walk" helps me a lot in introducing children to animals, birds, and natural phenomena.
Word games: "Find out by description"; "Edible - inedible"; "Good bad"; "What is superfluous?"; "Magic wand"; "Recognize by voice"; "Who is screaming?"; "Who came to us?" develop children's attention, imagination, increase knowledge about the world around them.
With the help of toys and pictures, I introduce children to domestic and wild animals, raise interest in them and, while working with preschoolers, I make sure every day that they love fairy tales, stories, poems, so I pay great attention to fairy tales, children of all ages succumb to her charm, and it does not leave adults indifferent. Therefore, a fairy tale should be one of the mandatory components of the ecological education of children.
Often I use fiction. Nature fiction deeply affects the feelings of children. First of all, you need to use the literature recommended by the kindergarten program. These are the works of A. Pushkin, F. Tyutchev, A. Fet, N. Nekrasov, K. Ushinsky, L. Tolstoy, M. Prishvin, V. Bianchi, N. Sladkov and others. After reading with the children, I have a conversation, ask questions, I see sympathy, empathy or joy, delight in the eyes of the children. It is very nice when children ask questions, where they show care and love for our smaller friends: “Will someone save him?”, “Won’t they freeze?”, “Why didn’t anyone help him?” It is very important to convey to children the meaning of the work.
Environmental education is currently not only one of the most difficult areas in working with children, but also an important process of education ecological culture parents, because The family plays a major role in a child's life. Therefore, we have developed a plan of cooperation with parents. For them, the Lesovichok magazine was created, which contains Interesting Facts from the life of plants and animals, facts about natural phenomena. A rubric on the topic “Know, love and take care” was designed, the motto of which was the words of V. Sukhomlinsky: “Before giving knowledge, one must teach to think, perceive and observe.” Homework was offered in the form of puzzles, crossword puzzles, quizzes, and experiments. The purpose of the issue of the magazine is to support the interest of parents in the environmental education of children.
Visual information also helps to draw the attention of parents to the environmental education of children. Consultations were offered on “the rules of friends of nature”, “the formation of a culture of love for nature among preschoolers”, a list of children's literature was proposed that would help in the environmental education of children, and together with parents they made a herbarium from tree leaves. We hope that our joint work will yield good results.
Familiarization of preschoolers with nature is an important tool education of ecological culture of preschool children. Without knowledge of nature, and without love for it, human existence is impossible. It is important to lay the foundations of environmental education from early childhood, since the main personality traits are laid at preschool age. It is very important to use a variety of forms, methods and techniques in working with children, to conduct it in close cooperation with parents and teachers. Make acquaintance with nature an interesting, creative, educational activity for children, use more practical exercises. And then, through acquaintance with nature, we will educate sensual, kind, attentive and caring inhabitants of our planet earth.
CONTENT:
Bibliography
Application.
Verbal methods, their role in the formation of environmental knowledge, ecological culture of a preschooler
When introducing children to nature, they use the story of the educator, reading an artistic natural history book, and a conversation. A number of problems are solved by verbal methods. Knowledge about natural phenomena known to children and facts from the life of animals and plants obtained in the process of observation and labor in nature is concretized, replenished, refined. Children gain knowledge about new phenomena and objects of nature (for example, about floods, about the lifestyle of animals in the forest, etc.). Verbal methods must be combined with visual ones, use pictures, dia- and films. The word helps to deepen, realize the connections and dependencies that exist in nature. Verbal methods provide an opportunity to form knowledge that goes beyond the experience of children. With the help of verbal methods, they systematize and generalize the knowledge of children about nature, form natural science concepts.
When using verbal methods, the teacher takes into account the ability of children to understand speech, long-term voluntary attention and focus on the content conveyed by the word, as well as their vivid concrete ideas about a particular phenomenon or fact that will be the subject of discussion, clarification, systematization.
At the early preschool age, children in joint activities are more observers than performers, and yet it is at this age that the pattern of interaction with nature is crucial: children hear and absorb the affectionate conversation of an adult with animals and plants, calm and clear explanations about what and how to do, they see the actions of the educator and willingly take part in them. For example, by inviting two or three children to participate in watering indoor plants, the teacher says something like this: “Come with me to the window, look at our plant, talk to them and water them. (Goes to the window). Hello, flowers! How are you feeling? Not frozen, not dried up? No, everything is in order - you are green, beautiful. Look at what good plants we have, how nice it is to look at them? (touches the earth in a pot). Dry earth. But they need water - they are alive, they will dry out without water! Let's water them." The teacher gives each child a watering can in which a little water is poured, waters everything himself, saying: “We will pour water into a pot, drink the flower as much as you want and grow further - we will admire you!” The participation of children in this joint activity lies in the fact that they listen to the speech of the teacher, observe his actions, hold watering cans, fill them with water together and put them in their place. The educator takes care of the plant in front of the children and together with them - this is an example of interaction with nature.
From the very beginning of the year, the teacher in both the first and second junior groups repeatedly tells and plays fairy tales with bi-ba-bo dolls, starting with a turnip. The grandfather, who has grown a good turnip in his garden, “comes” to class with a “fruit and vegetable” theme (not only turnips grow in his garden, but apples and various berries grow in the garden), introduces children to the most different fruits, participates in their examination, gives them a try and generally treats children kindly. The theme of pets is easy to imagine with the help of a woman and grandfather from Ryaba Hen, who, in addition to chickens, have a cow, a goat, a horse and other animals. Either a grandfather or a woman comes to class, talk about a cow with a calf, then about a goat with kids, show how they feed them with grass, hay, and drink water. The educator gives the children the opportunity to take part in these operations as assistants - they feed toy cows and goats with hay, graze them, build barns for them, imitate their actions and sounds themselves. Such a game allows kids to learn the rural reality, develops their playing skills, imagination, consolidates the knowledge of fairy tales.
Methodology for conducting a natural history conversation, types of conversations
Based on the didactic tasks, there are 3 types of conversations: preliminary, accompanying and final.
Preliminary conversation is used by the educator before observation, excursion. The purpose of such a conversation is to clarify the experience of children in order to establish a connection between the upcoming observation and existing knowledge.
The accompanying conversation is used by the educator during the activities of the children. Such a conversation is aimed at explaining any experience of children, introducing children to new, previously unknown names of objects or any actions of children.
The final conversation is aimed at systematization and generalization of the facts obtained, their concretization, consolidation and clarification.
These conversations can be of different levels in terms of content: some conversations are held after observing a narrow range of observed objects (for example, a conversation about migratory birds, about wintering animals in the forest, etc.), others that affect a wider range of phenomena (for example, conversations about seasons ), to systematize children's knowledge about the phenomena of inanimate nature, about plant life, about animals, about the work of people.
The effectiveness of the conversation depends on the preliminary preparation of the children.
The conversation is the result of the work done with them. Therefore, the educator is faced with the task of accumulating ideas in children through observations, work, games, reading natural history books, and stories. You can only talk about what the guys have specific ideas about.
The teacher must clearly represent didactic purpose conversations: what content needs to be clarified and concretized, what significant connections for generalization and systematization should be highlighted, what generalizations and conclusions should be made by children as a result of the conversation.
The conversation begins with an analysis of phenomena, facts, highlighting their features, signs, significant connections and dependencies between phenomena. Such an analysis provides a transition to generalizations, brings disparate facts into a system.
In the first part of the conversation, in order to prepare children for generalization, the questions of the educator to the children are also included: “Which birds arrive first? How did we recognize rooks? Where did we see them? What did the rooks do on the field? What do rooks eat? When the teacher with the children finds out all this, he asks: “Why do rooks arrive earlier than other birds?” (Similarly, about other birds - starling, swallow, etc.) In the second part of the conversation, a question can be raised that requires generalization: “Why do not all birds arrive at the same time?”. Reliance on the experience of children and the logical sequence of questions provide great interest, active mental activity of children, their understanding of significant connections and dependencies. There are a number of requirements for the questions of the educator in the conversation. Questions are offered to the whole group, since they always contain a mental task that must be solved by all children. They should be clear in content, precise, concise. Each question should contain one thought. You can not put questions that require one-word answers: “Yes”, “No”. Such questions do not provide for the development of thinking, the establishment of connections. The educator during the conversation makes sure that the children themselves formulate conclusions, generalizations, and not repeat the finished ones.
It is also necessary to use a variety of visual material that will help children restore knowledge, highlight the essential features of phenomena: calendars of nature, weather, herbariums, illustrations. In addition, riddles, poems, recordings of bird voices are useful. This will evoke in children an emotional attitude to the material being discussed.
Conversation as a method of introducing children to nature is used when working with children of middle and older preschool age. When working with middle-aged children, conversations are mostly aimed at recalling phenomena, in the older and preparatory groups for school - at summarizing and systematizing existing knowledge.
The story of the teacher and children about nature, its features
Solving certain educational tasks, the teacher builds a story taking into account the experience and interest of preschoolers, addresses it to children of a specific age group. This is its advantage in comparison with reading fiction. The perception of a story for children is a rather complex mental activity. The child should be able to listen and hear the speech of an adult, comprehend it in the course of the story, actively recreate quite vivid images on the basis of a verbal description, establish and understand the connections and dependencies that the teacher is talking about, correlate the new content of the story with his previous experience. The educator's story about nature should be built taking into account these requirements.The knowledge communicated in the story must meet the requirements of reliability, scientific character. The teacher, before reporting something to the children, checks the correctness of the facts. The story should be entertaining, have a vivid dynamic plot, be emotional. Plotless stories, long descriptions do not attract the attention of the children, they are not remembered.
Brightness, figurativeness and concreteness of the language is a mandatory requirement for the teacher's story. Such a story affects not only the mind, but also the feelings of the child, and is remembered for a long time. However, brightness and imagery should be subordinate to the content of the story, and not be an end in itself. Stories from the point of view of the hero are well perceived by children. In order to emphasize the essential, significant, questions to children are included in the story, encouraging them to exchange thoughts, to better understand the material.
You can tell children for different purposes: to expand knowledge about already familiar phenomena, animals, plants; to get acquainted with new phenomena, facts (with the labor of adults in nature, the protection and attraction of birds, the protection of wild plants, etc.). The story is necessarily accompanied by illustrative material - photographs, paintings, filmstrips. Without visualization, interest in the story decreases, it is worse perceived by children. The duration of the story for children of senior preschool age should be no more than 10-15 minutes.
For the story, the educator uses a variety of material: his own observations from the life of nature, business essays on natural phenomena, notes and stories of naturalists, scientific materials.
Reading cognitive natural history fiction about nature
Introducing children to nature, we must not only impart specific knowledge to them, but also evoke in the soul of every child emotional response to evoke aesthetic feelings.
Each object of nature, bright or modest, large or small, is attractive in its own way, and by describing it, the child learns to determine his attitude to nature, to convey it in stories, in drawings, etc. Encounters with nature excite the child's imagination, contribute to the development of speech, visual, game creativity.
Thus, introducing children to nature, we form their moral and aesthetic attitude to reality.
The task of cultivating an emotionally positive attitude towards nature is closely related to the task of developing and maintaining a stable and deep interest in it. This is of great importance for preparing children for future work for the benefit of the Motherland. The beauty of native nature also reveals the beauty of human labor, gives rise to a desire to make our land even more beautiful.
Love for nature is determined primarily by a real, careful attitude towards it. In preschool children, this is primarily expressed in elementary care for animals, in affordable labor for growing plants, and so on.
Interest in nature appears already at a younger preschool age. The kid is surprised when he meets new flower, an unfamiliar animal, an unusual phenomenon (the first snow, running streams, an unblown bud). His questions are the first sprouts of a joyful feeling of knowing nature, interest in it, and this needs to be strengthened and supported.
When a child meets nature, cognitive, moral and aesthetic tasks must be solved in unity. For example, a poetic work gives an example of a humane attitude to nature that is understandable to preschoolers, which can be used by them as a role model.
Emotional attitude to nature, love for it is born not only when a child walks through the forest, listens to birds. In this regard, the creative work of children with natural material is very important.
Considering the picture “Birch Grove” with the children, we turn to the story of I. Sokolov - Mikitov “Birch”. Birch was often mentioned in folk songs and fairy tales. Ordinary village people affectionately called birch birch. You can invite the children to listen to the round dance song “There was a birch in the field” and remember what songs they still know about the Russian birch. Read to children A. Prokofiev's poem "Birch".
In order to cultivate love for nature, various didactic games, games, classes, etc. can be carried out.
With a rational combination of different types of activities, it is possible to achieve success in environmental education and upbringing.
In children's literature, nature is displayed by various artistic means. Being scientific in its content, a natural history book for children should be artistic at the same time. This is her specialty.
A children's book about nature is used by a teacher primarily for educational purposes. Being a kind of art, it affects not only the mind of the child, but also his feelings. The figurative description of the lush flowering of gardens, the multi-colored meadows, bizarre trees helps to form the child's aesthetic attitude to nature, to love it. The natural history book provides rich material for educating cognitive interest, observation, and curiosity. She poses new questions for the children, makes them look closely at the surrounding nature.In the hands of an educator, a children's book about nature has great educational value. It leads beyond the limits of the observed and thereby expands the ideas of children, acquaints them with those phenomena that cannot be directly perceived. With the help of a book, you can learn about natural phenomena, about the life of plants and animals in other climatic zones, clarify and concretize existing ideas about objects and phenomena. A natural history book reveals to children the phenomena of inanimate nature, helps to establish connections and relationships that exist in nature.
The founders of the Soviet children's natural history book are V. V. Bianchi and M. M. Prishvin. Books by V. Bianchi teach children the scientific vision of nature. At the heart of each story, fairy tale, created by V. Bianchi, there are exact facts, scientific information about the surrounding nature. The works of V. Bianchi help the educator in an entertaining way to reveal complex natural phenomena to children, to show the patterns that exist in the natural world: the variety of forms of adaptation of the organism to the environment, the interaction of the environment and the organism, etc. Thus, the fairy tale "The First Hunt" by V. Bianchi introduces small children with such a complex phenomenon in nature as mimicry, shows various forms of animal protection: some cleverly deceive, others hide, others scare, etc. Interesting are the tales of V. Bianchi “Whose legs are these?”, “Who sings with what?” , "Whose nose is better?", "Tails". They allow revealing the conditionality of the structure of one or another organ of an animal by its habitat, living conditions. The teacher also uses the works of V. Bianchi to show the child that the natural world is in constant change and development. From the works of V. Bianchi "Forest Newspaper", "Our Birds", "Sinichkin Calendar" children learn about seasonal changes in inanimate nature, in the life of plants and various representatives of the animal world.
Children's natural literature is useful in working with children of all age groups. But one must skillfully combine the artistic word with the direct observations of children. The natural history book is used in work with preschool children for different purposes. Reading a short story, a fairy tale can precede the observation, helping to generate interest in it. In early spring, when the first coltsfoot bushes appear, the teacher can read to the children a short description of this plant from N. M. Pavlova's story "Early Spring". After reading, children become interested in this plant, their attention is directed to what and how to observe. For the same purpose, they read the works of N. M. Pavlova “Under the Bush” (about a goose onion) and “Like a Cloud” (about a bedstraw).
Before introducing children to the protective properties of snow and the condition of plants in winter, you can read the story “Under the Snow in the Meadow”. The children learn that plants do not die in winter, but only stop growing. Checking the information obtained from this story becomes the task of observation on a walk.
The use of natural history literature in the process of observation helps children to correctly perceive and understand the natural world around them, to connect it with their own experience. Useful for this short messages from the “Forest Newspaper” by V. V. Bianchi, “Magpie Chatterboxes” by N. Sladkov and others.
The educator reads the natural history book to the children even after observation. This helps to summarize what they saw, to supplement, deepen the observation, to direct the attention of children to the further perception of natural phenomena.
Reading a children's natural history book can be independent method acquaintance with nature obligatory conversation after reading. In a conversation after reading a book, it is important to help children understand the meaning of the work, to more fully and deeply master its content. Therefore, the conversation should not be based on a retelling of the text read. The main attention here should be paid to revealing the connections between phenomena, understanding the facts. The stock of previously acquired knowledge affects the assimilation of new information by children. Therefore, in a conversation, one should establish connections between personal experience and new knowledge. Mandatory requirement to the conversation - to preserve the immediacy of impressions from artistic images in children. This is achieved with the help of questions on behalf of the hero when using images of a story, a fairy tale in questions.
The use of small forms of folklore in acquaintance with nature (poems, riddles, proverbs, sayings, folk signs) and the formation of environmental knowledge
Proverbs, sayings, riddles, small poems are offered to children in the process of observation. Their figurative language helps to highlight the features of the phenomenon, certain qualities of the object, to enhance the aesthetic perception of nature. While observing ice, snow, weather in winter, the teacher makes riddles: Transparent, like glass, and you can’t insert it into the window; It does not burn in fire, nor does it sink in water; uses proverbs: Take care of your nose in a big frost; The frost is not great, but it does not order to stand, etc.
6. Bibliography
Gromova O.E. "Poems and stories about the animal world for preschool children." Ed. "Creative Center SPHERE", 2005.
Veresov N.N. Fundamentals of the humanitarian approach to the environmental education of older preschoolers // Preschool education - 1993. - No. 7. - P. 39-43.
Deryabo S.D., Yasvin V.A. Ecological pedagogy and psychology. - Rostov-on-Don: Publishing House "Phoenix", 1996. - 480 p.
Zatsepina V. Planet Earth is our common Home (from work experience) // Preschool education. - 1996. - No. 7. - S. 29-36.
The world of nature and the child (Methodology of ecological education of preschoolers) / Ed. L.M. Manevtsova, P.G. Samorukova. - St. Petersburg: "Childhood - press", 2000. - 319 p.
"WE". The program of environmental education for children /N.N. Kondratiev and others - 2nd ed., Rev. and add. - St. Petersburg: "Childhood-press", 2001. - 240 p.
Nikolaeva S.N. The place of play in the environmental education of preschoolers. – M.: New school. - 1996. - 48 p.
Nikolaeva S.N. Methods of ecological education of preschoolers. - M.: Publishing Center "Academy", 1999. - 184 p.
Smirnova V.V., Balueva N.I., Parfenova G.M. Path into nature. Ecological education in kindergarten: Program and notes of classes. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen; Publishing House "Soyuz", 2001. - 208 p.
10. Samorukova P.G. How to acquaint preschoolers with nature. M. "Enlightenment", 1983 - 208s.
Practical part
Compose a story about nature, taking into account the basic requirements for it.
Pick up poems and riddles about nature by topic. (about vegetables and fruits, mushrooms, birds, domestic and wild animals, seasons, flowers).
To analyze a summary of conversations about nature (select or draw up final tasks about nature).
Pick up word games to clarify knowledge about nature.
Make a selection of fiction to familiarize children with the work of adults in nature, to familiarize children with domestic and wild animals, the seasons.
1. Tale of the wind
There are many winds in the world and all of them have different tempers. A light, warm breeze loves to play with the curtains on the window, move the foliage, drop the cones from the pines and bring coolness to people, the smell of flowers, wild berries. At the end of summer, the wind smells of hot ears of corn, ripening fruits. People are very happy with such a wind, they open wide windows and doors. The reveler wind flies through the fields, forests, breaks knots, rips leaves from trees. Sometimes he is a hooligan: he breaks trees, demolishes roofs from houses, can tear off a hat from his head and throw it into a puddle. You already know that wind occurs when warm and cold air meet. If one of them is very, very cold, and the other is very, very warm, then you get a fast and strong wind, which can be called a hurricane. It will be a real whirlwind, sweeping away everything in its path. A very strong whirlwind is called a tornado.
This is an air column that spins very quickly. He even has his own "trunk" into which he draws everything that comes his way. That's the same tornado that captured Eli's house and moved it to a magical land. Sometimes a tornado rushes very quickly, and sometimes rushes along the ground for several hours.
Storms, hurricanes, tornadoes threaten people all over the world, bring misfortune, destruction, as they appear suddenly, without warning. But scientists from special satellites and airplanes monitor where hurricanes are moving in order to warn people from impending danger.
2. Poems and riddles about nature by topic. (about vegetables and fruits, mushrooms, birds, domestic and wild animals, seasons, flowers)
* * *
Great day!
Such wonderful weather
Happens only marvelous September sometimes.
All nature rejoices in festive attire,
And golden autumn circles over the earth.
And the sun is shining
Affectionately and tenderly
Giving the earth a piece of warmth,
And over the water with careless grace
Butterflies flutter like late flowers.
And how nice
Going out for a walk
Feel the freshness of the breeze
Hear the silence, the hollow breath,
See how beautiful the clouds are...
Vladimir Kochuraev
* * *
Cucumbers and tomatoes,
There are carrots and lettuce
Onion in the garden, sweet pepper
And a whole bunch of cabbages.
Plums ripened in the garden
Apples and pears.
How beautiful are they
Eat for health.
* * *
The hostess once came from the market,
The hostess brought home from the market:
potato
cabbage,
carrot,
Peas,
Parsley and beets.
Oh!..
Here vegetables dispute brought on the table -
Who is better, tastier and more necessary on earth:
Potato?
Cabbage?
Carrot?
Peas?
Parsley and beets?
Oh!...
The hostess, meanwhile, took a knife
And with this knife she began to chop:
potato
cabbage,
carrot,
Peas,
Parsley and beets.
Oh!..
Covered with a lid, in a stuffy pot
Boiled, boiled in boiling water:
Potato?
Cabbage?
Carrot?
Peas?
Parsley and beets?
Oh!...
And the vegetable soup was not bad!
Puzzles.
Not a table in that dwelling
No pipes, no stove,
And this house is twisted
In tricky rings.
(Snail)
Growing up -
The tail grew
She wore a dark dress.
Has grown up -
Became green
Tail changed to oars.
(Frog)
What is higher than the forest?
(Sun)
She lives in the water
There is no beak, but it pecks.
(Fish)
The golden master is coming from the field,
Silver shepherd on the field is coming,
The small herd drives.
(Sun, moon, stars)
Not a beast
Not a bird
And the nose, like a knitting needle,
Flying - screaming
Sitting down - silent
Who will kill him
Shed his blood.
(Mosquito)
Above grandma's hut
Hanging loaf of bread.
(Month)
Whole track
Sprinkled with peas.
(Stars, Milky Way)
The tail is fluffy, the fur is golden,
He lives in the forest, steals chickens in the village.(Fox)
He sleeps in a lair in winter under a large pine tree,
And when spring comes, wakes up from sleep.(Bear)
Made a hole, dug a hole.
The sun is shining and he doesn't know.(Mole)
Small stature, long tail,
Gray coat, sharp teeth.(Mouse)
Jumping on the branches, but not a bird,
Red, but not a fox.(Squirrel)
Touching the grass with hooves, a handsome man walks through the forest,
He walks boldly and easily, his horns spread wide.(Elk)
He is in his forest chamber
Wears a frilly robe
He heals trees, knocks - and it's easier.(Woodpecker)
White in winter and gray in summer.
He does not offend anyone, but he is afraid of everyone.(Hare)
He is friends with the owner, guards the house,
Lives under the porch, and the tail is ringed.(Dog)
Instead of a tail - a hook, instead of a nose - a patch.
Piglet is perforated, and the hook is fidgety.(Pig)
With a beard, not an old man; with horns, not a bull;
They milk, not the cow; with down, not a bird;
Lyko pulls, but does not weave bast shoes.(Goat)
I'm not an alarm clock, but I wake up
I have a beard and spurs.
I walk with great importance
And quick-tempered, like gunpowder.(Rooster)
The red dairy chews day and night.
After all, grass is not so easy to convert into milk.(Cow)
Sir, but not a wolf, long-eared, but not a hare,
With hooves, but not a horse.(Donkey)
There is a lot of power in him; He is almost as tall as a house.
He has a huge nose, as if the nose has been growing for a thousand years.(Elephant)
The housewife flew over the lawn,
If he pats the flower, he will share the honey.(Bee)
Above me she circles, above me she buzzes.
Well, this bastard is a bastard.(Fly)
Squirrel.
Who jumps there, who flickers?
Squirrel is up to business -
Pine sows on a hillock,
And under the hill - Christmas trees.
I'm in a hurry to help her -
I also peel bumps.
Gallant steed.
Hop-hop! Well, gallop!
You fly, horse, soon, soon,
Through the rivers, through the mountains!
All the same, at a gallop - gop-hop!
Rut-rut! Trot, dear friend!
After all, it will be strength to hold back.
Trot, trot, my dear horse!
Rut-rut-rut! Don't stumble, my friend!
The horse walks along the bank,
Raven on green.
He shakes his head
He shakes his black mane,
The golden bridle tinkles.
All the little rings - break, break, break!
They are gold - chime, chime, chime!
Who becomes who.
There was a little puppy.
He grew up, however,
And now he's not a puppy -
Adult dog.
Foal every day
He grew up and became a horse.
Bull, mighty giant,
As a child, I was a calf.
Fat goof ram -
Fat lamb.
This important cat Fluff -
Little kitten.
And the brave cockerel -
A cro-o-hot chicken.
And from the little goslings
Ducks grow up
Especially for the guys
Those who love jokes.
A. Shibaev
Elk
I'm going to the pharmacy now, -
The moose says to the moose.
I have since the beginning of summer
Hair loss.
I don't need a prescription
this is nonsense!
I need one big one
poisonous fly agaric!
O.G. Zykov
Roe
Just like a bullet flew by
Mimo slender roe deer.
Graceful and gentle
And she is fast.
They did not live here before.
They launched them into the forests to us,
And now they live
They chew juicy grass.
V.L. Haaz
Squirrel
That's exactly the arrow flashed,
In front of us is a squirrel.
Wants to beg for a nut -
This is not a sin for her.
Let her not be tame
But fluffy and cute.
Jump up and down the trees.
And sat down on a bough.
Sat there for a while
Remembering that I haven't eaten yet
Mushroom found one, another,
She took it to her home.
Stores these dishes,
But in winter it does not fall asleep.
She is not afraid of the cold
Not afraid of heat.
V.L. Haaz
Fox
What is that beauty?
A fox sits in the bushes.
Here it guards the prey -
It won't leave the place for a long time.
This sly trick
Grab the victim very deftly,
Take her to the hole
And give food to the foxes.
V.L. Haaz
Lesson summary
Comparison of a bullfinch with a crow
Features of the structure of the bullfinch (body shape, head, beak)
Features of the structure of the crow (body shape, head, beak).
Consolidate children's knowledge about the crow.
Learn to compare two birds, finding signs of difference (body size, feather color) and similarity (wings, beak, legs).
Develop an interest in the life of indoor plants and birds.
Lesson progress
The game character comes and says that on the way to the kindergarten he met a monster. Describes it: it's big, gray color, black wings, two legs, a large beak on the head.
The teacher asks the children what this bird is called. (A picture of a crow is hung out).
The PC argues that a crow is not a bird because it is big.
Children prove to the game character that the crow is a bird. Name the essential features (wings, beak, feathers). The size of the wings, the color of the feathers are discussed.
The teacher talks about what the crow eats.
The player character asks the children what other birds they know. The teacher with the children remember the bullfinch. (picture posted). The player character doubts that the bullfinch is also a bird. The teacher asks the children why the bullfinch is also a bird. Children describe the bullfinch based on models.
The game character offers to play birds. Children are divided into bullfinches and crows, imitate movements.
Summary of the lesson "Birds on feeders"
didactic task. Clarify children's knowledge about wintering birds (what they eat), conservation ideas.
Material and equipment. "Bird calendar", insert pictures of birds (bullfinch, sparrow, titmouse, dove), riddles about these birds, pictures of bird food.
Game action.
First option. The teacher makes a riddle (a description of the bird), the children guess and raise a picture with the image of this bird.
Second option. The host (first the teacher, then the child) describes the food that the birds ate. Children look for a picture of the corresponding bird and put it on the feeder.
Third option. The teacher names the bird, the children select a picture depicting the food that this bird needs. The game uses speech logical task N.V. Vinogradova "Who dined in the bird's canteen" In the future, you can use different variants didactic games that deepen and generalize the knowledge of children. When repeating the game, preschoolers accurately perform tasks, and most importantly, they often motivate their decision,
Game progress. A conversation is held in advance, in which knowledge about wintering birds is clarified. This helps children better understand the content and rules of the game. The teacher makes a riddle: "On a winter day, among the branches, the table was set for guests." What is this? That's right, feeder. After all, in winter the birds are cold and hungry, so they need to be fed. Today we will play the game "Birds on Feeders" and remember which birds flew to our feeders and what we fed them. (In the hands of the educator "Bird calendar", on the table there are pictures-inserts.)
1. On Monday, we put bread crumbs, bacon, sunflower seeds and a branch of mountain ash in the feeders. Small gray birds flew in, crumbs and seeds were pecked, but the mountain ash was not touched. Who is this? The called child chooses a picture depicting a sparrow and puts it on the feeder. The rest of the children check the correctness of the answer.
2. On Tuesday, birds with yellow breasts flew in, they also didn’t touch the mountain ash, but they pecked the fat and seeds. Who is this? The called child chooses a picture of a titmouse and puts it on the feeder.
3. On Wednesday, small fluffy birds with red breasts and a white stripe on dark blue wings arrived. They sat ruffled and pecked at rowan berries. Who is this? The called child chooses a picture of a bullfinch and puts it on the feeder.
4. On Thursday, large birds dined at the feeder. They meet us very often. There are white, gray, black, with a blue tint. The birds ate the crumbs and seeds. Who dined at the feeder on Thursday? The called child chooses a picture of a dove and puts it on the feeder.
5. On Friday a lot of birds arrived. Guess who is this?
1) In winter, there are apples on the branches, Hurry up and pick them up! And suddenly apples fluttered, After all, these are ... (Bullfinches). Black-winged, red-breasted And in winter they will find shelter. He is not afraid of a cold, With the first snow right there. (Bullfinch.) Children accompany their answers by showing a picture.
2) Fidget, small, almost all yellow bird. Likes lard and wheat. Who recognized her? (Titmouse.)
3) A street boy in a gray Armenian coat, snoops around the yard, collects crumbs, roams the fields, steals hemp. (Sparrow.)
4) Smooth, neat. Grumbles, coos, kisses a friend. (Dove.)
At the end of the game, the teacher, together with the children, cleans the feeders and pours fresh food.
Exercise "Hello"
Purpose: To develop emotional responsiveness. Promote environmental empathy.
The teacher tells the children: in the old days, people treated nature with deep respect. They welcomed the coming of a new day, asked for forgiveness from the Mother Earth for
"What did I tear your breast
Soho sharp, torn,
What didn’t roll with a cat,
I didn’t scratch with a comb,
I tore the breast with a heavy harrow
With rusty iron teeth..."
Invite the children to come up with a greeting to the trees in the kindergarten, the sun, some water, and other objects of nature. Offer to say these greetings emotionally, with different intonations. Pay attention to facial expressions during pronunciation.
Exercise "Funny dancing"
Purpose: Identification with animals and plants. Stimulating the desire to convey their images in dance.
Participants of the training are invited to imagine their favorite plant or animal and try to express it in movements. One child shows, the rest are invited to guess whose image it is. Gradually, the exercise becomes more difficult. Children are invited to come up with a dance of a snail, an earthworm, a drying leaf, a broken tree, and then a dance of rain, rainbows and other phenomena that occur in nature. The dance can be accompanied by any music.
Exercise "It's raining on the site"
Target. Development of a sense of emotional responsiveness, environmental empathy, imagination.
Children are invited to remember the site in the fall during the rain, tell how it looks, what is on it. (The trees are wet, with withered foliage, large puddles, a bench darkened from the rain, sparrows ruffled, etc.) Invite each child to choose one of the objects, imagine himself in his place. Describe how this object feels when it rains. Offer to come up with a short story about your feelings on behalf of the selected object, conveying its mood, emotions.
Organize a dialogue between two objects that could take place during the rain, for example, a bench and a puddle, a droplet and a tree, a leaf and the wind.
Exercise "Forester"
Target. Education of a conscious effective attitude to nature, correction of ways of interacting with nature.
Material and equipment: paper, pencils, paints.
Teacher's story: "The forester is the owner of the forest. He keeps order and cleanliness. When friends of nature come to the forest, he rejoices and feels the happiest and most cheerful. And when the rules of behavior in nature are violated, he gets angry and becomes gloomy and unsociable. "
Children are invited to draw Lesovichka figures, turning them into a Cheerful Lesovichka and a Gloomy Lesovichka. Once again, remember when and what kind of mood Lesovichka has. To consolidate, invite the children to select cards depicting various ways of human interaction with nature (put cards to the cheerful Lesovichka where the rules of nature are observed, and to the gloomy Lesovichka where the rules of nature are violated.
Exercise "Ecological post"
Target. Greening the worldview, expanding the subjective ecological space, correcting the ways of interacting with nature. Recommendation for the exercise.
Children are invited to walk around the territory of the kindergarten, park, identify the place of environmental trouble, explain the reason for the choice. Organize children's activities to eliminate (if possible) signs of trouble. Offer to execute a warning card. Explain your choice of expressive means. Hang a warning card in the place of the ecological post.
preschooler nature education ecological
Introduction
The role of the educator in the formation of knowledge to familiarize children with seasonal phenomena in nature
Methods in the process of introducing children to nature
From the experience of work on familiarization with seasonal changes in a preschool institution
Conclusion
Bibliography
Introduction
The comprehensive development of a person's personality, all his abilities and talents is the most important socio-pedagogical task of the development of modern society. One of the main conditions for solving this problem is the implementation of a differentiated approach to children in the process of education and upbringing, based on knowledge of their age and individual differences, including intellectual development.
The search for conditions for the formation of new methods of cognitive activity is dictated by the tasks of restructuring and improving the education system.
In connection with the increasingly complex content of the school curriculum, the preparation of children for school is of particular importance.
The essence of environmental education and upbringing lies in the acquisition by each person of a sense of nature, the ability to delve into its world, in no way irreplaceable value and beauty; understanding that nature is the basis of life and existence of all life on earth; dialectical continuity and interdependence of nature and man.
Under such conditions, the development in preschoolers of a system of ideas about seasonal changes in nature contributes to the formation of moral and value relations to nature and people, a sense of personal responsibility for the state of the environment, and practical participation in the revival of the disturbed balance between man and nature.
A specific feature of the environmental education of preschoolers is the direct contact of the child with the objects of nature. Children of senior preschool age can learn the natural connections of living organisms with the environment and understand the rules of communication with living beings, humanely, take care of nature.
Periodic phenomena of nature, due to the annual course of meteorological elements, are called seasonal phenomena. In temperate latitudes, regular repetition and succession of the seasons are expressed. The change of seasons occurs as a result of the annual revolution of the Earth around the Sun with a constant position of the inclination of the earth's axis to the plane of the orbit.
It is very important to teach children to talk about the results of observation. The task of the educator is to form in the children an emotionally positive, careful attitude to nature.
IN pedagogical process Kindergarten uses various forms of organization of children in familiarizing them with nature. Classes or excursions are most often held with all children (frontal form of organization). Work and observation of nature is best organized with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal). Teaching methods are ways of joint activities of the educator and children, during which the formation of knowledge, skills and abilities, as well as attitudes towards the world around them, is carried out.
When familiarizing children with nature, all of these methods are widely used. Visual methods include observation, viewing pictures, demonstrating models, films, filmstrips, transparencies. Visual methods most fully correspond to the possibilities of cognitive activity of children of older preschool age, allow them to form vivid, concrete ideas about nature. Practical methods are games, elementary experiments and simulations. The use of these methods in the process of getting acquainted with nature allows the educator to clarify the ideas of children, deepen them by establishing connections and relationships between individual objects and natural phenomena, bring the acquired knowledge into the system, and exercise preschoolers in applying knowledge. Verbal methods are the stories of the teacher and children, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge of nature, systematize and generalize them. Verbal methods help to form in children an emotionally positive attitude towards nature. In the work on familiarizing children with nature, it is necessary to use different methods in a complex, correctly combine them with each other.
The choice of methods and the need for their integrated use are determined by the age capabilities of the children, the nature of the upbringing and educational tasks that the educator solves. The variety of objects and natural phenomena themselves, which the child must know, also requires the use of a variety of methods.
Observation allows children to show nature in natural conditions in all its diversity, in the simplest, visually represented relationships. Many connections and relations of natural phenomena are accessible to direct observation, are visible. The knowledge of connections and relationships forms the elements of the materialistic worldview of nature. The systematic use of observation in acquaintance with nature teaches children to look closely, to notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education.
The complication of knowledge requires the improvement of the mental activity of children. They are studied to become the task of observation, simply to plan it, to use various methods of observation. The first skills of search activity are being formed, the ability to analyze the situation, perceive or become a simple task, pronounce intention, compare accumulated facts, and draw conclusions. In the process of labor, children develop the ability to see the need for this or that work, plan its sequence, and interact with peers. The acquired knowledge and skills contribute to the formation of a negative attitude towards the manifestation of inaccuracy or cruelty in contact with nature, cause a desire to protect it.
At senior preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain nature of the weather, air temperature, typical precipitation; features of the phenomena of inanimate nature determine the state of the plant world and the way of life of animals in a given season.
The systematization of knowledge about the seasons occurs on the basis of the establishment of temporal (what happens after what) and cause-and-effect (from what certain phenomena occur) relationships. It is important to develop in children the ability to observe changes in natural phenomena, to cultivate a sense of love for all living things, to teach some simple ways to protect nature.
At the older preschool age, it is important that children accumulate knowledge, i.e. specific ideas, about individual objects of nature: about natural material and its properties. They are given the first knowledge of the distinguishing features of the seasons. Older preschoolers should understand some of the connections between natural phenomena: the wind blows - the trees sway, the sun shines - it becomes warmer. The teacher teaches kids to observe objects and natural phenomena. At the same time, children are offered the task of observation and a plan that should be followed. In the course of observation, the educator teaches the children to explore actions. It is very important to teach kids to talk about the results of observation. The task of the educator is to form in the children an emotionally positive, caring attitude towards nature (the ability to rejoice at the sight of a flower, bird, sun).
In the middle group, children's ideas about the properties and qualities of nature are expanded and concretized. Pupils of the middle group continue to learn to observe the objects of nature. This activity in comparison with the previous groups becomes more complicated. Children are taught to accept the task of observation, they master investigative actions, try to compare, talk coherently about what is being observed, and draw conclusions.
In the older group, the main task is to form children's knowledge about the connections and relationships that exist in nature: about the needs of plants and animals, depending on living conditions and conditions, about the connections between certain organs and their functions. Children learn about the stages of growth and development of plants, about seasonal changes in nature and their causes, about some sequence seasonal changes. The systematization of knowledge about the seasons occurs on the basis of the establishment of temporal (what happens after what) and cause-and-effect (from what certain phenomena occur) relationships. It is important to develop in children the ability to observe changes in natural phenomena, to cultivate a sense of love for all living things, to teach some simple ways to protect nature.
In the preparatory school group, the main task is to clarify and expand knowledge about the regular changes in the phenomena of inanimate nature, their further systematization and generalization. It is necessary to form ideas about the change of seasons, about the increase (or decrease) in the length of day and night, about regular changes in air temperature, and the nature of precipitation.
It is the familiarization with seasonal phenomena, their sequence, the causes of changes in living things due to changes in the external environment (cooling, warming, etc.) that allows children to form the foundations of an ecological worldview and in an activity-based approach to nature, through labor, practical activity, to protect and save it.
Knowledge of environmental relationships and their manifestation by seasons will not only help explain to children changes in nature and indicate their cause, but also predict any natural phenomenon (trees and shrubs are covered with young foliage, which means that the orioles will soon arrive; swallows fly low - it will soon rain birds flew together - friendly early spring, etc.)
Thus, by the end of senior preschool age, children learn a simple system of knowledge about nature, which contributes to the development of mental activity and the formation of a stable positive attitude towards nature. A preschool child will have to get acquainted with the natural world that surrounds him.
At preschool age, the following knowledge about changes in nature is available: each season has its own length of day and night, a certain nature of the weather, air temperature, typical precipitation; the peculiarities of the phenomena of inanimate nature determine the state of the flora and the way of life of animals in a given season: in winter, plants are at rest, in spring, as the day length and air temperature increase, favorable conditions are created for the growth and development of plants - the period of active vegetation begins.
The most favorable conditions for plant life are created in summer: a long day comes, the air temperature rises, heavy rains fall. In autumn, the length of the day is gradually reduced, the air temperature drops, the life of plants freezes: they are preparing for a state of rest.
These general patterns can be learned by children, provided that during the senior preschool age they form specific ideas about each season (length of the day, air temperature, typical precipitation, plant condition, animal lifestyle, adult labor, changes in the lives of the children themselves in any given season). Children need to know the order of the seasons.
2. The role of the educator in the formation of knowledge to familiarize children with seasonal phenomena in nature
The window into nature is opened to the child first of all by the parents. From the first steps, a person learns the world, learns to perceive time, masters the place. Nature occupies, amuses, and also frightens the child. Children come into contact with nature and independently. They are attracted by everything and everything: green meadows and forests, saturation of flowers, berries, butterflies, beetles, snowflakes, cold frost on the glass, knee-deep snow.
Being in the middle of nature in itself has a positive effect on children. However, can everything be perceived correctly by a child in independent communication with nature? After all, it may happen that he will tear off the wings of a butterfly or dragonfly, pick up an armful of lilies of the valley, and immediately throw them under his feet.
The lack of knowledge that correctly reflects reality often leads to the formation of prejudices and superstitions in them. Misconceptions are factors in the unfriendly attitude of children towards animals: frogs, cats, etc.
To prevent something like this from happening, you need to influence the minds of children, teach them not only to love nature, but also to follow, establish connections and preconditions for phenomena, summarize and classify knowledge in order to form a realistic concept of nature, its individual objects.
Parents do not always have certain knowledge in this area, they do not have broad cognitive information about those phenomena, nature, the meeting with which is most likely, and they cannot always answer almost all children's "why", cause enthusiasm for the world around them. Also, parents most often do not have time to educate the child.
The teacher forms in children the first ideas about the relationships in nature using the simplest examples from the immediate environment ("Plants in the flowerbed need water, light, warmth, soil, various insects fly to them - butterflies, dragonflies, beetles, bees", "Rain live in the soil worms that loosen the earth", "the rain waters the trees and they grow well"), about simple connections between weather phenomena and their consequences ("During the rain it is damp, the sand becomes wet, puddles appear", etc.).
Introduces children to some signs of seasonal phenomena (snow falls in winter, snow can be different (loose, dense, etc.), water freezes in the cold, so you can build ice slides; in spring, the sun shines brighter, there are more birds, vegetables are planted in vegetable gardens, flowers in the flowerbeds, it gets cooler in autumn, yellow leaves fall from the trees, it rains, harvests are harvested in the gardens, etc.) he also organizes observations of seasonal changes in a number of ways (it gets cold, the leaves turn yellow, the sun shines, streams run , the first flowers appear, leaves fall, etc.), which contributes to the development in children of the first generalized ideas about the seasons.
The teacher, together with the children, notes the results of their observations in different types activities (drawing, applications, games). The teacher invites them to listen to fragments of children's musical works reminiscent of the sound of rain, the singing of birds, listens with them to the sounds of wildlife.
Therefore, the role of the educator in familiarizing children with nature and in teaching correct behavior in nature is extremely important.
The teacher is obliged to increase, form, detail children's ideas about natural phenomena in animate and inanimate nature, help the child understand the harmony in nature, the need for everything that exists in it, study, comprehend its laws, feel its beauty. And the earlier a person gets acquainted with the unusual world, the earlier the emotion of the beautiful awakens, the more seeds of kindness will be sown in his soul, the stronger the desire to protect everything growing and living will become. The education in a child of such properties as curiosity, vigilance, observation is the key to the success of the upcoming intellectual development and education of the baby.
Using various methods in working with children that correspond to their age-related abilities, including increased energy, independence, the educator can make nature the principal cause of the child's many-sided development. He will instill in children love for life in all its manifestations, develop the capacity to accept beauty.
To familiarize older preschool children with active and inanimate nature, flora and fauna, the teacher uses various forms of work: classes, excursions, targeted walks, supervision in daily life.
Significant space is given to children's observations of nature, natural phenomena, introspection, experimentation, experiments, games.
To increase children's knowledge of the seasons, the teacher conducts classes on relevant phenomena in nature in different times of the year. On everyday walks, the teacher directs the children's interest to the weather: warm - cool, the sun shines - it's raining, snowing, calm - the wind is blowing, bright sky - clouds. If children live with such observations continuously, the children themselves notice changes in the weather. Under the guidance of a teacher, children observe changes in active and inanimate nature at different times of the year, pay interest to the formation of plants and, as under the influence sunlight, heat, buds open, leaves, grass, flowers appear. Plants, trees - a grateful subject for knowledge, for the development of systemic thinking and observation of the baby at any time of the year. They are constantly accessible to the eye, they are allowed to feel and even hide under the crown of a tree on a hot, clear day.
In the pedagogical literature, the content of the concept of "environmental education" is interpreted in different ways.
So, A.A. Verbitsky states that under ecological education it is allowed to perceive the process of inheritance and expanded reproduction of natural culture by a person as a means of education, training and self-education, as well as within the framework of work and household activities. Continuous environmental education is understood as the enrichment of the natural culture of the individual throughout life.
B.T. Likhachev describes environmental education as a purposeful systematic pedagogical activity aimed at the formation of natural education and upbringing of children; the accumulation of environmental knowledge, the creation of skills and abilities of activities in nature, the awakening of great moral and aesthetic emotions, the purchase of highly moral personal qualities and a strong will in the implementation of environmental work. In the essence of natural learning, there are two sides: ecological consciousness, ecological behavior.
The formation of the foundations of natural consciousness occurs mainly on exercises to familiarize oneself with the outside world, while ecological behavior is created over the years, and not so much on exercises as in unregulated activities in the natural direction. In the system of environmental education, the first link, the kindergarten, is of great importance. Children are extremely receptive, they simply respond to excitement and fun, at this age there is a functional process. purposeful formation knowledge, feelings, the formation of opportunities.
The environmental education of preschoolers is understood as a constant process of learning, learning and personal development, sent to create a system of scientific and practical knowledge, as well as value orientations for serious news to nature. The purpose of preschool natural education is to educate the initial forms of the natural culture of children, comprehend by them simple relationships in nature, develop the initial practical skills of humane-creative and emotional-sensual interaction with natural objects of the immediate environment.
This goal is concretized by the following tasks:
environmental education of preschoolers as a prerequisite for the development of a child's natural culture;
ensuring the continuity of the development of the natural consciousness of children on the basis of the continuity of environmental educational programs of preschool and primary general education.
So, the task of the kindergarten teacher is to bring children to worldview conclusions about the unity and diversity of nature, the connections and relationships between various objects of nature, constant changes in nature and its development, the need for relationships between living creatures in nature, the optimal use of nature and protecting her. In parallel with this, children are being created the opportunity to aesthetically touch the world, to accept and appreciate the beautiful, to multiply the beauty of the environment with their own efficiency, to inspire them to think about the relationship between people and nature.
The success of children in familiarizing themselves with nature is largely determined by the teacher, his psychological and pedagogical culture. With a variety of knowledge different areas science of nature, the ability to correctly explain the relationship between objects and phenomena in nature; awareness of the patterns of its development; the educator can deepen and increase ideas about seasonal changes in active and inanimate nature, their relationships.
3. Methods in the process of introducing children to nature
In the pedagogical process of the kindergarten, various forms of organizing children are used when introducing them to nature.
Classes or excursions are most often held with all children (frontal form of organization).
Work and observation of nature is best organized with a small subgroup or individually.
Various teaching methods are also used (visual, practical, verbal).
Teaching methods are ways of joint activities of the educator and children, during which the formation of knowledge, skills and abilities, as well as attitudes towards the world around them, is carried out. When familiarizing children with nature, these methods are widely used.
Visual methods include observation, looking at pictures, demonstrating models, films, filmstrips, transparencies. Visual methods most fully correspond to the possibilities of cognitive activity of children of older preschool age, allow them to form vivid, concrete ideas about nature.
Practical methods are games, elementary experiments and simulations. The use of these methods in the process of getting acquainted with nature allows the educator to clarify the ideas of children, deepen them by establishing connections and relationships between individual objects and natural phenomena, bring the acquired knowledge into the system, and exercise preschoolers in applying knowledge.
Verbal methods are the stories of the teacher and children, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge of nature, systematize and generalize them. Verbal methods help to form in children an emotionally positive attitude towards nature. In the work on familiarizing children with nature, it is necessary to use different methods in a complex, correctly combine them with each other.
A necessary condition for environmental education is the organization of an interconnected, moral, legal, aesthetic and practical activities preschoolers, aimed at researching and improving the relationship between nature and man. The tasks of environmental education in a preschool institution are the tasks of creating and implementing an upbringing and educational model in which the result is achieved - obvious manifestations of the foundations of environmental culture in children preparing to enter school.
According to the concept of S.A. Surkina, they boil down to the following:
creating an atmosphere of significance in the teaching staff environmental issues and prioritization of environmental education;
creation in a preschool institution of criteria that ensure the teaching process of environmental education;
systematic raising the qualifications of the teaching staff: studying the ways of environmental education, improving environmental propaganda among parents;
implementation of systematic work with children within the framework of one or another technology, its continuous improvement;
identification of the level of ecological culture - real achievements in the intellectual, emotional, behavioral spheres of the child's personality with its assistance with nature, objects, people and self-assessments.
The theoretical basis for preparing preschoolers for an unmistakable relationship with the environment is the required minimum of information on ecology, which is provided for by the system of classes for the environmental education of preschoolers and the unregulated efficiency of the ecological direction.
Ecological behavior is made up of individual actions (a set of states, specific actions, skills and abilities) and a person’s deeds, which are influenced by the goals and motives of the individual (motives in their own development go through the following stages: origin, saturation with entry, satisfaction).
Preschool- a very important step in the life of a child. It is during this period that enhanced bodily and mental formation occurs, various opportunities are intensely created, and the basis of character traits and moral properties of the individual is laid. Early communication of children with nature will help develop and educate in their minds the right views on it, put its innovative ecological position and the relationship of man with the environment.
The upbringing of cognitive enthusiasm for nature, sincere love and caring for the forest, flora and fauna, the desire to preserve and increase natural assets for today's and future generations of people is becoming an indispensable requirement of education.
In psychological and pedagogical research, the ability of children to master connections and dependencies in nature that are different in content and nature has been confirmed. Of great importance for the natural education of preschoolers is the demonstration of specific facts of human interaction with nature, first of all, acquaintance with local material with the various efficiency of mature people in nature, multifaceted practical work on nature protection. It is important to introduce children to environmental work to preserve and improve the delightful urban and suburban reliefs, beautiful Russian rivers, to give information about local reserves, natural monuments, annals, and culture. At the same time, interest should also be directed to the negative facts of the impact on nature and environmental difficulties.
Of the higher feelings, aesthetic and moral ones are available to children ("excellent - not good", "good - evil", "beautiful - ugly"), due to which, in the environmental education of children, great interest should be given to aesthetic and moral aspects. Preschoolers can take possession of the norms and rules, as well as the restrictions and prohibitions of environmental law.
Gradually, the child will begin to master the system of behavioral environmental skills, which is an integral part of the natural culture of the individual.
Based on the general goal of environmental education, the characteristics of the mental development of the child, at the senior preschool age it is possible and necessary to lay the foundations of ecological culture, since it is during this period that vivid, imaginative emotional memories, the first natural history ideas are accumulated, the foundation is laid for a true deed to the world around and value orientation in it.
When developing a specific lesson, the teacher should refer to the kindergarten program and determine the amount of knowledge, skills of cognitive or practical activities that should be learned by children. It is most advisable to use for this lesson, conducted by the method of observation. A special type of occupation is also widely used - excursions into nature. If for some reason direct observation of objects is impossible or difficult, the accumulation of specific ideas can be carried out in the classroom using didactic pictures (examination of pictures of natural history content).
Thus, classes provide a consistent complication, enrichment and expansion of knowledge, skills and abilities, their generalization. Communication of children with nature is an interconnected activity that allows children to learn spiritual contact with plants and animals. Communication with nature is not so much an intellectual as an ethical form of interaction between children and nature, bringing joy, developing humane feelings and a correct attitude towards nature, towards all living things.
4. From the experience of working on familiarization with seasonal changes in a preschool institution
To reveal the beauty of nature to a child and teach him to see it is a difficult task. To do this, the teacher himself must be able to live in harmony with nature.
The teacher should expand, shape, clarify children's ideas about natural phenomena in living and inanimate nature, help the child understand the harmony in nature, the expediency of everything that exists in it, teach them to comprehend its laws, to feel its beauty. And the sooner a person gets to know the wonderful world, the sooner the feeling of beauty will awaken, the more seeds of kindness will be sown in his soul, the stronger will be the desire to save everything growing and living. The education in a child of such qualities as curiosity, attentiveness, observation is the key to success in the further intellectual development and education of the child.
Using different methods in working with children that meet their age capabilities, including increased activity, independence, the educator can make nature an important factor in the comprehensive development of the child. He will instill in children a love for life in all its manifestations, develop the ability to perceive beauty.
A significant place is given to children's observations of nature, natural phenomena, self-observation, experimentation, experiments, games.
To expand the knowledge of children about the seasons, the teacher conducts classes on characteristic phenomena in nature at different times of the year. On daily walks, the teacher draws the children's attention to the weather: warm - cold, the sun is shining - it's raining, snowing, calm - the wind is blowing, clear skies - clouds. If such observations are constantly made with children, the children themselves notice changes in the weather.
In summer, children note that the day is long, the sun shines brightly, it gets hot; in winter - the day is short, it gets dark quickly, the sun shines, but does not warm.
In the process of familiarization, children's ideas about the dependence of seasonal changes on sunlight are consolidated.
So, the task of the educator is to bring children to worldview conclusions about the unity and diversity of nature, the connections and relationships between different objects of nature, constant changes in nature and its development.
The success of children in getting acquainted with nature is largely determined by the teacher, his psychological and pedagogical culture. Possessing all kinds of knowledge from various areas of natural science, the ability to correctly explain the connections between objects and phenomena in nature; understanding the patterns of its development; the educator can deepen and expand ideas about seasonal changes in living and inanimate nature, their relationships.
To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena.
So, in a group, children are introduced to the most striking phenomena characteristic of this time of year that they can observe: it has become warm, sometimes it is hot, the sun is shining, it is raining, the wind is blowing, the moon appears. Children determine the dependence of their clothes on the weather.
In the middle group, based on the past experience of preschoolers, the teacher continues to acquaint them with characteristic phenomena summer nature, draws attention to the fact that the sun heats more and gives off more heat than in winter, a warm wind blows, it rains, thunderstorms rumble. Children watch the movement of clouds and establish the simplest connections: the sun shines brightly, it gets hot, after rain (thunderstorm) nature noticeably comes to life, the air becomes especially fresh, grass, flowers, trees - clean and shiny. They learn that summer is characterized by such natural phenomena as the bright sun, clear skies, heat, warm rains, thunderstorms.
The teacher teaches children of older preschool age to recognize the state of the weather by a number of signs and define it with the appropriate word-term. Gradually, they begin to correlate the state of the weather with the summer season. For the emotional development of knowledge, the formation of a cognitive attitude to nature in the summer, teachers should use riddles, sayings, sayings, folk signs, which will expand the ideas of children, develop their powers of observation. Gradually, words are introduced into the vocabulary of preschoolers that characterize one or another state of the weather (hot wind, gentle breeze, sunny weather, etc.).
Observation allows children to show nature in natural conditions in all its diversity, in the simplest, visually represented relationships. Many connections and relations of natural phenomena are accessible to direct observation, are visible. .
good reception the development of observation is a method of fixing observations. These can be sketches in notebooks, coloring black and white drawings. Drawings can be done from memory or from nature. In this case, the teacher should require that the drawing be as close as possible to the original.
Recognizing observation is used to form in children ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the features of certain objects, their properties, signs, and qualities. It ensures the accumulation of vivid, living knowledge about nature in children.
In autumn, the teacher organizes monitoring of the weather. In order for the children to learn to pay attention to the air temperature, he invites them to dress the doll for a walk. It is necessary to consult with children what is better to put on a doll. As it gets colder, the teacher pays attention to how the children themselves are dressed. Offers to touch the cooled objects: bench, wall of the house, pebbles. On days when the sun either shines or hides behind clouds, it is necessary to "search" for the sun, to ask why it has darkened or become lighter. .
In winter, various methods are used to help children become aware of changes in air temperature: the teacher, together with the child, dresses the doll, preparing for a walk, reminding that it is cold outside, frost and the doll needs to be warmly dressed. On a walk, he invites children to take off their mittens and feel the cold. Pays attention to how children and adults are dressed. After a snowfall, it is recommended to conduct a targeted walk around the site and show the children how much snow is around, which lies on the ground, on trees, on benches, on a fence, on roofs of houses.
At the beginning of spring, children should pay attention to the fact that the sun has become dazzlingly bright. It is useful to watch sunbeam. Water games are organized in the spring. The teacher pays attention to its properties, puts plastic, paper boats into the stream, and the children watch how they swim. Of great interest to them is the game-calendar "What is the weather today?". Every day, turning from a walk, the guys move the arrow so that it points to the picture corresponding to the given weather.
Summer. The monitoring of the weather continues. By some signs, preschoolers determine the warm and hot time of the day. The educator helps them realize this with the help of questions: why did you take pictures today warm clothes? Why didn't you take off your jacket yesterday? Why are the rocks so hot today? Wind monitoring continues. The teacher takes out turntables and paper ribbons for a walk. Pays attention to how the trees sway, the leaves rustle.
Depending on the number of children involved in the observation, it can be individual, group and frontal. Depending on the goals set by the teacher, observation can be episodic, long-term and final (generalizing).
Each subsequent observation should be related to the previous one.
At the same time, work is also being carried out to develop the speech of preschool children. So, for example, at first, when describing seasonal changes in nature, children use simple non-distribution sentences, then simple common ones, and, finally, in the preparatory group, complex sentences. During this period, based on the acquired knowledge and experience, children can independently draw conclusions about the observed changes in nature and compose a coherent story about them using key words or a plan.
Much attention is paid to highlighting the distinctive features of each month of the year and their lexical description using standard (clichéd) phrases and expressive means (phraseological units, synonyms, words with a figurative meaning). So, the children not only learn the order of the alternation of the seasons, the names of the months, but also learn to talk about the distinguishing features of each season, first with the help of a teacher, and then on their own.
Given the leading activity of older preschool children, it is advisable to use various games when getting acquainted with seasonal natural phenomena. In the classroom, walks and in their free time, didactic games are held with children: "Children on a branch", "Tops and roots", "Pathfinder", "Recognize by sound", "Fair", "Recognize by description", "When it happens ?”, “Make a pattern of autumn leaves”, etc.
The teacher advises parents to spend more time with their children on the street, walk in the forest, park, note changes in nature in the summer, teach cultural behavior in nature.
Thus, a system of knowledge, skills and abilities of children is formed.
Conclusion
The problem of the relationship between man and nature is not new, it has always taken place. But in this moment, at present, the natural problem of the interaction of man and nature, as well as the interaction of the human community on the environment, has become extremely acute and has taken on a large scale. In the conditions of an impending natural disaster, ecological education and the education of a person of all ages and professions are of great importance. The preschool institution is already called upon to express perseverance in educating the newest generation, which is characterized by a special vision of the world as an object of its unchanging care. The formation of environmental consciousness is an important task of a preschool institution at the present time.
Ecological education of preschoolers is the process of formation in children of a consciously correct attitude towards the objects of nature with which they are in direct contact. Such news appears in the interconnection of intellectual, emotional and acting components. Therefore, it is important from early childhood to teach a child to preserve the beauty of nature, since during this period the development of the properties of a human personality occurs, the foundations of natural culture are laid. The task of the kindergarten teacher is to bring children to worldview conclusions about the unity and diversity of nature, the connections and relationships between different objects of nature, constant changes in nature and its development, the need for relationships between living creatures in nature, the optimal use of nature and the protection of it . In parallel with this, children are being created the opportunity to aesthetically relate to the world, to accept and appreciate the beautiful, to multiply the beauty of the environment with their own activities, to encourage them to think about the relationship between people and nature.
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