"Innovative technologies for environmental education of preschoolers"

SLIDE - TITLE

(SLIDE 2) Our task is to teach a child to treat every living organism as an intrinsically valuable, unique entity that has the right to life. The best result can be achieved if you start to form the foundations ecological culture at preschool age.

In my work, I set the goal and objectives of environmental education of children:

Purpose: formation of a new type of person with a new ecological thinking, capable of realizing the consequences of their actions in relation to the environment and able to live in relative harmony with nature.

Tasks:

1. Development and correction of the emotional sphere of children through the organization of direct communication with wildlife and the widespread use of psychological and pedagogical games-trainings of natural history content in various activities of preschoolers.

2. Formation of the basic foundations of ecological culture in children:

Mastering elementary ecological knowledge about nature native land reflecting the relationship of living organisms with their environment;

Obtaining initial ideas and practical skills in the field of nature management (economic impact on nature), nature protection;

Obtaining initial ideas about a person as a living organism, about human ecology (understanding of individual manifestations of the dependence of the health of children and adults on the conditions of the environment in which they live);

Education in children of a positive and active attitude towards objects and natural phenomena with which they come into contact.

3. Disclosure and development of the creative and spiritual and moral potential of each child in the process of communication with the nature of his native land.

(SLIDE 3) The problem of environmental education is sufficiently covered in various methodological recommendations. The goals, objectives, principles, means, forms and methods, as well as the content of environmental education are determined. All this is familiar to you.

(SLIDE 4) I want to draw attention to the use of innovative forms and methods of working with preschoolers.

So that every day the children stay in kindergarten was interesting and rich, I try to implement the tasks of environmental education through an integrated approach to teaching.

Children receive environmental knowledge and skills not only in specially organized classes, but also during walks, excursions, play and research activities, reading books, fine arts and music lessons.

(SLIDE 5, 6) Game activity

Role-playing game is a method in which children play out a life situation (actually occurring or simulated). The scenario of the game is not described, but only the situation is set. Children themselves model their behavior, build relationships. In role-playing games, the child's social competencies are actively formed. Role play turns learning into a creative laboratory of self-education.

Games for children are a way of understanding the environment, a way to understanding the world in which they live and which they can change and transform.

Puzzle games, experience games, exploration games, meditation games(“I am the Sun”, “I am the Rain”, “I am the Wind”, “The Sun and the Cloud” and others) give new impressions about the life and work of people, about the state of nature and its changes; arouse interest in nature and develop a value attitude towards it; form the motives and practical skills of environmentally sound activities; provide opportunities for independence, initiative, cooperation, responsibility and the ability to make the right decisions. In these games, children use their life experience and reflect what interests them, worries, pleases.

Interesting in working with children is such a game technique as receiving letters of complaint from residents of a living corner, residents of a forest, garden, orchard. Upon receiving such a letter, children think about its content, discuss various environmental situations, decide how to help this or that living creature, how to protect and protect nature - their land, and the entire planet.

Everyone is now widely using design methods. I won't dwell on them.

(SLIDE 7) Case technologies

Case - technology- this is an analysis of a situation or a specific case, a business game. Its main purpose is to develop the ability to analyze various problems and find their solution, as well as the ability to work with information.

Technology Ideas:

Designed to develop communicative competencies in those educational areas where there is no unequivocal answer to the question posed, but there are several answers that can compete in terms of truth;

The development of the child in the joint activity of the child-adult on equal terms. For example, a case photo or a case illustration “Does a child behave correctly in nature?”

The method of discussion “Good-bad”, “Why did the leaf turn yellow?” or “Why are poplar buds big and birches small?” etc. - the purpose of such a case is to analyze the situation through the joint efforts of a mini-group of children, to find a way out, the correct version.

(SLIDE 8) Computer technology and multimedia presentations

Information and computer technologies are firmly included in the system of preschool education, are widely used to improve and update the forms and methods of working with children.

Unlike an adult, who only needs to listen to an oral explanation, subsequently connecting logical thinking, to understand the meaning of information, for children, the saying "it is better to see once than hear a hundred times" is the best fit. The child, with his visual-figurative thinking, understands only that it is possible to simultaneously consider, hear, act with an object or evaluate the action of an object. That is why it is so important when teaching preschoolers to turn to the channels available to them for obtaining information.

In my practice of work, introducing children to nature, I use a variety of materials: didactic pictures, reproductions of art paintings, photographs, videos, sound recordings; in which children become active rather than passive objects of pedagogical influence.

I use the following types of illustrative and visual materials on electronic media:

1. sound materials are recordings of the voices of birds, mammals, the sound of the forest, surf, rain, wind, etc.;
2. screen materials are slides, i.e. a series of individual frames dedicated to a particular topic;
3. multimedia presentations are educational screensavers with beautiful, bright pictures that help tell children about the world around them. The presentation combines dynamics, sound, colorful image, which significantly improves the perception of information;
4. media classes that I conduct in a group room using a laptop or in a music room equipped with a computer, projector and screen;
5. in the process of modeling;
6. in case it is necessary to give some virtual cognitive information.

I include multimedia ecological games both in the content of classes to get acquainted with the outside world and in free activities: travel games, riddle games, didactic games, quizzes, physical minutes, finger games.

(SLIDE 9) Ecological theater, the use of folk wisdom (fairy tales, legends on environmental topics)

An effective method of expanding knowledge of ecology isthe use of pearls of folk wisdom - fairy tales, legends, sayings, riddleson environmental topics, the purpose of which is to enrich the mind and excite the soul, and not so much to give ready-made answers to the questions posed, but to develop the child’s ability to think independently, using their experience and previous observations .: “A lot of forest - do not destroy, little forest - take care, if there is no forest, plant it”, “Don’t raise your hand to nature, it will be for your grandson” and so on.

One of the forms of non-traditional environmental education of preschoolers isecological theater,which contributes to the development of a sense of collectivism, responsibility, forms the experience of moral behavior, affects the spiritual and moral development of the individual. This is one of the innovative forms of environmental education and upbringing of children. Innovative, because children reveal environmental problems through costumed theatrical performances with the inclusion of songs, dances, ditties of propaganda content that promote environmental protection.

The parents of pupils are involved in the organization of the ecological theater. But here they not only write poems, ditties for performances, help in creating costumes and scenery, but also become assistants in working with society (posting campaign leaflets, distributing memos to the population, cleaning up the territory).

I would like to emphasize once again that the ecological theater is a new direction in the work of the kindergarten, opening up wide opportunities for creative search, the result of which is not only new productions, but, above all, new knowledge about our common home, about our neighbors on the planet, about interdependence man and nature.

Environmental theater classes provide an opportunity not only to study and learn the world but also to live in harmony with it.

(SLIDE 10) Contests, quizzes, brain-rings, entertainment, holidays, environmental

Holding competitions, quizzes, brain-rings, entertainment and ecological holidays,such as "Bird Festival", "We are friends of nature", "Earth Day", "Forest Birthday", "Autumn Kaleidoscope",also helps children feel like part of nature, children like rehearsals, they are happy to perform not only in front of each other, but also in front of their parents, who are not only frequent guests, but also participants in our holidays.

(SLIDE 11) Environmental actions

At our preschoolenvironmental actionstake place throughout the academic year. In the course of actions, preschoolers receive natural history knowledge, develop environmental culture skills, and an active life position. Actions serve as good environmental propaganda among parent community. Children see the attitude of parents, the organization of the event and participate in it themselves.

And most importantly, in the course of environmental actions, children are shown and given the opportunity to improve themselves, correct the consequences of environmentally illiterate actions of people, since the result of any action is the productive activity of children.

Each action is held under its motto, has a visual campaign (leaflets, posters, memos).

(SLIDE 12) Types of shares:

Autumn:

• "A seed and a grain in reserve!" (collection of seeds for the future harvest, flower seeds, seeds for feeding birds).
• "Good winter for birds" (feeding wintering birds).

Winter:

• "Christmas tree - a green needle."
• "Vitamins on the windowsill" (growing onions for yourself,

monitoring the growth of onions in different conditions, maintaining a general and individual observation calendar).

Spring:

• “Close the faucet tightly so that the ocean does not flow out!” (March 22 is International Water Day).
• "Beloved - a clean city!" (This city campaign "Clean City" is traditionally held, and we are actively involved, parents + children + employees: we clean the territory, improve and plant trees and shrubs).
• "To each singer a palace!" (together with parents, making and attaching birdhouses).
• “Decorate the planet with flowers” ​​(the action starts in April, on the Earth Day holiday, when children sow flower seeds).

Summer:

• “Let's decorate the planet with flowers” ​​(laying out flower beds, lawns from grown seedlings, caring for plantings).
• "Protect the forest and its inhabitants from fire!" (call how to behave in the forest).

(SLIDE 13) ecological trail

While working with natural objects, it is important to form in children the need for self-study nature. This task can be accomplished by creating a pedagogical developing environment of an ecological direction in which a child could learn about the world around him, independently identify the connections and dependencies that exist in nature, observing objects and phenomena of inanimate and living nature and actively interacting with them.

One of the most important components of the ecological developing environment isecological trail,which we used as an innovative form of environmental education.

The ecological path allows more productive use of ordinary walks with children for ecological activities and at the same time for the improvement of children in the fresh air. The same objects can be visited many times, especially in different seasons of the year. If it is an introductory walk, you can visit different points; if we are pursuing a specific goal (for example, to find out who lives on a stump), then we will limit ourselves to only one object. On the path we conduct observations, games, theatrical classes, excursions. It is very important to remember the integrated approach: on the path, I observe, examine, discuss, analyze, etc. with the children, but children express their impressions of what they saw, acquired knowledge about nature in different types of activities: visual, musical, which helps to consolidate this knowledge in the memory of the child.

(SLIDE 14) Circle work

In a rapidly changing life, a person is required not only to possess knowledge, but, first of all, the ability to obtain this knowledge himself and operate with it, to think independently and creatively.

It is the children preschool age, with their desire to know the world around them, represent great opportunities for the development of a moral position in relation to their native land.

Therefore, in my work, I can consider the creation of a circle for experimental activity “Know-it-all” to be innovative, where the child is given complete freedom to display cognitive, emotional, social and motor activity in the process of experimentation.

The main content of the research is:

About a human;

About materials (sand, clay, paper, fabric, wood, etc.);

About natural phenomena (wind, snowfall, sun, water, etc.);

About the world of plants (methods of growing from seeds, bulbs, leaves);

About the subject world.

(SLIDE 15) Active forms of work with the family

We solve the problem of formation of ecological culture with the help of parents. Parents are invited to classes and holidays of ecological content, in which they were not just spectators, but also active participants. Such events as the ecological duel "Children against parents", KVN "Connoisseurs of nature" were held. And also given homework, joint care of animals, plants; collecting collections of natural and other materials; assistance in creating a developing environment; improvement of plots in the territory of the kindergarten; writing ecological fairy tales and designing books; participation in environmental actions (which were described above).

For several years now, I have been publishing a monthly environmental newspaper Kapitoshka for parents, from which parents learn about the work of our group in this direction and also learn a lot of interesting and funny stories about animate and inanimate nature; and also thematic booklets are issued: “All about flowers”, “All about proper nutrition for children”, “Winter walks”, “Outdoor games for a walk”, “A clean city is our city”, etc.

(SLIDE 16) Conclusion:

During the course of work, the following changes were noticed:

Children have noticeably expanded their ecological ideas, their ability to establish cause-and-effect relationships;

Interest in objects and phenomena of the natural-objective world has increased, as well as an emotional reaction to "disorders" in their use, value judgments about them;

There was a desire to comply with the norms and rules of behavior in the environment, aimed at preserving the values ​​of the natural world.

And in conclusion, I would like to play a game with you using one of the methods of environmental education: "Computer technology and multimedia presentations."

• The game is called "Find out by ad."

From the screen, children give an announcement on behalf of some animal, and you will have to guess which animal the announcement came from?

Preview:

To use the preview, create yourself a Google account (account) and log in:

Explanatory note

The world surrounding the child is, first of all, the world of nature with limitless

richness of phenomena, with inexhaustible beauty.

Here, in nature, is the eternal source of the child's mind.

V. Sukhomlinsky

Nature is fragile and vulnerable. Recently, water bodies have become increasingly polluted and become lifeless, soil fertility is depleted, flora and fauna are depleted, acid rains fall - this is an alarm signal calling for a reasonable attitude to the world around us. In this regard, the topic of environmental education is currently more relevant than ever.

Man is a part of nature: he cannot live outside of it, he cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.

Ecological education is currently regarded as a priority direction of restructuring preschool education.

At preschool age, the formation of a consciously correct attitude towards objects of nature begins. A correct understanding is based on knowledge of the characteristics of the life of living beings, their interaction with the environment. A conscious attitude is manifested in a variety of environmental activities.

Therefore, work on the formation of ecological culture should begin from preschool age, when the main ways of cognizing the surrounding reality are laid, and a value attitude towards it develops.

Education in children from early childhood of responsibility for the fate of their native nature, involvement in all possible assistance in nature protection, environmental education of the entire population, and especially the younger generation, is one of the urgent tasks of today.

The problem of environmental education today worries everyone - scientists, teachers, the public. What and how to teach children in order to form in them a modern scientific picture of the world, an idea of ​​a person’s place in this world, about the features of relationships in this world at an accessible level?

In the theoretical foundations of the environmental education of preschoolers presented in various psychological and pedagogical studies (I. A. Khaidurova, P. G. Samorukova, N. N. Kondratiev S. N. Nikolaeva, N. A. Ryzhova, A. V. Staroverova and others ., indicates the need to make the most of this period of time, educating children consciously right attitude to nature, which is considered not only as a set of environmental knowledge, but also as an effective activity with their participation. The active position of children is an indicator of the degree of environmental education and culture of the younger generation.

Before school age- the optimal stage in the development of the ecological culture of the individual. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, as well as in his behavior in nature. It is thanks to this that it becomes possible to form environmental knowledge in children, norms and rules for interacting with nature, fostering empathy for it, and being active in solving some environmental problems.

However, the ecological culture in a child is formed only under favorable social conditions in the family, kindergarten, school, the nearest natural and socio-cultural environment.

Purpose of technology:

Purposefulness and coordinated activity of all teachers based on an integrated approach in the formation of environmental culturein the totality of environmental consciousness, environmental feelings and environmental activities

Ecological education of preschool children must be built on the assimilation by children of a system of knowledge about nature, about the connections, the dependencies that exist in it. Children should be given knowledge about nature, form labor skills, cultivate emotional responsiveness, love for nature, a desire to protect and increase its wealth.

Main tasks:

1. To form the ecological consciousness of teachers and all employees of a preschool institution.

2. To create favorable conditions for working with children in environmental education and upbringing in the kindergarten.

3. Improve educational work through the integration of all types of activities.

4. Promote environmental knowledge, involve parents in the issues of environmental education of children in the family.

Ecological education of children in preschool educational institutions is carried out under the following conditions:

Availability of a base, creation of conditions for work on environmental education (environment, atmosphere;

The use of a wide variety of forms of work in solving the problems of environmental education;

The relationship of the work of all teachers of the preschool educational institution (head, senior educator, nurse, educator, music director, head of the art studio, speech therapist, teacher - psychologist, physical instructor);

Working with parents, because without the participation of parents, it is impossible to lay the foundation of ecological culture in preschool children.

The task of the teacher is to raise a healthy child who knows and protects nature, to teach how to manage its wealth in a prudent manner.

Ecological education of preschoolers consists in the formation of elements of ecological consciousness, environmentally oriented activities and behavior in the natural environment, moral and valuable experience of communicating with nature, a humane, consciously correct attitude towards nature.

Ways of implementation:

Development of a system of measures with teachers to improve their educational level in the organization of innovative activities;

Creation of optimal conditions for involving teachers in rethinking the content and methods of their work in the light of the new requirements of pedagogy and psychology;

• ensuring consistency and logical structure in the organization methodical work to improve professional skills and abilities in pedagogical activity.

Forms of work:

Technology features:

Continuity of the best traditions of domestic and foreign experience in updating the content of the educational process;

An integrated approach to introducing teachers into the educational process;

Formation in preschoolers of an active life position in the knowledge of the world around them through sensory-emotional reactions;

Activation of intellectual cognitive activity and creative expression.

Expected results:

Implementation into practice work of preschool educational institution innovative technologies, prerequisites for a higher level professional activity and self-realization of teachers;

Formation in children respectful attitude to the nature of their native land through the integration of all types of activities;

Technology activities:

1. Discussion of the problems of organizing work at pedagogical councils, conferences.

2. Establishment of an advisory service to assist young professionals.

3. Increasing the qualifications of teachers for the introduction of modern pedagogical technologies.

This technology allows:

. - raise professional culture teachers;

Create a positive attitude towards the application and development of innovations that contribute to updating the content of preschool education;

To form an active life position in the knowledge of the world around through sensory-emotional reactions;

Activate intellectual and cognitive activity and creative self-expression.

Technology consists of three sections.

First section

« Ecologization of the educational process»

Task : implementation of an integrated approach in environmental education.

Environmental education is not an isolated area of ​​kindergarten work; it has ideological significance, and therefore it is necessary to strive for the greening of the entire educational process. This implies the participation in environmental education of all employees of the preschool educational institution.

One of the conditions is the coordination of the work of the entire staff of the preschool institution, the creation in the kindergarten of a system of work on environmental education, which involves close cooperation of all specialists based on an integrated approach to the greening of various activities of preschoolers, where each employee performs certain functions in the field of environmental education.

Purposeful and coordinated activity of all employees of the kindergarten allows to carry out: greening of various types of activities of the child and the developing subject environment;

Ecological education of parents;

Training and retraining of personnel;

Environmental assessment;

Coordination with other institutions.

The principles of organizing the work of teachers are the independent implementation of an integrated approach through the greening of the developing subject environment in the group and the greening of various types of child activities in everyday life.

Tasks for environmental education are included in the work plan of teachers of the preschool educational institution, control by the methodologist and leader helped to implement an integrated approach in environmental education, create a system of interrelated components, which was a necessary condition for the implementation of environmental education in a preschool institution.

Ecological education of preschool children is based on systematic observations of objects and natural phenomena and their fixation. It includes gaming, visual activity, modeling, etc. Aesthetic development is associated with the fact that children learn to see beauty in any natural manifestations of a healthy living organism and enjoy it, understand the beauty of nature, captured in works of art (music, poetry, painting, graphics, applied arts), and create it with their own hands through different forms of activity.

In the process of ecological education of a child, the joint activity of a teacher and a preschooler plays an important role. the teacher is the bearer of ecological culture, owns the methodology of ecological education, contributes to the formation of practical skills.

The level of ecological culture of teachers ensures the ecological upbringing of preschoolers, requires a thoughtful approach by the educator. Taking into account their experience, the level of development of children, the specific natural environment, the educator can bring his own methods of pedagogical work, which will provide the desired effect in the upbringing of children.

Second section

"Ecological - health-improving work"

Task : - the formation in children of a holistic view of nature and the place of man in it, the development of healthy lifestyle skills.

The section provides for a system of environmental and health-improving work that we carry out in kindergarten, includes familiarization with various types of gymnastics (respiratory, finger, corrective); teaching children basic self-massage techniques; hardening; prevention of flat feet; improvement of motor skills; development of endurance through a gradual increase in physical activity; rules training safe behavior in nature.

Interact with the environment (forest, meadow, lake) and weather and climatic factors (frost, wind, rain, heat) preschoolers learn during hikes, excursions, walks, special classes ( gym, sports ground, sports corners in groups, equipped with various sports equipment). At the same time, their horizons expand, moral and volitional qualities (friendship, mutual assistance, initiative, perseverance, endurance, collectivism, etc.) are formed, and health is strengthened.

Much attention is paid to the use of herbal medicine (the use of medicinal plants and preparations based on them for the treatment and prevention of various diseases), flavored pads that promote the healing of children in early age groups.

Third section

« Ecological - developing environment of the preschool educational institution "

Task : Development of cognitive abilities by means of the surrounding space.

Of particular importance is the organization of an ecological developmental environment in a preschool institution, where children spend most of their time.

Under the environment, we mean not only the natural environment, but also a specially created subject-developing environment in kindergarten, which will help, in the process of targeted pedagogical influence, to form the beginnings of ecological culture - a consciously correct attitude to phenomena, objects of living and inanimate nature that make them up immediate environment during this period of life.

The creation of an ecologically developing environment in a preschool educational institution is one of the conditions for the ecological education of children. An environment saturated with a variety of living objects allows preschoolers not only to observe fish, birds and plants, but also to take a direct part in caring for them under the guidance of teachers. Such activities contribute to the formation of a caring attitude towards nature in children, bring up kindness and responsiveness.

The ecological development environment of the preschool educational institution includes the organization of a corner of nature in groups with the selection of indoor plants and animals, taking into account program requirements; laboratory - research corners for experiments and experimentation with animate and inanimate nature; a mini-museum of the nature of the native land, where exhibits of natural material are presented (collections of stones, herbariums, handicrafts made of wood, vines, straw, etc.), video-audio material, filmstrips about nature are selected).

The library also presents children's fiction about nature. These are books by A. Pushkin, F. Tyutchev, A. Maykov, K. Ushinsky, M. Prishvin, I. Sokolov-Mikitov, S. Yesenin, V. Bianka, N. Sladkov, N. Pavlova, K. Paustovsky, Yu. Dmitrieva, G. Snegireva and others.

The garden, garden, flower garden is used to observe and care for plants, to get acquainted with the main vegetable crops, their importance in our diet, and medicinal plants.

A corner of untouched nature (on hiking trails in the surrounding areas).

Organized in groupsmini-gardens on the window, forgrowing vegetable plants for animals - inhabitants of a corner of nature

For the purpose of environmental education on the territory of the kindergarten, aecological trail,which performs cognitive, developing, educational and health-improving functions.

The composition of the viewpoints of the ecological trail includes those objects that are on the territory of the kindergarten: various types of trees and shrubs, mosses, mushrooms, an anthill, microlandscapes of meadows and forests, flowering plants, places of regular accumulation of insects

On the ecological path are held complex classes, games, organization of practical and research activities, which contribute to the development of children's emotional positive attitude to natural objects, correct behavior in nature.

Thus, the acquaintance of children with nature in kindergarten passes through constant direct "live" communication with it. One of the conditions that ensure this is the greening of the developing natural environment, which contributes to the implementation of all components of the content of environmental education: cognitive, moral and value, activity. Proper organization of the ecological developmental environment presupposes the understanding by the employees of the preschool institution of the ecological approach to the maintenance of plants and animals, the awareness of the need for their use in the ecological pedagogical process.

The result of the work of teachers in this direction was the self-presentation of teachers, the dissemination and implementation of innovative developments in the educational process, the creation of an information base of advanced pedagogical experience:

Pedagogical technologies "The natural world of the native land", "In the world of the past".

Work experience on the topics, "Speech development of children with OHP on natural history material"; "Nature and its importance in the lives of children."

Projects "Our favorite kindergarten", "The amazing world of the bee", "Into the world of the past of paper", "The world of shells".

Abstracts of integrated classes;

The result of all of the above was participation in the competition of professional skills in the preschool educational institution "Teacher of the Year".

Outcome.

Work on this technology allows the child to form a respectful attitude towards nature through the integration of all types of activities, helps children learn specific information about plants, animals, natural phenomena, instill in them environmental skills and respect for the environment, the natural world, work as teachers in the system and creatively, which will be the key to success in environmental education and upbringing of preschoolers.

Literature:

Veretennikov A. Familiarization of preschoolers with nature. M, 1980.

Lucic M.V. Children about nature. M., 1989.

Markovskaya M.M. Corner of nature in kindergarten. M., 1989.

Methods of familiarizing children with nature in kindergarten / Ed. Samorukova. M., 1992.

Nikolaeva S.N. Communication with nature begins from childhood. Perm, 1992.

Nikolaeva S.N. Young ecologist. M., 1999.

Nikolaeva S.N. The place of play in the environmental education of children. M., 1996.

Nikolaeva S.N. Methods of ecological education of preschool children. M., 1999.

Ryzhova NA. Our home is nature. M., 1996.

Ryanzhin S.V. Ecological primer. SPb., 1996.

Municipal budgetary preschool educational institution combined type kindergarten No. 29

Kamensk-shakhtinsky

abstract

Subject: "The content and technology of environmental education in senior

DOW group"

Prepared by: Educator
MBDOU kindergarten №29

Popova Elena Vasilievna

2014 – 2015 academic year

Relevance

The problem of environmental education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work. All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development. The ideas of familiarizing preschoolers with nature were further developed in the theory and practice of Soviet preschool education.

In modern conditions, when the sphere of educational influence is expanding significantly, the problem of environmental education of preschoolers is becoming particularly acute and relevant. With the passing of laws Russian Federation"On the Protection of the Environment" and "On Education" created the prerequisites for the legal framework for the formation of a system of environmental education of the population. "Decree of the President of the Russian Federation on environmental protection and sustainable development" (taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia). Corresponding resolutions of the Government elevate environmental education to the category of paramount state problems.

These documents imply the creation in the regions of the country of a system of continuous environmental education, the first link of which is preschool education. In this regard, in the 90s, a significant number of programs were created aimed at the environmental education of preschoolers. In connection with the adoption of GEF 2014, environmental education was introduced into the educational field of cognitive development
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

Modern preschool pedagogy attaches great importance to classes: they have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for schooling. It is also important to involve children in practical activities: in the courtyard of the kindergarten and throughout the premises, at home, during excursions.

The main aspects of a teacher's work with children are a variety of activities, an integrated approach to teaching that contributes to the formation of not only an environmentally literate, but also a comprehensively developed person.

The problem of the relationship between man and nature is not new, it has always taken place. But now, at the present time, the ecological problem of the interaction of man and nature, as well as the interaction of human society on the environment, has become very acute and has taken on a huge scale. The planet can only be saved by human activities based on a deep understanding of the laws of nature, taking into account the numerous interactions in natural communities, and the realization that a person is just a part of nature. This means that the environmental problem arises today not only as a problem of preserving the environment from pollution and other negative influences human economic activity on earth. It grows into the problem of preventing the spontaneous impact of people on nature, into a consciously, purposefully, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of ecological culture, ecological consciousness, the formation of which begins in childhood and continues throughout life.

Under the conditions of an impending ecological catastrophe, ecological education and the education of a person of all ages and professions are of great importance.

At the present stage, the issues of traditional interaction between nature and man have grown into a global environmental problem. If people in the near future do not learn to take care of nature, they will destroy themselves. And in order to prevent this from happening, it is necessary to cultivate an ecological culture and responsibility. And it is necessary to start ecological education from preschool age, since it is at the stage of preschool childhood that a child receives emotional impressions of nature, accumulates ideas about different forms of life, that is, he forms the fundamental principles of ecological thinking, consciousness, the initial elements of ecological culture are laid. But this happens only under one condition: if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the beautiful world of nature to the little person, help to establish relationships with him.

Goals and objectives

Introducing children to ecological culture;

Formation of the foundations of ecological worldview;

Contributing to the formation, expansion and deepening of preschoolers' ideas about nature;

The development of cognitive skills in children corresponding to the content of knowledge (analyze what is observed in nature, draw conclusions about certain patterns and relationships, elementarily predict the consequences of exposure to natural objects).

Involving children in environmentally oriented activities: improve environmental protection activities.

Enrichment personal experience children a positive, humane interaction with nature, the expansion of environmentally valuable contacts with plants and animals, objects of inanimate nature.

Ecological culture is an integral part of the general culture of a person and includes various types of activities, as well as the ecological consciousness of a person that has developed as a result of this activity (interests, needs, attitudes, emotions, experiences, feelings, aesthetic assessments, tastes, etc.).

The ecological culture of preschool children can be viewed as a specific "subculture" of a certain social group. The volume of knowledge of ecological culture corresponding to preschool age, the child receives through the media, in kindergarten and the family, the influence of which affects the formation of the beginnings of the child's eco-culture and is determined by the attitude of its members to the environment and their common culture; the role of the kindergarten, in this regard, is determined not only by the conditions of education, but also by the personal, professional qualities of teachers, the cultural level of the entire teaching staff.

Structural components of ecological culture, identified on the basis of the activity approach (ecological knowledge and skills, ecological thinking, value orientations, environmentally justified behavior) are closely interconnected and form a single system. It is expedient to consider as the axis of individual ecological culture eco-consciousness, which is formed in the process of a child's activity and which increases if his interest in nature is stimulated, feelings aroused, empathy; it is important that the child himself be able to assess human behavior in nature, to express his opinion on this problem. It is in the 4-5th year of life that the elements of this consciousness are more clearly manifested: interest in nature, in certain types of activity, emotional reactions, more conscious assessments of people's behavior in nature.

What elements of ecological consciousness are most typical for preschool children? This is, firstly, the need to communicate with nature, which is the starting point for the formation of an ecological culture of a child, who, as a rule, does not separate himself from nature, perceiving himself as part of this nature; secondly, the aesthetic and ethical feelings that communication with nature causes, individual for each child, have different emotional shades, positive or negative. So, for example, with positive ones, an awareness of the value of nature is formed, an aesthetic attitude towards it is formed, and spiritual enrichment of the individual occurs. Another condition for the education of eco-culture is the need to put children in search situations so that they actively, creatively and independently acquire experience and master the world around them.

The foundations of ecological culture can be laid only in the process of communication with nature and pedagogically competently organized activities; it is important that in the process of environmental education, the acquisition of knowledge, skills and abilities is not an end in itself, but contributes to the formation of the foundations of eco-culture.

The result of ecological education is, as previously noted, the ecological culture of the individual, the components of which are knowledge about nature and their ecological orientation, the ability to use them in real life, in behavior, in various activities (in games, work, everyday life).

The formation of an environmentally educated person in the pedagogical process of a preschool educational institution is possible when solving the following tasks:

1. Formation of elements of ecological consciousness in children. Mastering the elements of ecological consciousness by a child is determined by the content and nature (degree of complexity) of knowledge about nature. This should be knowledge of ecological content, reflecting the leading interconnections of natural phenomena.

2. Formation in children of practical skills and abilities in a variety of activities in nature; At the same time, the activities of children should be environmentally friendly. In the course of real activities in nature (care for animals and plants in the corner of nature and on the site, participation in environmental work), children master the ability to create conditions for plants and animals that are close to natural, taking into account the needs of living organisms. Important are the skills mastered by children to foresee the consequences of negative actions, to behave correctly in nature, to maintain the integrity of individual living organisms and systems. It is the development of practical skills and abilities by children that makes the attitude to nature not contemplative, but consciously effective.

3. Education of a humane attitude towards nature. The attitude to nature - humane, cognitive, aesthetic - is closely connected with the content of the knowledge mastered by the child. Knowledge of ecological content regulates and directs the behavior and activities of children in nature. A special place in the formation of attitudes towards nature is occupied by knowledge of the laws of nature, accessible to the understanding of children.

A pedagogically expedient model for the formation of ecological culture is integration activity, in which the qualities of the individual are realized with the necessary completeness, in turn, an indicator of the formation of this ecological culture of a preschooler is his ecological education, which is determined by a number of characteristics:

assimilation of the norms and rules of environmentally sound interaction with the outside world, the transformation of a significant part of them into habits;

the need to acquire environmental knowledge, focus on their practical use;

the need for communication with representatives of the animal and plant world, empathy for them, the manifestation of kindness, sensitivity, mercy to people, nature; careful attitude to everything around;

manifestations of aesthetic feelings, the ability and need to see and understand the beautiful, the need for self-expression in creative activity;

manifestation of initiative in solving environmental problems of the immediate environment.

The named characteristics of the formation of the moral and ecological position of the individual are indicative for any age, but at each age stage the level of their formation is different, as are the content of each of the indicators, and the forms of their manifestation.

All activities of a preschool educational institution are aimed at meeting the needs of society, parents, since it (DOE) is an open socio-pedagogical system, the life of which is based on a social order determined by the state and such social institutions as the regional government, founder, family.

The modern socio-cultural situation requires the education of a healthy, competent (to the extent of one's age), independent personality, able to manage one's behavior and activities, capable of active, creative exploration and transformation of cultural and historical space. The formation of just such a person is the social order of society. Proceeding from it, the purpose of the activity of a preschool educational institution is the formation of personal qualities in children that ensure their success at the next stage of education and in further independent life, which should proceed in harmony with nature. The goals set by the preschool educational institution (DOE) predetermine the structure of the model of the graduate of the preschool educational institution, which is an age portrait that describes the achievements of the child by the end of preschool childhood.

So, the indicators of the formation of the ecological culture of a child - a kindergarten graduate are:

the presence of interest in the objects of the surrounding world, the living conditions of people, plants, animals, the ability to assess their condition from the standpoint of good - bad;

desire to participate in environmentally oriented activities;

emotional reaction when meeting with the beautiful and the child's attempts to convey their feelings in accessible forms of creativity (story, drawing, etc.);

compliance with the rules of behavior on the street, while walking in the garden, forest, etc.;

willingness to help people, animals, plants in need;

the presence of self-control of behavior, actions in order to protect and respect the environment.

Preschool childhood is a very short period in a person's life, only the first six or seven years, but they are of lasting importance. During this period, development is more rapid and rapid than ever. From a completely helpless, incompetent creature, the baby turns into a relatively independent, active person.

Thus, during the period of preschool childhood, the formation and development of the ecological culture of children takes place, and provided that this subculture is being formed qualitatively at the moment, the child will love, appreciate and protect the surrounding nature all his life, passing on his knowledge and skills to the next generations.

Theoretical foundations of environmental education

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development.

The ideas of familiarizing preschool children with nature were further developed in the theory and practice of Soviet preschool education in articles and methodological works (O. Ioganson, A. A. Bystrov, R. M. Bass, A. M. Stepanova, E. I. Zalkind, E. I. Volkova, E. Gennings and others). For a long time, a great help for practitioners of early childhood education has been teaching aids M. V. Luchich, M. M. Markovskaya, recommendations of Z. D. Sizenko; more than one generation of educators studied according to the textbook by S. A. Veretennikova.

An important role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting acquainted with the environment, accumulating, clarifying and expanding reliable information about nature (Z. D. Sizenko, S. A. Veretennikova, A. M. Nizova , L. I. Pushnina, M. V. Luchich, A. F. Mazurina, etc.).

In the early 1970s, pedagogical research began to be carried out, which later became the core of the theoretical and experimental substantiation of the methodology for the ecological education of preschoolers. This was due to new ideas initiated by the Academy of Pedagogical Sciences. Child psychologists (V. V. Davydov, D. B. Elkonin and others) proclaimed the need to: 1) complicate the content of education - bringing theoretical knowledge into it, reflecting the laws of the surrounding reality; 2) building a system of knowledge, the assimilation of which would ensure the effective mental development of children.

The implementation of this idea in the field of preschool education, which was supposed to ensure good preparation of children for school, was carried out by A. V. Zaporozhets, N. N. Poddyakov, L. A. Venger. Psychologists substantiated the position that preschool children can learn a system of interrelated knowledge that reflects the patterns of one or another area of ​​reality, if this system is accessible to visual-figurative thinking that prevails at this age.

In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I. A. Khaidurova, S. N. Nikolaeva, E. F. Terentyeva, etc.) and inanimate (I. S. Freidkin, etc.) nature. In studies devoted to living nature, the pattern was chosen as the leading one, to which the life of any organism is subject, namely, the dependence of the existence of plants and animals on the external environment. These works marked the beginning of an ecological approach in familiarizing children with nature.

The last decade of the twentieth century can be called the time of development of two processes that are significant from the point of view of ecology: the deepening of the environmental problems of the planet to a crisis state and their understanding by mankind. Abroad and in Russia during this period, a new educational space was emerging - a system of continuous environmental education: conferences, congresses, seminars were held, programs, technologies, educational and methodological manuals were created for various categories of students. In our country, a general concept of continuous environmental education was being formed, the initial link of which is the sphere of preschool education.

It is at the stage of preschool childhood that the child receives emotional impressions of nature, accumulates ideas about different forms of life, i.e. he formed the fundamental principles of ecological thinking, consciousness, laid the initial elements of ecological culture. But this happens only under one condition: if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the beautiful world of nature to the little person, help to establish relationships with him.

In this regard, in the 1990s, a significant number of programs aimed at the environmental education of preschool children were created in Russia. A number of psychologists have created original programs that present the psychological aspects of environmental education for preschoolers.

Lately it's been intense creative process in the regions of Russia. Teachers, environmentalists develop programs for environmental education of children, taking into account local natural and social conditions, national traditions (in St. Petersburg and the region, in Yakutia, Perm, Yekaterinburg, Tyumen, Nizhny Novgorod, in the Far East, in Lipetsk, Sochi).

Thus, the problem of environmental education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work. All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development. The ideas of familiarizing preschoolers with nature were further developed in the theory and practice of Soviet preschool education.

1.2. The essence and content of environmental education of preschoolers

For preschool pedagogy, environmental education is a new direction that appeared at the turn of the 80s and 90s and is currently in its infancy. His basic foundation is the traditionally established program section “Introducing children to nature”, the meaning of which is to orient young children in various natural phenomena, mainly accessible to direct observation: to teach them to distinguish between plants and animals, to give them some characteristics, in some cases to establish causal investigative links. In the last decade, the work of preschool institutions has focused on educating children in a caring attitude towards living things - familiarization with nature has taken on a nature-protective coloration.

Environmental education is a new category that is directly related to the science of ecology and its various branches. In classical ecology, the central concepts are: the interaction of a single organism with its habitat: the functioning of an ecosystem - a community of living organisms living in the same territory (having therefore the same type of habitat) and interacting with each other. Both concepts, in the form of specific examples from the immediate environment of a preschool child, can be presented to him and become the basis for a developing view of nature and attitudes towards it.

The interaction of man with nature - the second, extremely important aspect of ecology, which has become the basis of rapidly developing industries - social ecology, human ecology - cannot remain aloof from the knowledge of the modern child. Specific examples of human use of natural resources and the consequences of this impact on nature and human health can be adopted by preschool pedagogy in order to form an initial position on this issue in children.

The goal of environmental education of preschoolers is the formation of the principles of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary environmental education, to successfully acquire in the aggregate the practical and spiritual experience of interaction between mankind and nature, which will ensure its survival and development.

This goal is consistent with the Concept of preschool education, which, focusing on general humanistic values, sets the task of the child's personal development: to lay the foundation of personal culture in preschool childhood - the basic qualities of the human principle in man. Beauty, goodness, truth in the four leading spheres of reality - nature, the "man-made world", the people around us and oneself - these are the values ​​that preschool pedagogy of our time is guided by.

The nature of the planet is a unique value for all mankind: material and spiritual. Material, because in combination all these components make up the human environment and the basis of its production activity. Spiritual, because it is a means of inspiration and a stimulator of creative activity. Nature, reflected in various works of art, is the value of the man-made world.

The formation of the principles of ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity, to people who protect and create it, as well as to people who create material or spiritual values ​​​​on the basis of its wealth. It is also an attitude towards oneself as a part of nature, an understanding of the value of life and health and their dependence on the state of the environment. This is the awareness of one's ability to creatively interact with nature.

The initial elements of ecological culture are formed on the basis of the interaction of children under the guidance of adults with the subject-natural world that surrounds them: plants, animals (communities of living organisms), their habitat, objects made by people from materials of natural origin.

The tasks of ecological education are the tasks of creating and implementing an upbringing and educational model, in which the effect is achieved - obvious manifestations of the beginnings of ecological culture in children preparing to enter school.

The content of environmental education includes two aspects: the transfer of environmental knowledge and their transformation into attitudes. Knowledge is an obligatory component of the process of formation of the principles of ecological culture, and attitude is its final product. Truly ecological knowledge forms the conscious nature of the attitude and gives rise to ecological consciousness.

An attitude built outside the understanding of natural connections in nature, socio-natural connections of a person with the environment, cannot be the core of ecological education, cannot become the beginning of a developing ecological consciousness, because it ignores objectively existing processes and relies on a subjective factor.

The biocentric approach to the issues of environmental education, which puts nature in the center of attention and considers man as its part, puts forward the need to study the patterns that exist in nature itself. Only their thorough knowledge allows a person to interact with it correctly and live according to its laws.

This is all the more important for Russia, whose specificity is its large extent and geographical diversity. The historically established reverent attitude of the peoples of Russia towards nature is currently represented by a pronounced environmental trend in education. It can also be noted that the term “environmental education”, which is accepted all over the world and which reflects anthropocentric tendencies in the relationship between man and nature, has not taken root in Russia. The term "environmental education", which combines the study of nature, its protection, the interaction of man with nature, his environment, corresponds to Russian specifics and the solution of existing environmental problems by means of education.

The study of the laws of nature can be started in preschool childhood as part of environmental education. The possibility and success of this process have been proven by numerous domestic psychological and pedagogical studies.

In this case, the content of environmental knowledge covers the following range:

connection of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the processes of growth and development;

the diversity of living organisms, their ecological unity; communities of living organisms;

man as a living being, his habitat, ensuring health and normal life;

the use of natural resources in human economic activity, environmental pollution; protection and restoration of natural resources.

The first and second positions are classical ecology, its main sections: autecology, which considers the vital activity of individual organisms in their unity with the environment, and synecology, which reveals the features of the life of organisms in a community with other organisms in the common space of the external environment.

Familiarization with concrete examples plants and animals, their obligatory connection with a certain habitat and complete dependence on it allows preschoolers to form initial ideas of an ecological nature. Children learn: the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. Growing individual specimens of plants and animals, children learn the different nature of their needs in the external components of the environment at different stages of growth and development. An important aspect in this case is the consideration of people's labor as an environment-forming factor.

The third position allows you to introduce children to groups of living organisms - to form initial ideas about some ecosystems, food dependencies that exist in them. And also to introduce an understanding of unity into the diversity of forms of living nature - to give an idea of ​​​​groups of similar plants and animals that can only be satisfied in a normal living environment. Children develop an understanding of the intrinsic value of health and the first skills of a healthy lifestyle.

The fourth position is the elements of social ecology, which make it possible to demonstrate, using some examples, the consumption and use of natural resources (materials) in economic activities. Familiarization with these phenomena allows you to begin to develop in children an economical and careful attitude towards nature, its riches.

All indicated positions of the content of environmental knowledge for preschool children are consistent with the content of the general educational field "Ecology", presented in the Concept of general secondary environmental education. The stage of preschool childhood can be considered in terms of its propaedeutics.

Ecological knowledge intended for children corresponds to the moment of "truth" in universal human values. "Good" and "beauty" children acquire in the process of transforming knowledge into attitudes.

Thus, environmental education is a new category that is directly related to the science of ecology, its various branches. Ecological education is based on the leading ideas of ecology adapted to school age: the organism and the environment, the community of organisms and the environment, man and the environment. The formation of the principles of ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity, to people who protect and create it, as well as to people who create material or spiritual values ​​​​on the basis of its wealth. It is also an attitude towards oneself as a part of nature, an understanding of the value of life and health and their dependence on the state of the environment. This is the awareness of one's ability to creatively interact with nature.

The concept of environmental education of preschoolers

A concept is a system of views on a phenomenon, a system of leading ideas on a particular issue, its global consideration. Concepts are new documents that have appeared only recently, they begin the creation of any new direction. They determine its goals, objectives, content, forms of organization and other significant parameters. In 1989, the first Concept for the upbringing of preschool children was created, proclaiming a new, student-centered approach in pedagogy.

The concept of environmental education of preschool children is the first attempt to formulate the main ideas and provisions of a new direction in preschool pedagogy. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions.

Environmental problems are universal problems of the Earth's population. The thinning of the ozone layer, global climate change, the depletion of the natural layer of the soil, natural resources, the decrease in drinking water reserves and, at the same time, the intensive growth of the world's population, accompanied by an increase in production capacity, frequent accidents - these are problems that affect each state. Together, they create a continuously deteriorating environment for the human being himself. The variety of diseases that befell people in the last century is the result of the lack of proper interaction between man and nature.

Children are especially sensitive to poor living environment, polluted water, air, food. The children of Russia are in especially unfavorable conditions.

The ecological situation in Russia in a number of ways is much worse than in the countries Western Europe and America. Russia is a region of the planet that makes a significant contribution to the development and maintenance of negative global environmental trends.

In Russia, there are significant local environmental disturbances - there are a large number of areas with catastrophically deformed nature, in which soil degradation occurs, silting of small rivers and freshwater reservoirs, there is a high concentration of pollutants in the air, water, and soil. Because of these violations, the areas have lost the ability to self-purify and self-repair, their development is in the direction of complete destruction and decay.

Environmental problems and the catastrophe of mankind are directly related to the process of education of the population - its insufficiency or complete absence gave rise to a consumer attitude towards nature. As a result: people cut the branch on which they sit. The acquisition of ecological culture, ecological consciousness, thinking is the only way out of this situation for mankind.

This concept is based on leading international and domestic documents: the materials of the forum in Rio de Janeiro in 1992, the documents of the 1st Intergovernmental Conference on Environmental Education (Tbilisi, 1977) and the International Congress "Tbilisi + 10" (Moscow , 1987), Law of the Russian Federation "On Environmental Protection" (1991), "Decree on Environmental Education", developed jointly by the Ministry of Education and the Ministry of Environmental Protection and Natural Resources of the Russian Federation (1994).

The concept is based on the leading materials in the field of education that are of direct importance for it: the Concept of preschool education (1989) and the Concept of general secondary environmental education (1994). The first allows us to assimilate the advanced humanistic ideas of a personality-oriented model of educating preschoolers and ensure the connection of environmental education with the entire sphere of educating children of this age. The second is a guideline in matters of the content of environmental education in the link that is directly adjacent to the preschool period and thus allows for the continuity and interconnection of the two links in the system of continuous environmental education.

As the initial link, the ecological education of preschool children is of great social importance for the whole society: the foundations of ecological culture in the human personality are laid in a timely manner, at the same time, a significant part of the adult population of the country is involved in this process - workers in the field of preschool education and parents of children, which, of course, has significance for the universal ecologization of consciousness and thinking.

Thus, the concept of environmental education of preschoolers is the first attempt to formulate the main ideas and provisions of a new direction in preschool pedagogy. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions.

Methods and forms of implementation of environmental education

The implementation of environmental education of preschoolers is possible through appropriate methods of educational work with children. Specialists in preschool pedagogy divide teaching methods into verbal, visual and practical. A wider context is embedded in the concept of "pedagogical method" - not only teaching, but also the organization of other types of activities in which an adult has an educational impact on a child. Depending on the stage of formation of knowledge and skills in children, there are methods of direct influence (showing, explaining, etc.), methods of indirect influence, when children show independence, and methods of problem-based education and training, when preschoolers are given the opportunity to independently find ways to solve cognitive, game problems. and other tasks. Introducing the concept of the pedagogical method, researchers focus on new, specific and significant for the preschool period. pedagogical aspects: 1) productive interaction of the educator and children in any joint activity; 2) a combination in each activity of educational and educational components in their organic unity and mutual complementation. Obviously, the interpretation of the pedagogical method as a purposeful joint activity is based on L. S. Vygotsky's position on the zone of proximal development.

The construction of methods of ecological education is based on the following fundamental points: 1) taking into account the specifics of the content of ecological education, based on bioecology with its central concept of the relationship between the organism and the environment; 2) an approach to any joint activity as a pedagogical method, if this activity: is saturated with environmental content, allows you to solve the problems of environmental education of children; systematic, regularly repeated; planned and organized by the teacher; is aimed at achieving educational and educational results; 3) simultaneous solution in the activities of upbringing and educational tasks and understanding of their subordination in environmental education.

In the pedagogical process, both traditional methods and innovative ones are used. Traditional methods that have stood the test of time and are widely used:

Visual (observations, excursions, looking at paintings and illustrations, viewing filmstrips about nature);

Verbal (conversations, reading fiction about nature, using folklore materials);

Practical (environmental games, experiments, work in nature).

Along with traditional methods, there are also innovative methods: the use of TRIZ elements, for example, such techniques as a system operator.

In the classroom and in generalizing conversations, separate techniques of mnemonics are used - mnemonic tables and collages. In the senior and preparatory groups children are offered crossword puzzles.

But the use by teachers of such methods as game-based problem-based learning and visual modeling is of particular importance.

The method of game problem-based learning consists in playing in the classroom and in joint activities with children. problem situations which stimulate the cognitive activity of children and teach them to independently search for solutions to the problem.

The visual modeling method was developed on the basis of the ideas of the well-known child psychologist L.A. Venger, who, through research, came to the conclusion that the development of the child’s mental abilities is based on mastering the actions of substitution and visual modeling.

The use of models begins with the younger group. But at this age, only object models are used, since the object is easily recognizable.

At the senior preschool age, the level of thinking of children changes - and models change: object-schematic and schematic models appear.

Thus, the implementation of the program for the formation of the principles of ecological culture in children is possible only through appropriate methods and forms of upbringing and educational work. The construction of methods of ecological education is based on 3 fundamental points. Traditional and innovative methods are used in the pedagogical process.

Technologies of ecological education of preschool children

The application of the concept of "pedagogical technology" in the field of environmental education of preschoolers has its own specifics, determined by its subject, content and methods. In this case, the definition of technology can be as follows.

Technology is a system of environmental education, which contains a number of interrelated and detailed activities planned for the entire academic year. Technology is the methodological support of the program that implements its main ideas and provisions. As a result of the application of technology, at the output (at the end of the year) the level of environmental education of children changes, which is established with the help of a special diagnostic examination. Several technologies have been developed for the same program, which differ in the set and nature of specific pedagogical activities, their combination throughout the academic year, but which necessarily implement the leading ideas of the program.

"Young Ecologist" is so far the only program that has not only methodological, but also technological support, so the discussion of the issue is carried out on its example.

The widespread introduction of the Young Ecologist program into the practice of preschool institutions has made it possible to create a model of the technological process, the purpose of which is to form the beginnings of an ecological culture among preschoolers. This model includes a number of modules that are of general developmental importance and are used in working with children of any age. These include:

cycles of observations of stationary inhabitants of a living corner and a kindergarten site;

joint activities of the educator with preschoolers, aimed at creating and maintaining the necessary, environmentally significant conditions for the inhabitants of a corner of nature;

systematic modeling in special calendars of long-term changes in nature associated with seasonal phenomena, growth and development of plants and animals;

accessible in terms of content, and socially significant environmental actions;

joint (educators with children) production of books on literary works;

different types environmental activities.

The system of designated modules, combined with the time parameter (months and weeks of the academic year), forms a matrix of educational technology. Such a matrix is ​​a ready-made planning of material for the educator. It is this circumstance that is the condition for the widespread introduction of technologies, their reproduction by different teachers in different conditions of preschool institutions. Activities and environmentally oriented activities, evenly distributed during the academic year and linked to major events and phenomena of a socio-natural nature, ensure the success of each age technology.

Reading special literature about nature (in each group) (the whole academic year)

Excursions, hikes

Modules of technology of educational work -

environmental education of preschoolers

(the same in technologies of all age groups)

Diagnostic module-1 (September) Diagnostics of the level of environmental education in preschool and

Modules of educational work with preschoolers (September - May)

Joint activities of the educator and children in a corner of nature (alternately with all the children throughout the school year)

Weekly observations of seasonal natural phenomena, simulation in the calendar

(3rd week of each month)

Growing plants (onions) - a problem-experimental situation, modeling in a calendar (February - March)

Winter top dressing

birds modeling in the calendar (November - March)

Promotion "Green Christmas tree - a living needle" (December -January)

Cycles of observations of animals and plants - inhabitants of the corners of nature and the site of the preschool educational institution (1-2 times per quarter) |

timal, and implementation in practice effectively increases the level of environmental education of children.

Technologies of ecological education of preschoolers have a number of specific features arising from their "natural" content and the psychology of children. The core of each technology is natural events in nature and society: the change and development of seasonal phenomena, the onset of the New Year, etc. The technology for each age depends on the environmental development environment of the preschool educational institution (the presence of a living corner, its composition). Its optimal implementation occurs when children are constantly surrounded by wildlife. It is this corner of nature that makes it possible to organize various environmentally oriented and age-appropriate activities (observation, creating the necessary conditions for living beings, etc.). Technologies for preschoolers include the use of a large amount of visual and subject material, which corresponds to the age characteristics of children - the predominance of figurative and effective forms of thinking.

Of particular importance is the wide inclusion in educational technologies of various games (didactic, plot-role-playing), specially designed game learning situations that create a positive emotional background in children and provide the necessary level of assimilation of environmental knowledge by them, the development of a correct, interested attitude of preschoolers. to nature.

An important role in achieving the goals of environmental education is played by the style of communication between a teacher and children: friendliness, emotionality, a personality-oriented way of interaction between an adult and preschoolers provide a significant share of the effect and success in implementing technology in any age group. The style of communication between a teacher and children can be raised to the level of an educational technology module. The long-term practice of introducing the Young Ecologist program into the work of experimental preschool institutions in Moscow, testing different-age technologies for environmental education of children have shown that it is the favorable style of communication between educators and pupils in the classroom and in everyday life activities that creates the effect of “acceptance” of knowledge by children, their quick and easy assimilation, transfer to free independent activity.

The overall effect of technology - the obvious formation of the beginnings of ecological culture among preschoolers - is revealed using diagnostic modules, which are implemented twice during the school year: at the beginning (September) and at the end (May). Comparison of the results of examination of children shows a picture of their achievements - the development of ideas about nature, environmentally sound

figurative behavior in a living corner, proper interaction with plants and animals.

Diagnostics of ecological upbringing of children

Determining the level of environmental education of children creates the completeness of pedagogical technology - a true teacher always wants to see the result educational process, proof of the significance of his systematic efforts. Meanwhile, diagnostics is a labor-intensive and responsible task that must be performed by professionals with a full understanding of what results can be expected and how they will help to correct further pedagogical work. It is completely unjustified that the currently existing desire of management structures in education, by all means, to have annual diagnostic results for all children, in all respects and from all preschool educational institutions.

Diagnosis is a delicate matter, it determines the level of development of the child, his real progress in the formation of physical, mental and personal neoplasms. Development in relation to a person is a psychological concept, it means a leap (by analogy with development in living nature), and psychologists should deal with this process of its definition. Incorrectly or ineptly carried out diagnostics does more harm than good: it takes a lot of time for educators, creates a false idea of ​​​​successes (or, conversely, failures), creates a precedent for labeling children (“stupid”, “professor”, etc.). ), which further hinders their development, as they develop inferiority complexes, overestimated or underestimated self-esteem.

The diagnostic procedure in environmental education has not yet been sufficiently studied, since this direction itself is relatively new in education. There are works on the diagnosis of schoolchildren A.P. Sidelkovsky L.V. Moiseeva and I.R. Koltunova S.D. Deryabo and V.A. Yasvin and the first studies to determine the level of environmental education of preschoolers (T.A. Markova). At present, when there are various programs and preschools are given the opportunity to choose them, there cannot be a single way to screen children. Diagnostics is created for the program, because its purpose is to determine the effectiveness of the program in terms of its impact on the development of children. This can be demonstrated with examples.

The "Origins" program at all age levels and in each section has the same headings, in particular "Development Tasks", "Development Indicators". It is these rubrics that should lead the authors or users of the program to the development of diagnostics.

nostalgic tasks. By the age of 7, older preschoolers, in accordance with it, should show a pronounced independent interest in objects and natural phenomena, strive to study them, draw the attention of children and adults to them, ask questions about the unfamiliar and incomprehensible - these are their indicators of development. So, if in a group at the end of the school year, bring a new living object (for example, a turtle), leave it without explanation and observe the reaction of children, their various manifestations - this will be the diagnosis of the above indicators child development. Focusing on developmental tasks, it is also possible to develop various diagnostic tasks, while choosing positions that correspond to the age capabilities of children - do not underestimate or overestimate them. For example, the task of “introducing children to different states of matter”, if we mean the aggregate states of water, is easy for an older preschooler, it is not worth diagnosing it. And if you check this knowledge on the example of wax or paraffin, then you can find out the children's understanding of the dependence of a change in the state of a substance on the ambient temperature.

Another example. ON THE. Ryukbeil, in accordance with his program "Feeling of Nature", starting to work with children, subjects them to diagnostics according to the parameter of showing interest in nature, the nature and coloring of this interest (positive - negative). She observes preschoolers when they freely communicate with animals, and if a child is identified who shows a negative attitude towards objects of nature (fear, aggression), then they work with him to correct his behavior - they develop a sense of "acceptance of oneself", make one feel that he is loved, he is desired by all. Only then does the program begin. At the end of training, children are also diagnosed according to two parameters: the presence of a cognitive interest in nature and the need to communicate with it - this is precisely the goal of the program and the effect of children's development.

The study by T.A. Markova dedicated to the determination of the pedagogical conditions for the formation of ecological upbringing of older preschoolers is the search for criteria for the upbringing of children who have been trained according to the above program “We”, the search for an effective diagnosis of this upbringing. The study shows that without special pedagogical influence, the attitude of children to nature is at the stage of "primitive humanism", which manifests itself in creating conditions for animals similar to human ones. But special upbringing and educational work, under certain conditions, forms in children a humane-valuable attitude towards nature, i.e. children independently and consciously show sustainable activity and humanity towards living beings.

In terms of diagnostics, the identification of such an attitude (as well as any other) is associated primarily with observing the behavior of children in a natural setting. Here it should be noted that in fact, in all programs of environmental education of preschoolers there is a “parameter of knowledge” and a “parameter of attitude” (this is especially clearly presented in the program “Young Ecologist”), the diagnostics of which are fundamentally different. Knowledge is checked more easily, which is shown, for example, by the study of O.Yu. Tyutyunnik they can be identified by specially created situations, in a verbal way with visual material. Attitude is a multifaceted personal characteristic, it can be found in various manifestations of children (emotions, statements, actions), in actions and behavior, as well as in the content of activities. In order to reveal all the nuances of the relationship to nature, to living beings, children must be observed, and observations must be recorded in order to then correctly explain them.

In the work of E. Yudina, it is shown that the pedagogical assessment of the development and current state of the child includes the collection of information, the registration of the data obtained, and their interpretation. The author emphasizes that it is extremely important that these processes do not mix with each other, since there is often a premature interpretation of facts that have not yet been fully collected. There are many methods of collecting information (products of the child's activity, the opinion of parents, peers, etc.), but structured observation of the child's behavior is especially significant. At the same time, the teacher should not rush to conclusions and assessments - he must remember that each child manifests himself in different ways, has the right to his own path of development. The value of observation as a method of learning children and the observation of a teacher as his professional quality is discussed in detail by Jenny Lashley

ORGANIZATIONAL AND METHODOLOGICAL GUIDELINES FOR ENVIRONMENTAL EDUCATION OF CHILDREN IN DOE

The role of the head and senior educator in the formulation of environmental education

Adults teaching and educating children, creating the necessary conditions for them, is a decisive factor in environmental education. The overall result of their activities - the promotion of children along the path of ecological culture is determined by their personal qualities:

understanding of environmental problems and the causes that give rise to them, a sense of civic responsibility for the current situation, the desire and effective readiness to change it;

professionalism and pedagogical skills: possession of the methodology of ecological education of children; understanding the goals and objectives of this area, the systematic implementation of specific technologies in the practice of working with children, creative search and improvement of their activities;

general orientation and application of a new humanistic model of education: creating a favorable atmosphere for children to live in educational institution, care for physical and mental health, the use of personality-oriented methods of education, individualization in working with children and families.

The main "ideologists" of all work - the head of the kindergarten and the senior educator - set and implement organizational and meaningful tasks in a timely manner, coordinate communication with external institutions, create an atmosphere of general interest in the work, really care about creating conditions for environmental education and environmental health work with children.

The experience of working with the Young Ecologist program shows that the introduction of environmental education into the practice of kindergartens should be carried out simultaneously at two levels: administrative and managerial and educational and educational, each of the levels has its own distinct specifics associated with the functionality of employees.

It can be assumed that the interconnection and interweaving of the indicated levels will provide an approximation to a certain standard, the optimal state of the institution in the decision new task, in other words, each level should have its own technology of ecological and pedagogical work. The administrative and managerial level includes a significant number of activities necessary for setting up a new direction in pedagogy. Their appropriate distribution in

Organizational and methodological guidance of the teaching staff

Creation of an ecological and developing environment

Usage

environmental development

environments

Maintaining the normal state of the ecological development environment, its development, systematic use in the pedagogical process

during the academic year will constitute a completely specific technology of organizational and methodological guidance in the formulation and implementation of environmental education of children. Each of the activities has a specific substantive function and is a technology module Let us list these activities.

Pedagogical Council, which presents the relevance, importance of environmental and pedagogical work in the preschool educational institution, the global goal of environmental education, the main ways to achieve it and the final result that can be obtained through successful work, the organization and creation of a full-fledged environmentally developing environment (various ecological spaces) in the preschool educational institution - the most important condition in the implementation of educational work with preschoolers and their parents.

Carrying out systematic methodological work with the teaching staff during the academic year in the form of a monthly

workshop, which practices meaningful methods of environmental education of children, technology and pedagogical work with children of different ages:

Final teachers' council: discussion of the results of the seminar, the results of educational work with children, setting goals for the new academic year.

Propaganda of ecological knowledge among parents, individual work with the family.

Establishing links with various institutions (school, station of young naturalists, nature conservation society) for interaction on various aspects of environmental education.

An important function of the senior educator is the systematic holding of a workshop, participation in which will allow educators to master the methodology of environmental education and improve in the implementation of technology.

Mastering the methods of environmental work with children and mastering specific technologies is carried out in the form of a continuous workshop, which is conducted by the head and senior claimant for three years. At the same time, different goals are set for the seminar every year.

1st year - mastering the content and methods of environmental education of children.

2nd year - acquaintance with the technologies of environmental education of preschoolers of different groups, initial entry into the planned system of forms and methods of working with children throughout the school year.

3rd year - mastering the technologies of working with children of different ages, creative search in their adaptation to the local conditions of work of the preschool educational institution.

Ecological and pedagogical work in a preschool educational institution

Educational work with preschoolers

Technology modules of organizational and methodological guidance for three years

Workshop with educators: mastering the methods of environmental education of children - 1st stage

Workshop with educators: mastering the technologies of ecological education of children of different age groups - 2nd stage

Workshop with educators: creative correction of technologies - 3rd stage

Technology modules of organizational and methodological guidance for one year

Pedagogical Council: setting the goal of environmental education, determining methods

Monthly Workshop: Initial Diagnosis of Children (September); discussion and testing of methods of ecological and pedagogical work (stage 1); discussion and approbation of technologies of ecological and pedagogical work (2nd stage); discussion and testing of technologies■ with Elements of Creativity (3rd stage); final diagnosis of children (May)

Pedagogical Council: Summing up the results of environmental education - discussion of the results of diagnosing children, the course of the seminar

This year, a creative search in the environmental education of children begins at the preschool educational institution. It can be associated with personal aspirations, interests and talents of educators. The program remains the same, but technologies, without changing in their basis, can slightly change in different directions. These directions may be as follows.

In-depth mental development of children and preparing them for school within the framework of environmental education. In this case, the teacher pays more attention to:

work with all types of calendars: they develop visually figurative, visual-schematic and logical thinking of children, temporary concepts;

work with a snow gauge and measuring stands - these are practical skills of mathematical thinking on the material of nature;

in-depth cognitive and generalizing types of classes in which children work with models, discuss them, establish connections, learn to compare, analyze, draw conclusions, use acquired knowledge in new situations;

forms of work that use dialogic, explanatory speech of preschoolers - it is through speech that phenomena are comprehended and logical thinking develops;

various homework assignments that encourage the development of responsibility, independence, initiative of children - qualities that are important for learning at school.

The gaming direction involves the widespread and constant use of gaming learning situations (ITS).

The educator himself comes up with new situations with literary heroes, introduces them into various forms of pedagogical work and regime moments. The game creates an optimal background for personal development: children are in a positive emotional state, willingly learn, organize interesting stand-alone games, softer build relationships with each other, humanely interact with plants and animals. Children become more organized, interesting and varied play on their own.

The ecological and health direction is realized through regular walks, excursions and trips to the nearest natural environment. At the same time, a properly planned alternation of cognitive, physical culture, environmental activities not only strengthens the health of children, but also develops their intelligence, endurance, and moral qualities. Hiking is of particular importance. complex measures, which can include a wide variety of activities. Hiking can be done at any time of the year, they can be hiking, skiing, cycling. Within the framework of this direction, of particular importance is the acquisition

yut classes dedicated to healthy lifestyle life, the use of IOS with Aibolit, care for creating an environmentally friendly environment for the life of children and staff in the kindergarten. The work of the group in this area may include a nurse, a psychologist, a physical education teacher.

In the ecological and aesthetic direction, various types of visual activity are widely used. The teacher develops the sensory skills of children, observes various natural phenomena with preschoolers a lot and carefully, focusing their attention on shades of color, proportions, shape, sizes of individual parts of plants and animals. Creates conditions for free creative activity: drawing, modeling, appliqué, designing crafts from natural materials. It is important that the educator himself be able to set an example of such work, preferably in the presence of children. In-depth work in this direction requires the organization of exhibitions with well-designed children's works, the accumulation of works of art in the institution. This contributes to the development of artistic abilities, observation and personality in general.

In addition to the indicated areas, educators can realize their other interests and abilities: delve into the development of geographical representations of preschoolers, working with a globe and maps; focus on the development of children's speech, recording their stories, their observations on a tape recorder; to fall in love with “samizdat” activities and make their own books and albums with children on various topics; get carried away with "water" or "wooden" themes, the creation of a museum, etc.

This year, as well as in the previous one, the leader of the seminar organizes theoretical and practical sessions, during which everyone views and then discusses and analyzes various events together. At the same time, the manager continues to pay special attention to the introduction of holistic technologies into the work. At the beginning and end of the school year, a diagnosis of the level of environmental education of children is carried out, teachers discuss its results.

More carefully and in depth than in the previous year, the teaching staff is engaged in the method of diagnosing the level of environmental education, the degree of assimilation of knowledge about nature by preschoolers. The seminar periodically discusses the behavior, actions and statements of children related to their attitude to nature, ways of communicating with plants and animals, their emotional reactions and feelings. At the seminar, educators read and discuss diary entries, learn to reflect in them a picture of the behavior of the entire group and a particular child.

The most important aspect of the ongoing seminar are trainings and workshops. The leader organizes observations of animals with educators, educators come up with and demonstrate

play learning situations, offer the development of new cycles of observations, abstracts of complex and other classes.

At open viewings of various pedagogical events in groups, the main elements of technologies are worked out: organizing environmental observations in everyday life, conducting experiments, working with calendars, summarizing conversations in the classroom, using models, the correct organization of children's work in a corner of nature, etc.

The head of the seminar supports the initiative of educators, creative search, notes the success in mastering the methods and technologies of environmental education of children.

Formation of ecological ideas in children of senior preschool age

An important subsystem of ecological culture is the attitude towards nature. Psychologists (S.L. Rubinshtein, A.N. Leontiev, V.N. Myasishchev, S.D. Deryabo, V.A. Yasvin and others) consider the category of attitude in the aspect of personality as its manifestation. Attitude always has an emotional coloring, it is subjective and is expressed in actions, practical actions, activities. A significant characteristic of an attitude is its awareness, which is formed on the basis of knowledge and is associated with experiences. Psychologists note the complex nature of the links between knowledge and emotions: an attitude cannot be born only on the basis of knowledge - personal meaning, understanding, and awareness of the objectivity of what is happening must be connected to it. A detailed psychological study by V.A. Levin, devoted to the problem of forming a subjective attitude to nature on the basis of unity with it, showed that the current cultural and historical experience of mankind contributes to the manifestation of such an attitude to nature that cannot ensure its preservation, sustainable coexistence on the planet of a community of people and nature. Pragmatism prevails in modern society - nature is considered only from the standpoint of benefit and harm, a person opposes himself to other living beings, considers himself« higher, greater» them. It is this attitude that prevents the establishment of ethical norms of behavior in nature, interaction with it according to these norms. It is necessary to search for psychological and pedagogical mechanisms for correcting the existing attitude towards nature.

The study found that a new type of attitude to nature should be a subject-ethical attitude, which is characterized by a personal attitude towards partnership (from the standpoint of ethical norms) interaction with living beings. The problem of forming such an attitude can be successfully solved in the process of environmental education, if its methodology provides not an objective view of nature (as an environment), but a subjective one - as a value, as spiritualized by a person.« natural world». The most important component of such an attitude is an act. The formation of a subject-ethical attitude to nature is provided by a system of psychological mechanisms that affect the perceptual-emotional, cognitive and practical spheres of the individual.

The study presents the characteristics of the subjective attitude to nature at different stages of personality ontogenesis (preschool, school, youth, adult), on the basis of which psychological and pedagogical correction is built. One cannot fully agree with the author regarding his recommendations for working with preschoolers, which provide for the neutralization of the pragmatic view of nature and the use of anthropomorphism (humanization of nature). Neutralizing the view of nature from the positions« benefit and harm» necessary - with preschoolers, one must go to the forest not for mushrooms and berries, but for wonderful impressions, among which sometimes there are« delicious experience» in the form of mushrooms. Anthropomorphism as a mechanism for introducing children to nature is undesirable - they already receive it in sufficient quantities through fairy tales. The use of anthropomorphism inhibits the development of the principles of ecological consciousness in children, contradicts the cognitive and practical approach in the formation of a subjective-ethical attitude towards nature - the practical interaction of a child with living beings will be ethical (humane) only if it is based on taking into account their vital needs, understanding the intrinsic value and fragility of life. This approach is presented in a number of pedagogical studies devoted directly to the formation of attitudes towards nature in preschoolers (V.G. Fokina, Z.P. Plokhy, V.D. Sych. I.A. Komarova, M.K. Ibraimova, etc.) . The importance of knowledge about nature for the formation of a positive attitude towards it is noted by absolutely all researchers. There are many works, the subject of which is the selection of content and the systematization of knowledge, their testing for accessibility to preschoolers, the impact of this knowledge on their development (N.F. Vinogradova. I.A. Khaidurova. E.F. Terentyeva, N.N. Kondratieva , G. V. Kirike, T. A. Markova, T. A. Fedorova, D. F. Petyaeva and many others). An indirect result of working with children is the emergence of an interested attitude towards objects that were at the center of cognitive activity. Particularly indicative in this regard is the study of N. N. Kondratyeva: preschoolers mastered the system of knowledge about a living organism - the result was an understanding of the inherent value of life, the inadmissibility, causing any harm to a living being. The researcher notes: it was knowledge about a living organism, its integrity, connection with the environment that influenced the formation in children of a careful, caring attitude towards plants and animals, to the preservation of their living environment.

Knowledge about nature affects the formation of a conscious attitude: under the influence of learning, children begin to understand causal relationships and dependencies in nature, begin to take them into account in their activities and behavior. This is convincingly shown in the study by I.A. Komarova. The authors of various works note that what appears in children good relationship to the natural environment is the result of a special organization of the pedagogical process. In some cases, the effect is achieved by including children in practical activities (labor, search, visual), in others - by connecting additional material (reading literary works, showing pictures, watching TV shows, etc.), in the third - by interacting, communicating with living beings (especially animals). V.D. Sych emphasizes that it is possible for preschoolers to develop aesthetic feelings and form an aesthetic attitude to nature by means of television, but excursions into nature, live communication of preschoolers with nature, and the perception of its natural beauty are not excluded. The study of V.S. Izotova, who worked with blind preschoolers - formed their ideas about animate and inanimate nature, convinces of this: children are sensitive to the living, only pedagogical guidance is needed in organizing communication. 3.P. The bad one draws attention to the correct behavior of adults: their attitude towards plants, animals, their habitat, the friendly atmosphere emanating from them become factors in educating children in a positive attitude towards nature.

The game (the leading activity of the preschool period) is of great importance: it evokes positive emotions - the child is happy, and he is ready to perceive and assimilate everything that it carries in itself. With the game, the child quickly joins in any activity, delves into its content, remembers various information, rules and easily performs them. Research by I.A. Komarova convincingly proves: through game learning situations, even middle preschoolers form a conscious attitude towards plants - they understand that they are alive, fragile and must be handled with care, that they require certain conditions; easy to take care of them.

All child psychologists pay attention to the importance of emotions in the development of children. A.V. Zaporozhets emphasizes: in moral education, the driving motives of behavior are important, therefore it is necessary that moral ideas are understandable to children and cause a positive emotional response to their duties.

The relation to nature is different shades, which is connected with the orientation of the educational process. Personal characteristics of the child. In recent years, there has been an awareness of the postulate that the resources of nature are not endless, that they are sometimes spent wastefully, which prompted teachers to search for such an ecological content that would help to educate children in an economically careful attitude to objects, materials, natural resources already at preschool age. Treating plants and animals with care is understandable: life is valuable there. Carefully treats objects, property - this is different, because they are included in the category of inanimate. A more traditional approach is from the point of view of invested labor: children are offered to save things because labor is expended, and labor must be treated with respect. Research by P.O. Abdulvagabova spent with children middle group, demonstrates just such an approach. Another - ecological and economic - approach to this issue is presented in the study by T.A. Fedorova, in which an economically careful attitude to household items, electricity, waste (various packaging) was the core of the culture of interaction with nature formed by older preschoolers. The study showed that already at preschool age, it is possible to start laying the first foundations for nature management, include children in affordable resource-saving activities, and develop environmentally correct behavior in their everyday life.

Indeed, the chain living tree - wood - making a children's chair - a new chair in kindergarten - a broken and then repaired chair - an uncut living tree is more convincing than the chain wood - making a chair - a new chair in kindergarten - - a broken and then repaired chair, which does not take into account the source material as a wildlife resource. In recent years, many practitioners who are engaged in the environmental education of preschoolers, carry out activities to save clean white paper, water, and introduce children to its economical use. This is a promising area of ​​environmental education

Children will get acquainted with ecology as a science, an academic discipline at school. It may seem that the development of ecological ideas in preschool childhood is premature and does not correspond to age-related capabilities. However, preschool childhood, according to teachers and psychologists, is such an age period when the foundations of the child's worldview are actively formed: his attitude towards himself, other people, and the world around him. Therefore, it is at this age that it is important to create conditions for the development in children of an understanding that everything in nature is interconnected. Today's preschoolers will live in the third millennium, in a rapidly changing world with a deteriorating environment. Already from them, their environmental literacy, social activity, responsibility will depend on overcoming the environmental crisis, the preservation of life on the planet. Just at preschool age, when a child first joins the world of nature, the richness and diversity of its colors and forms, it is necessary to form the first ideas about ecology, cultivate a caring attitude and love for the living world around us, of which we are a part.

Preschool childhood is a period of development of the child, in which his emotional sphere begins to take shape. A child of this age is sensitive and responsive. He begins to empathize with the heroes of fairy tales and cartoons. Sympathy encourages help to another, whether it be a crying peer or a lame dog. However, empathy for a lame dog does not necessarily lead to the formation of environmental consciousness. Many children who love their pets may throw a stone at a stray kitten because they have been told that it is dirty and has fleas. In this case, the child develops a style of behavior when only his house should be clean, and the animal worthy of a place in the sun is his cat. This attitude is brought up by adults who, leaving the threshold of their apartment, do not care about the cleanliness of the city, but when they get into the forest, they leave behind mountains of garbage or set fire to an anthill for fun.

How can one instill in a child a sense of belonging to nature in general, an attitude to the planet as a home, to all living things as a value in itself? Declarative requirements to protect nature or the amount of knowledge about the patterns of its existence are ineffective in this situation. Here it is necessary to find a balance between some knowledge about nature and the formation of an emotional attitude towards it. If a child does not know anything about what is happening outside of his apartment and kindergarten, he cannot have any relation to this world. At the age of 5-6 years, the child's sphere of cognitive interests expands dramatically. He looks at the big world with wide eyes, everything arouses his interest, he asks a lot of questions, the main of which is« why?». This suggests that the child is interested not only in the subject side, but also in the connections and relationships of objects and phenomena. big world. In addition, his attitude to the environment is formed. The period of preschool childhood is characterized by the fact that the child develops synthetic forms of perception of space and time, visual creative thinking, creative imagination, the formation of which largely depends on the conditions of his life and upbringing. With a systematic orientation to the essential features of living organisms and their vital manifestations in the process of play and practical activity of the child in the form of visual images, not only the external visibility of natural phenomena is revealed to him, but also the simplest causal and functional relationships between them. Thus, the child begins to develop such sensory knowledge of nature that is important not only for the present period of his development, but also for his future. adulthood.

And, finally, during the period of preschool childhood, the child undergoes intensive social development, which is carried out through his interaction with others, adults and peers. This is the process during which the child learns the values, traditions, culture of the society and community in which he will live. The child learns to follow certain social norms and rules of behavior, and if this process includes not only the formation of an emotionally positive attitude towards the sun, clean water, fresh air, plants and animals, but also norms of behavior that does not harm all living things, saves and restoring nature - this will bring a positive result not only in childhood, but also in adult life.

It is necessary to change the model of perception of the world in our children, offering them an ecologically correct orientation. Here, from the very beginning, the consciousness that man is not the king of nature and not its manager is fixed. This is one of the many organisms on the planet, which must live in harmony with many inhabitants of the Earth. Somewhere he surpasses his neighbors, and somewhere they surpass him. A man does not possess the strength of a bear, the speed of a cheetah, the vigilance of an eagle, he should not show arrogance towards his living environment. According to ecological ethics, all organisms are needed in this world, everyone does with a howl important work for the preservation and continuation of life, and all of them are worthy of love and respect. These new ideas, planted in children, which may later find expression in traditions, will lead to a longer life, reduce the number of environmental disasters, and ultimately, apparently, prolong the life of humanity on our planet.

To achieve such results, it is not at all necessary to offer a small person a whole range of biological and social interactions in nature and try to guide his still fragile consciousness through a mass of examples, highlighting« correct» and« wrong» possible actions and situations. It is more natural to give him some system of ecological axioms underlying the constructions of the biosphere. Show the continuous connection of form and function, the basis of adaptation.

It is very important to engage in ecology from an early age. Then, in addition to memory and consciousness, the mechanisms of early imprinting also work. It is not enough to teach a child the laws of ecology, it is important that there is a desire and an opportunity to use them in your life. This is exactly what is facilitated by the supply of the necessary information at the appropriate sensitive period when it can be assimilated. Such training is based not so much on memorizing the rules as it makes it possible to develop ecological consciousness in the future person. We hope that this will contribute to the development of a culture of following the laws of nature, without constant regard for momentary needs and benefits: perhaps our actions will finally be dictated by the necessary, and sometimes the only right choice - to preserve our habitat.

An ecologically cultured child can be brought up by an ecologically literate and cultured person. The teacher must have an ecological culture and possess a number of pedagogical skills. Communication with employees of preschool institutions shows that they are in dire need of methodological recommendations, visual material, and fiction.

So, the formation of a positive attitude of preschoolers to nature is an important area of ​​environmental education, it reflects the result of all environmental and pedagogical work with children, is its final product and indicator. What could this relationship be? The ecological approach (namely, it interests us) more than others corresponds to the characterization of the relationship as consciously correct. At the same time, under« correct» is understood as such a relationship that has developed on the knowledge of specific environmental dependencies between any living organism and its environment. Without taking into account the needs of a particular plant, animal, it is impossible to properly, and therefore humanely interact with it. Under« conscious» it is implied that the child has an understanding of environmental dependencies at the verbal level: he can say, explain himself (with good development speech), why it is necessary to do this, or (with insufficient development of speech) understands the words of an adult who explains to him, asks, forbids. This means that the emotional aspect of the relationship is present in it as an obligatory one, since it provided the entire process of its formation.

Consciously correct is the general (basic) attitude of a preschooler to nature, in different situations and for different children it can have an aesthetic, ethical or cognitive connotation. Beautiful in nature, for example, from an ecological point of view, is considered quite unambiguously: any living creature is beautiful, which is in optimal (i.e., fully corresponding to its needs) conditions in which it fully grows, develops and functions. You can admire them - this is the beauty of a healthy organism living in a favorable environment. Another (frail, weak due to poor conditions) - you need to sympathize and help

experience

All components of such an integrated approach to environmental education in a preschool institution do not exist in isolation, but are interconnected. Thus, a humane attitude to nature arises in the process of realizing that the world around us is unique, unique, needs our care, and is fixed in the process of practical activities to care for indoor plants, inhabitants of a living corner, etc.

To reveal the beauty of nature to children and teach them to see its difficult task. To do this, I myself must be able to live in harmony with nature, and the children must be ready to imitate his every movement. They are very observant and attentive to the words of the educator, well distinguish positive and negative in the actions of adults. Ecological education, sincere love for nature means not only a certain state of mind, the perception of her beauty, but also her understanding and knowledge.

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

In our kindergarten, I do a lot of work on the environmental education of preschoolers.

We have natural literature, manuals, diagrams, tables, didactic manuals, games of ecological content.

A corner of nature has been created in the group, which introduces children to indoor plants, the conditions necessary for their growth and development, for observation and work in nature. On the territory of the kindergarten there is an ecological trail with a description of natural objects and speech material for them. But taking into account the age of children, it is more correct to call them ecological paths. The ecological path performs a cognitive, developing, aesthetic and health-improving function. When creating a path, I try to use as many and interesting objects as possible. As viewpoints, first of all, we choose trees, shrubs of different species, different ages, different shapes. We also have ant paths and their passages, a cluster of soldiers, a small clearing with medicinal plants: yarrow, chamomile and various insects living on it: butterflies, ladybugs, caterpillars, and on one very high birch there is a nest. The flowering plants in the flowerbed are very pleasing to the eye. And they are chosen so that during the season some flowers are replaced by others. Here, children try to take care of the flowers: they loosen, water, water, spray. On the example of weeds, many biological features of plants and human influence on plant communities can be explained. For the same purpose, small trampled areas can be left on the path. Comparing them with those that have not been trampled down, I clearly show the children how the vegetation cover changes under the influence of trampling, and I tell them about the rules of behavior on a walk, on vacation.

The ecological path allows more productive use of ordinary walks with children for ecological activities and at the same time for the improvement of children in the fresh air. At different times we visit different points, even one point per walk. The same objects can be visited many times, especially in different seasons of the year. If it is an introductory walk, you can visit different points; if we are pursuing a specific goal (for example, to find out who lives on a stump), then we will limit ourselves to only one object. On the path you can conduct observations, games, theatrical classes, excursions. It is very important to remember the integrated approach: on the path, I observe with the children, consider, discuss, analyze, etc., but then they express their impressions of what they saw in the classroom.

Excursions are one of the main types of activities and a special form of organization of work on environmental education, one of the most time-consuming and complex forms of education. On excursions, I introduce children to plants, animals and, at the same time, their living conditions, and this contributes to the formation of primary ideas about the relationships in nature. Thanks to excursions, observation develops, an interest in nature arises. Being in the forest, on the shore of the lake, the children and I collect a variety of natural material for subsequent observations and work in a group, in a corner of nature. The beauty of nature surrounding them causes deep feelings, promotes the development of aesthetic feelings.

Walking is also widely used for environmental education of children. I introduce children to the seasonal changes in nature (length of the day, weather, changes in plant and animal life, human labor). On walks, I organize games with natural materials (sand, water, snow, leaves, fruits). For such games on the site we have equipment such as a box of sand, scoops, molds, seals. It is on a walk that children get acquainted with the properties of sand, earth, clay, snow, ice, water. In addition, a variety of game exercises are used: “Find by description”, “What grows where”, “Find out and name”, “Top-roots”, “Riddles about animals” to recognize trees, shrubs, flowers, animals (by sounds, footprints etc.). Children are very fond of playing games with toys driven by the wind. Through games, children can determine the strength and direction of the wind, its contrast.

To establish the causes of phenomena, connections and relationships between objects and phenomena, I try to use as many experiments as possible. Experience should always be built on the basis of existing ideas that children have received in the process of observation and work. Experiments are carried out most often in older groups, and separate search actions are used in the younger and middle groups. In each experiment, the reason for the observed phenomenon is revealed, the children are led to judgments and conclusions. Their knowledge about the properties and qualities of natural objects is being clarified (about the properties of snow, water, plants, about their changes, etc.). Experiments contribute to the formation of children's cognitive interest in nature, develop observation, mental activity.

I often use fiction in my classes. Nature fiction deeply affects the feelings of children. First of all, I use the literature recommended by the kindergarten program. 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’s 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.

The kindergarten holds children's drawing competitions "Seasons", "The world through the eyes of children", "How I spent the summer", "Leaf fall", "Winter-winter", "The snow is melting, the meadow came to life". Or such a contest Best craft from natural material. Children try at home to involve their parents, grandparents, sisters and brothers in making crafts.

In the autumn we hold a competition on the theme: "Unusual harvest of the year", where children bring the most crooked potato or the longest cucumber or the largest sunflower. The children are very happy and entertained.

For joint work, children and parents receive gratitude and surprises.

One of the forms of environmental education are holidays and entertainment. The role of holidays and entertainment lies in the strongest impact on the emotional sphere of the child's personality. What is important in such holidays is not so much the reproduction of familiar musical works, poems, games, guessing riddles on the themes of nature, but the involvement of children in the experience of events, in the awareness of environmental problems that children can understand. In the course of the plot of a fairy tale played out by children, a separate episode, I try to evoke in children an experience of humane feelings, sympathy, a keen desire to help the heroes or solve a problem situation that has arisen.

We work very closely on environmental education with the family. Only by relying on the family, only by joint efforts can we solve the main task - educating a person with capital letter, an environmentally literate person. In working with parents on environmental education of children, we use both traditional forms (parent meetings, consultations, conversations) and non-traditional ones (business games, direct telephone, round table, discussions).

An effective form of work with parents is, for example, the round table "Education of kindness to nature." You can start by listening to a tape recording of the children's stories about their pets. For parents whose children show cruelty to animals, the purpose of the conversation is to do no harm. For parents whose children show indifference, the goal is to interest. Therefore, it is advisable to organize a separate conversation for each subgroup of parents.

Another form of my work with the family is pedagogical screens, in which parents need to be given clear, specific, practical advice on a narrow topic. Through the screens, I introduce children and parents to folk omens, but always with the task: why do they say so?

Such a form of work as consultations, for example, “The use of fiction in the environmental education of preschoolers in the family,” can be started by viewing an exhibition of books on nature for children. You can show your parents a scene in which fairy tale characters talk about how to behave in nature. After watching, I talk with parents, give specific advice, recommend that children make sketches about nature at home, look at pictures and illustrations about nature, watch some television programs, etc.

Such forms of work make it possible to demonstrate to parents what knowledge about nature children have, to show that this knowledge is necessary for the formation of the foundations of ecological culture.

I believe that as a result of the work done, there are positive results:

the beginnings of ecological culture in children are formed;

a consciously correct attitude to objects and natural phenomena, ecological thinking has been formed;

children learn practical actions to protect nature;

the mental abilities of children develop, which are manifested in the ability to experiment, analyze, draw conclusions;

children have a desire to communicate with nature and reflect their impressions through various activities.

I want to present an open lesson on environmental education in the senior group "Tsaritsa Voditsa"

Open lesson on environmental education in the senior group "Queen Voditsa"

Educator:

Guys, one important person, the queen, came to visit us today! But what kind of queen - we will now find out. I can already hear footsteps. To the music of the waltz, dancing comes the Queen of Water.

Queen Water:

Did you recognize me? Probably not. I am needed in heaven and on earth. Nobody and

nothing can do without me. I need everyone, everyone, everyone.

One to wash

Others - to quench their thirst, Third - something to wash,

And the housewives - to cook different dishes!

Who am I?

Children: guess, the teacher helps.

Educator:

We guessed it, this is the Queen of Water. Look what a beauty! Mother Queen, our children know a lot about you. Listen to them, they will tell you who needs water and why.

Educator:

Who needs water? Who can't live without water? Why do plants need water

and animals?

The children answer.

Educator:

You can't do laundry without water, And you can't bathe children, Senya. F.

How to restore order, Even the floor can not be washed.

Fish were sad in the river:

"Would you be able to swim without water?"

It doesn't rain on the fields - the rye dries up in the field. Varya

All trees and flowers die without water.

Without water there will be no snow, How can we run through the snow?

And skates need water, Without water there will be no ice.

Educator:

All people need water, because it is important, Eat and drink, grow friends, you can’t do without it!

Queen Water:

Well done boys. You all correctly said. Plants must be watered, otherwise they will dry out. Animals drink water, fish live in it. No living creature can do without water. Here I am the Queen - on earth and in heaven, the Queen of all nature. Do you know where I meet on earth.

Children. rivers, seas, oceans, rain, snow.

caregiver

Queen-Water, and our children know why it is raining, and they want to show it to you in the game "Picture" (children will be droplets, look how it happens (children put on hats)

Music sounds.

Educator:

The sun turns the water of the seas, rivers and lakes into light transparent steam. This water vapor walks calmly, until it meets the wind through the air. Having met with the wind, the steam begins to gather into tiny water droplets. There are more and more of these droplets - whole clouds. The clouds are flying with all their might, trying to escape from the wind, the cold wind is chasing them, overtaking them. Frightened, the droplets cling to each other, grow, become heavy. Now they can no longer stay in the air and fall down to the ground.

Queen Water:

I am the Queen - a great sorceress - everything blooms that I do not touch, you want to check, now I will sprinkle water on this umbrella and flowers will bloom on it. (The queen sprinkles water on the umbrella, flowers appear on it, gives the children to sprinkle).

Educator:

Thank you Queen for the magic! Now sit down and listen to what the children

know about the properties of water. Guys, take a seat in our laboratory.

Educator:

Look guys, there are two cups in front of you: one with milk, one with water. What color is milk?

Children:

White.

Educator:

What else is white? Children: snow, flour, caxap, semolina, etc.

Teacher: What color is the water?

Children: colorless.

Educator:

Well, water has no color.

Educator:

Guys, what's the taste of water?

The children answer.

After that, the teacher offers to try plain boiled water.

Educator:

Now try milk. The kids are trying.

Educator:

What does milk taste like?

Children are sweet.

Educator: And the water has no taste.

Educator:

Guys, let's add caxap to the water, stir and taste the water.

Children are sweet.

Educator:

Now take a glass of boiled water and smell it. What will water do?

Children - no smell.

Educator:

That's right, the water has no smell. Now close your eyes, I'll pass now

another experience with you.

Children close their eyes, the teacher drips into their cups with odorous valerian paste or lemon juice.

Educator:

Open your eyes, smell the water now it has a smell. Children - yes

Educator:

Water has no smell, but if you add some substance to it, it

will smell.

Educator:

Water also has such a property as transparency. There are shells on the table in front of you. Put a few shells in a jar of water and a few with milk. Look in which jar we see shells. And which one doesn't.

Children - in a jar of water are visible, but not in a jar of milk.

Educator:

Why?

Children - water is clear, but milk is not.

Educator:

And what transparent objects can you name in our group.

Children - Aquarium, glass, ice, etc.

Educator:

Now notice that this is in front of you. Children are ice.

Educator:

What is ice?

Children are frozen water.

Educator:

Describe what kind of ice? To do this, you can pick it up, touch it.

Children are slippery, cold, shiny, hard ice. Educator:

You took the ice in your hands, what is left on your hands?

Children are water.

Teacher: Where did she come from?

Children, the ice is melting.

Educator:

In a warm room, the ice melts and turns back into water.

Educator:

Well done boys! You liked the Queen-Water, how our children answered.

Queen-water:

Yes, I'm glad that so much is known about me.

Educator: Water gives life to all living things. Guys, remember we cut off

you branches from a tree and put them in water, what happened to them.

Children - leaves appeared on them.

Queen - Water:

Yes, I can't live without me.

Guys, I want to check if you know what is living and non-living. I want to play a game with you: if I call a living thing, you must jump on the spot, if a non-living one, squat down.

Children play with the Queen-Water.

Educator: Queen - Water! Do you want to play with the children in the game of sinking, not drowning.

The game "sinks-not-sinks".

Educator:

Take all of the pebbles or throw the shell into the water. What happens to them?

Children - they drown

Educator:

Now take a branch, throw it into the water. What happens to them? Children don't drown.

Educator:

Wood and wooden objects do not sink in water. (play with feathers and leaves)

Educator:

Guys, you told a lot about water to our guest, and if it is so important and needed by people. How should we conserve water?

Children - turn off the tap, do not litter on the banks of rivers, lakes, do not throw garbage into

Educator:

Like a roof over the earth, blue skies,

And under the blue roof, Rivers, mountains and forests.

Together we are responsible for a wonderful home. Sonya. P.

Because on the planet, everything is yours and everything is mine.

And fluffy snowflakes, And the river and clouds, Dasha

And paths, and blades of grass, And water from a spring.

Queen - Water:

Guys, I really enjoyed visiting you. I want to give you a gift, give you boats as a keepsake, and it’s time for me to say goodbye, because I have a lot to do, get everyone drunk, water the land. Goodbye guys.

Educator:

Goodbye Queen of Water!

Educator: distributes boats to children, you can play, launch them into the water, see how they swim. (children play with boats)

Conclusion

So, after analyzing the psychological, pedagogical and methodological literature, we can draw the following conclusions:

1) the formation of a humane attitude towards people and nature begins from an early age;

2) the leading methods of educating a humane attitude towards people and nature in children younger age are the example of adults and the organization of pedagogical situations in which the child exercises positive behavior;

3) at preschool age, the child gradually becomes aware of moral values;

4) with systematic work aimed at educating a humane attitude of preschoolers to the people around them and nature, humanism is formed in children as a moral quality. In other words, humanism enters the structure of personality as its qualitative characteristic;

5) at preschool age, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people.

6) the attitude towards nature is amenable to formation: among preschoolers, the attitude is not of a generalized nature - it is the attitude towards those specific objects and phenomena that enter the space of their life activity;

7) a personal (subjective) attitude to nature in a child appears on the basis of interest in phenomena, objects, events, processes and incidents that the teacher introduces to him, i.e. based on knowledge;

8) the formation of an attitude and its manifestation are always associated with activities - labor, play, visual, constructive, observation activities;

9) the fundamental basis for the emergence of a child's relationship to nature is direct contact with nature itself, being in it. his visual or practical interaction with living beings;

10) the relation to objects and natural phenomena in a preschooler appears only on the basis of emotions - sensory impressions give rise to personal experiences, which are transformed into an attitude;

11) the formation of an attitude to nature, the emergence of an emotional interest in a child in it is associated with the search for special pedagogical techniques (both individual and complex), causing him personal experiences;

12) the attitude towards nature can have different shades - careful, caring, cognitive, aesthetic, responsible, consciously correct, economically careful, etc., the nature of the formed attitude depends on the pedagogical goal and the technology for achieving it.

Environmental upbringing and education provides for the formation of children's knowledge and ideas about the world around them, including nature and society; understanding the relationship between these components of the world and interdependence; development of correct forms of interaction with the environment; development of an emotionally positive attitude towards nature.

The ecological culture of a person implies that a person has certain knowledge and beliefs, readiness for activity, as well as possession of practical actions that are consistent with the requirements of a reasonable, careful attitude to nature.

Particular attention when working with children of this age should be given to nurturing a caring attitude towards nature, the formation of the ability to observe the elementary rules of behavior when interacting with nature.

Bibliography

http://otherreferats.allbest.ru/pedagogics/00219655_0.html

http://www.rg.ru/2013/11/25/doshk-standart-dok.html

http://www.litsoch.ru/referats/read/275528/

Kondratyeva, N. N. Theoretical foundations of the program of environmental education for preschoolers /.N. N. Kondratieva. – SPb. : Mosaic-Synthesis, 1992.-153p.

Nikolaeva, S. N. Education of ecological culture in preschool childhood / S. N. Nikolaev. - M.: Pedagogy, 2005. – 296 with.

The effectiveness of ecological education of preschoolers depends entirely on the creation and proper use of the developing ecological environment, as well as on systematic work with children. Their development and increase in the level of environmental education is possible as a result of the creation of technologies for all age groups and their introduction into the pedagogical process of the kindergarten.

Technology is a system of environmental education, which contains a number of interrelated and detailed activities planned for the entire academic year. Technology is the methodological support of the program, which specifically implements its main ideas and provisions. As a result of the application of technology, at the end of the year, the level of environmental education of children increases, which is established with the help of a special diagnostic examination. For the same program, several technologies can be developed that differ in the set and nature of specific pedagogical activities, their combination throughout the academic year, but which necessarily implement the leading ideas of the program.

For the "Young Ecologist" - the program, which is considered in this tutorial, technologies for environmental education of children in each age group of the kindergarten were created and experimentally tested. All together they represent a methodological system of environmental education of preschoolers from 2 to 7 years old. These technologies, published in special editions, are the author's vision of the system of environmental work in kindergarten. Kindergarten teachers can create variants of their technologies for this program, taking into account the specifics of a particular preschool institution (social conditions, natural environment).

The general focus of the technologies presented below as a system of ecological and pedagogical work with children in each age group is as follows:
focus on the widespread use of the immediate natural environment of preschoolers, the developing ecological environment created in the institution, on the in-depth familiarization of children with the plants and animals with which they are in contact throughout the school year;
organization of regular and varied activities of children in the green zone of the institution: cognitive (conducting cycles of observations), practical (creating and maintaining the necessary conditions for living beings), environmental protection (winter feeding of birds, actions to protect natural objects), communication activities (emotionally friendly interaction with living beings), reflective (art activity, play, construction);
widespread use of specially selected children's artistic and educational literature, the content of which is combined with the content of other activities; in-depth acquaintance of children (throughout the whole year) with the works of individual authors, which vividly reflect events in nature, serve as an example of love for nature, its deep knowledge and creative reflection;
1 Education of ecological culture in preschool childhood. - M., 1995; Methods of ecological education in kindergarten. - M., 1999; Ecological education of younger preschoolers. ~ M., 2000.
joint creative activity of the educator with children: the creation and use of home-made books, albums based on impressions from literary works and observations of natural objects;
systematic familiarization of children of all age groups with seasonal natural phenomena according to the “weekly method”, cultivation of vegetable and flower crops in the winter-spring period, regular observations of plant growth; reflection of various observations in the calendars of nature;
regular inclusion of gaming activities, gaming learning situations (IOS) in the system of environmental and pedagogical activities in all groups;
the optimal ratio and combination of pedagogical activities in everyday life, allowing children to accumulate sensory impressions, specific knowledge about objects of nature, with various types activities that form broad and fairly deep ideas about some of the environmental dependencies of nature, with leisure, holidays, trips into nature, causing a vivid emotional response.

A feature of any technology is planning: the activities that are included in it are planned for the entire academic year. The starting points in this process are seasonal changes in nature, which determine the content of all types of activities and ecological and pedagogical events. That is why the timing of many activities in technology is predetermined: cycles of observations of flowering plants of the site are possible only in early autumn, and for primroses - in early spring; spruce observation cycle is advisable in the New Year's Eve and in combination with an action in its defense; bird watching cycles (ornamental, wild) should preferably be combined with winter feeding of birds, which creates good conditions for observations, etc. Examining pictures, reading literary works is subject to the same logic in technologies - they complement and enrich the impressions of children received from observations of wildlife. With such planning and combination of activities, the technology of any age group approaches the optimum.

Another feature of the construction of technologies is a detailed methodological description of most activities (for example, any lesson is represented by the program content, material and organization that are necessary for its implementation, a detailed scenario). Such a construction of pedagogical technology ensures the correct understanding of it by educators and the mass reproduction in practice of preschool institutions located in different natural and social conditions.

The effectiveness of ecological education of preschoolers depends entirely on the creation and proper use of the developing ecological environment, as well as on systematic work with children. Their development and increase in the level of environmental education is possible as a result of the creation of technologies for all age groups and their introduction into the pedagogical process of the kindergarten.

Technology is a system of environmental education, which contains a number of interrelated and detailed activities planned for the entire academic year, this is the methodological support of the program, which specifically implements its main ideas and provisions. As a result of the application of technology, at the output (at the end of the year) the level of environmental education of children increases, which is established with the help of a special diagnostic examination. For the same program, several technologies can be developed that differ in the set and nature of specific pedagogical activities, their combination throughout the academic year, and which necessarily implement the leading ideas of the program. To the "Young Ecologist" - a program that is considered in

In this textbook, technologies for the ecological education of children in each age group of the kindergarten have been created and experimentally tested. All together they represent

methodical system of ecological education of preschool children from 2 to 7 years old. These technologies published in special

program options for their technologies, taking into account the specifics of a particular preschool institution (social conditions, natural

environment).

The general focus of the technologies presented below as a system of ecological and pedagogical work with children in each age group is as follows:

Orientation to the widespread use of the immediate natural environment of preschoolers, the developing ecological environment created in the institution, to the in-depth familiarization of children with the plants and animals with which they

keep in touch throughout the school year;

Organization of regular and varied activities of children in the green zone of the institution: cognitive (conducting cycles of observations), practical (creating and maintaining the necessary conditions for living beings), environmental protection (winter feeding of birds, actions to protect natural objects) displaying (artistic, playing, designing) activities, activities of communication (emotionally friendly interaction with living beings);

Wide use of specially selected children's artistic and educational literature, the content of which is combined with the content of other activities; in-depth acquaintance of children (throughout the whole year) with the works of individual authors, which vividly reflect natural phenomena, serve as an example of love for nature, its deep knowledge and creative reflection;

Joint creative activity of the educator with children: the creation and use of home-made books, albums based on

impressions from literary works and observations of natural objects;

Systematic familiarization of children of all age groups with seasonal natural phenomena according to the “weekly method”, cultivation of vegetable and flower crops in the winter-spring period, regular observations of plant growth; reflection times

personal observations in the calendars of nature; -regular inclusion in the system of environmental and pedagogical activities in all groups of gaming activities, gaming learning situations (IOS);

The optimal ratio and combination of pedagogical activities in everyday life, allowing children to accumulate sensory impressions, specific knowledge about objects of nature, with various types of activities that form broad and fairly deep ideas about some ecological dependencies of nature, with leisure activities, holidays, trips to nature that evoke strong emotional responses.

The feature of any technology is planning: The activities included in it are planned for the entire academic year. The starting points in this process are seasonal changes in nature, which determine the content of all types of activities and ecological and pedagogical events. That's why time For carrying out many activities in technology, it is predetermined: cycles of observations of flowering plants of the site are possible only at the beginning of autumn, and for primroses - in the early weighty cycle of observations of spruce is expedient on New Year's Eve time me and in combination with an action in its defense; cycles of observing birds (decorative, wild) should preferably be combined with winter feeding of birds, which creates good conditions for observations, etc.

Examining pictures, reading literary works is subject to the same logic in technologies - they complement: and enrich the impressions of children received from observations of living nature. With such planning and combination of activities, the technology of any age group approaches the optimal option.

Another feature of the construction of technologies is detailed methodological description of most activities(for example, any lesson is represented by the program content, material and organization that are necessary for its implementation, a detailed scenario). Such a construction of pedagogical technology ensures the correct understanding of it by educators and mass reproduction in the practice of preschool institutions located in different natural and social conditions.

Ecological education of children of junior preschool boi rasta. Success in the environmental education of 2-3-year-olds is ensured primarily by the understanding of the educator and psychophysiological characteristics. Children of this age are trusting and spontaneous, they are easily included in joint adult practical activities, emotionally react to his kind unhurried tone, they willingly repeat after him words and actions. The task of ecological education of children of primary preschool age is to lay the first landmarks in the world of nature, in the world of plants and animals, to ensure an understanding of the initial relationships in nature and an understanding of the need for a certain

divided conditions for their life.

The leading factor in the intellectual development of a child of this age is a specific image of an object, actions with it. words should follow them - then the situation as a whole becomes clear to the baby, assimilated by him. It follows that the leading activities in the environmental education of younger preschoolers are repeatedly repeated sensory examination of objects, objects of nature and their practical manipulation. Everything that can be given to children in their hands is offered to them for examination, in which the educator includes as many sense organs as possible. Children pick up natural vegetables, fruits, stroke and inspect them, squeeze, sniff, taste, listen to how they creak or rustle, i.e. examine them in all sensory ways. The teacher designates each sensation with a word, asks the children to repeat after him.

An important role in children's cognition of objects of nature is played by practical modeling actions, when the educator depicts

expresses with his hands the shape, size, height or length of natural objects: “draws” in the air a round tomato, an apple, a long sea forging, a large round watermelon or head of cabbage. Asks children to do the same with their hands - movements and actions reinforce what the eyes see and what is indicated by the word. The educator carefully introduces the game as a method of ecological education. In this age story game is just beginning, i (na is not yet a leading activity, so the task for the teacher is to select simple and well-known images, play actions and words for IOS through which the zhological content will be expressed. Oprahs of fairy tales “Ryaba the Hen” are best suited for this purpose , "Turnip", "Kolobok", "Wolf and seven kids", "Zayushkina's hut".

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 "Turnip". The grandfather, who grew a good turnip in his garden, “comes” to classes with a “fruit-and-vegetable” theme (in addition to turnips, other pies grow in his garden, and apples and various berries grow in the garden), introduces children to a variety of fruits, participates in their examination, gives a try and generally treats children kindly. The theme of pets is easy to imagine with the help of Baba and Grandfather from Ryaba the Hen, who, in addition to chickens, have a cow, a goat, a horse and other animals. Either Grandfather or Baba “comes” to classes, they talk about a cow with a calf, then about a goat with chicks, show how they feed them with grass, hay, water. The teacher gives the children the opportunity to participate in these operations as an assistant - the guys feed the toy (or depicted in the picture) 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, reinforces the knowledge of fairy tales.

The technology of ecological education of younger preschoolers includes the following components:

Various cycles of observations in everyday life (for aquarium fish, ornamental birds, spruce in the area and winter time, autumn flowering plants, spring primroses). Each of the cycles includes 3-5 observations and allows children to gain the first specific knowledge about these objects of nature;

Monthly (within one week) monitoring of
suitable phenomena that are accompanied by daily conduct
calendar (using pictograms) and dressing
cardboard doll;

Participation in feeding and observing wintering birds
which are fixed in a special calendar with card-cards
teens with their picture daily for 1 - 2 weeks
the height of winter feeding;

Sprouting turnips in the winter and creating kalen
giving its growth: observations of the growing onion are carried out during
4 - 5 weeks (once a week) by a caregiver in the presence of a child
tei and with their help sketches are made;

Joint activities of the educator with the children in the corner at
childbirth for the care of indoor plants, aquarium - children
join labor operations and understand their meaning
for living beings;

Storytelling and acting out folk tales, consider
making illustrations in books;

Conducting environmental classes once every two weeks;

Conducting environmental activities.

Technologies for children of the third and fourth years of life are built on the same material and differ only in the volume of individual activities.

Ecological education of children of the middle group. Preschoolers of the fifth year of life differ from babies in physical and mental capabilities: they are more confident in all manifestations, possess the initial skills of independence, have more stable attention, more developed perception and thinking, better understand and reproduce adult speech and are special to the first volitional efforts. An important feature of this period is the formation of a role-playing game, the great interest of children in it. That is why the teacher can use it more often in ecological and pedagogical work, which will ensure that preschoolers master new material well and quickly develop their independent play activities.

The technology of ecological education of children of middle preschool age has the following structural components:

Cycles of observations of the objects of the nature zone of the kindergarten (aquarium fish, an ornamental bird in a cage, a Guinea Pig living in a corner of nature, spruce, autumn flowers and spring primroses on the site). Each cycle includes 4-6 observations, allows on a sensory basis to form specific ideas of children about the objects of nature with which they are in constant contact;

Monthly (one week each) observations of seasonal natural phenomena and the simultaneous maintenance of a pictogram

a calendar that includes a cardboard doll that children wear to simulate the degree of heat and cold in one or another period of each season; these observations develop children's powers of observation, teach them to notice changes in natural phenomena;

Joint activities of several children and a teacher in a corner of nature, forming the ability to communicate with living beings and labor skills to maintain the necessary living conditions for them; developing the moral qualities of children, a meaningful understanding of the need for labor operations;

Feeding birds and observing them, keeping a special calendar in January (during the climax of winter), which develops the moral qualities of children, their willingness to practically help the birds; preschoolers, in addition, acquire pre- (predictions about the diversity of birds, as well as the ability to fix these ideas on the calendar with the help of pictures;

- "garden on the window", growing two "didactic" onions in glass vessels (in different conditions), weekly observations of children, their ability to notice changes in growing plants, to understand how different conditions affect

Reading E. Charushin's short stories about animals throughout the school year, looking at books with his illustrations, holding a class at the end of the year dedicated to this author. Repeated appeal to the writer, who described and drew cute cubs, allows the children to form a steady interest in observing nature, understanding that impressions can be creatively presented to other people - in the form of stories and drawings; - reading or telling fairy tales "Little Red Riding Hood", "D0ktor Aibolit", viewing illustrations in books and the subsequent inclusion of the main characters in the IOS; the use of dolls makes it easier for children to get acquainted with the ecosystem of the forest, with all the inhabitants, and with the help of Dr. Aibolit, you can introduce children to an understanding of the value of health (one's own and other living beings);

Weekly environmental activities
some children consolidate and deepen their ideas about nature,
radiated in everyday life, or acquire new ones. On:for
nyah educator widely uses all types of ITS, which.
facilitate the assimilation of knowledge and gaming skills;

Conducting environmental leisure activities that develop positive
noe emotional attitude to nature.

Starting from the middle group, ecological and pedagogical work by children is organized on a literary basis. For this group, such a core is the works of E. Charushin. This does not mean that the educator cannot turn to other authors - it is just that E. Charushin's books are preferred, since they contain books that are accessible to children of this age. description animals and their artistic images. The stories and drawings of the author encourage children to their own creativity based on impressions of nature, stimulate the development of literary and artistic abilities.

Children of the middle group give themselves to the game, it captures them, but the teacher especially carefully prepares for this activity, which includes traveling games, dialogues with literary characters, playing with analogue toys. teacher in advance thinks through all the game techniques, ways to maintain an imaginary situation and plays one of the roles. Such thorough preparation will ensure good play, high emotional response of children, reliable assimilation of environmental knowledge and oOpi development of playing skills.

Ecological education of children senior group. Children of the sixth year of life are distinguished by greater physical and mental capabilities than children of the middle group. They master the main movements, their relationships with adults and peers become more complex and meaningful, in the game they reflect not only actions and operations with objects, but also mutual relations between people. The mental abilities of children are improving: perception becomes more stable, purposeful and differentiated, arbitrary memory and attention; the ability to analyze and generalize appears, figurative thinking continues to develop, and logical (causal) thinking is intensively formed. Children better understand the speech of an adult, the symbolic (especially with the help of pictograms) designation of objects and phenomena; they begin to reason, draw conclusions, make assumptions. All this makes it possible to complicate the content of environmental education.

The technology of ecological and pedagogical work with children of this age has both similarities with the system of the previous year, and differences from it. In everyday life, cycles of observations are carried out la animals living in a corner of nature: in autumn - for a hamster, in winter - for a bird, in spring - for fish in an aquarium. Observations of these cycles contain not only elementary information about what animals eat, what structure they have, but also reflect their relationship with the environment, morphofunctional adaptation to it.

Special observations are devoted to clarifying how and what a fish, a bird, a hamster sees and hears (i.e., how the sense organs function and what an adaptive role in life), how they move, take care of themselves, how they breathe, how they react to different food, loud noises, sudden movements, unexpected objects. Such observations are not only a clarification of the peculiarities of the way of life and behavior of animals, but also a determination of how people (teacher, children) should react to their condition, by what signs to notice their indisposition, how to create the most favorable living conditions, p. how to treat them humanely and carefully on the basis of understanding their life activity. All cycles of observations combine the components of mental and moral education: children acquire specific knowledge through sensory-sensory means, which ensure the formation of the only correct, effective attitude towards living beings.

The same applies to the cycles of observations of plants growing on the window, in the garden (vegetable) and on the site (flower), which are carried out during the warm periods of the year. The features of the relationship of plants with the conditions of their life are traced. For greater persuasiveness, elementary experiments are carried out (for example, onions are grown in three different ways: in the presence of all necessary conditions, in the dark and in the cold). The educator includes aesthetic observations in cycles: children learn to notice the beauty of plants, which manifests itself only in favorable conditions. Thus, they begin to understand the aesthetics of the living from an ecological point of view: a beautiful plant - but a healthy plant that is in an environment that fully meets its needs.

Throughout the school year, one week a month, children observe seasonal natural phenomena. An important role in their mental development is played by a calendar of a new type, which from a purely pictogram becomes pictogram-symbolic: pel drawings depict the flora and fauna of the tribute period of the season, pictogram icons - weather parameters, color - days of the week.

The calendars for observations of wintering birds become similar, for the growth and development of garden crops, they also combine figurative and symbolic reflection of the observed phenomena. Watching the birds in winter, the children every day during the period of keeping the calendar put in the appropriate columns pictures with the image of those birds that they saw during the walk, and then transfer the overall picture of the symbolic plan - “ticks” different color(i.e. symbols) on the line of this day indicate the birds that flew in for feeding, ate on the feeder and collected crumbs under it, they flew over the site, watched the events from the roof of the building from the tree. The teacher removes the pictures, and their “traces” remain on the calendar - colored checkmarks.

Every day, starting from October, the teacher has a joint activity with 2 - 3 children in a corner of nature - this is not the beginning of their involvement in the duties of duty. It is important that the children help the teacher for at least three days in a row - during this time they begin to consciously relate to the matter, acquire skills, some independence

A new form of work is environmental campaigns, which include children of the older group: “Zelenin Christmas tree - a living needle” (from early December to mid-January “Decorate the Earth with flowers” ​​(timed to coincide with Earth Day - April 22) Children, along with adults, join the generally significant events i and pits, practically (and not just verbally) participate in them (draw posters in defense of spruce, hang them up, grow flower seedlings and plant them on the territory of the kindergarten and beyond)

In December, they begin to include in the work "Panorama of Good Deeds" a group-wide panel, in which all the good deeds of preschoolers are presented, this is, as it were, the morality of the personality of each child expressed by icons. Children see themselves and others on the panel (photos), begin to realize the importance of a good step, they become indifferent to the assessment of their behavior by adults and children - this is the beginning of the formation of a sense of dignity that stimulates the moral development of the individual. The teacher leads the "Panorama" until the end of the school year, so preschoolers have time to understand, comprehend, respond to it, and consciously change their behavior.

The literary core of the technology of ecological education of older preschoolers is the works of V. Biaiki, whose cognitive tales correspond to the ecological content and the possibilities for children to assimilate it. Fairy tales are captivating in form and plot, therefore they evoke an emotional response in children, and in content they demonstrate the morphofunctional adaptation of animals to their environment. The formation of V. Bianchi as a writer is also instructive: in childhood, his father taught him to carefully observe nature, then write down his observations, these diaries served as the basis for literary works. Children learn about this at a holiday dedicated to the writer and held on his birthday (February 2).

At the same time, the teacher flashes stories and fairy tales of the writer throughout the school year, creates home-made books and albums with the children. Preschoolers draw their impressions, retell fragments of fairy tales, the teacher collects drawings, draws up the statements of the children, and together with them, in accordance with all the rules, brochures a book that is a common pride - it is shown to parents, put in a book corner for general use. This creative activity introduces the de-gay to the understanding of writing, the meaning of the book in the life of the century, deepens interest in nature and observations of natural phenomena. Of particular importance is the story of V. Bianchi "Si-nichkin calendar" - they read it for a whole year, the titmouse "flies" to the children, they make a model of the year - all this develops the emotions of children, their intellect.

Of particular importance are the classes, during which the teacher begins to deepen and generalize with the children the material they are familiar with. Over the previous period, preschoolers accumulated a lot of specific knowledge about vegetables and fruits, domestic animals, wintering birds, seasonal natural phenomena - they can then form generalized ideas, conduct in-depth cognitive classes with them, use models and other visual aids to show ecological dependencies of nature. An important role in such classes is played by various calendars that reflect observations of seasonal phenomena, the growth and development of plants, and wintering birds.

In all calendars, the children themselves modeled changing phenomena and objects of nature. In the classroom, children learn to "read" a graphic model - to unfold the course of events according to icons and drawings.

The educator of the senior group should pay attention to the complex classes that are included in the technology: their all-round developing value, the change in activities. For example, autumn passed, the children watched the weather, nature for three months, kept a calendar - now it is possible to single out all the essential features for determining autumn as a season (the first part of the lesson is dedicated to this). Then the teacher shows autumn from the aesthetic side - the beauty of its phenomena: demonstrates reproductions of paintings by famous artists, reads the corresponding poems of the classics, listens to musical works on the theme with the children, i.e. shows the beauty of nature reflected in art. Then the children themselves become "artists" - they create creative work on the theme of autumn.

The value of the game at this age does not decrease: the teacher conducts classes in the form of travel, uses analogue toys when looking at pictures, includes favorite game characters in various activities. Doctor Aibolit is of particular importance - he conducts preventive examinations of children, plants, animals, gives recommendations on maintaining health, on physical development, evaluates the care of children for the inhabitants of a corner of nature.

Thus, the technology of ecological and pedagogical work with children of the older group, based on the material of the previous age, develops, complicates it, i.e. is a new turn in the general system of ecological education of preschoolers - the formation of a conscious attitude to nature, to human interaction with it.

Ecological education of children of the group preparatory to school. Children of the seventh year of life know a lot and can do a lot. They receive knowledge in communication with adults and peers, through television and books, in emerging educational activities - they are ready to solve specially assigned mental tasks. The game is still of great importance, but it is becoming more complicated - in content and form, it must correspond to the increased capabilities and skills of children. Preschoolers are ready to classify objects according to significant features, look for the cause of phenomena, present the consequences of their actions, especially if an adult pays attention to them. Children have experience and a fairly wide range of ideas about the world, so they understand the speech of an adult well, they are interested in reading cognitive literature.

In form, the technology of ecological and pedagogical work with children of this age is similar to the technologies of previous years, but in content it is more complicated. In the cycles of observations, preschoolers trace the most diverse nuances of the relationship between wildlife objects and the environment, morphofunctional adaptation to it. The cycles include observations of a comparative nature, problematic and experimental situations, children trace the growth and development of a chick, a baby mammal, their changing relationship with the external environment. Thus, preschoolers learn all the external manifestations and characteristics of those inhabitants of the kindergarten with whom they are in constant contact throughout the year. Children love them, easily and almost independently care for them, can emotionally and with interest tell about their life in captivity and in nature.

The system of working with children in the preparatory school group has a number of important distinguishing features. In September, it begins with the manufacture of a homemade globe - in the first lesson, preschoolers are given the most elementary idea of ​​​​the Earth, continents, seas and oceans, the poles and equator, the location of Russia and hometown. Children learn about some environmental problems of the planet, their country. Need a homemade globe big size, because in this lesson and further throughout the year, children work with him - they practically model their first geographical knowledge: they stick the continents, mark the poles with flags, apply block letters names (countries, capitals, their city or village), stick images of animals in their natural habitats, the SOS icon denotes environmentally unfavorable territories on Earth. Working with the entire globe" is associated with reading cognitive literature.

The core work for this group is "Ecology in Pictures" by V.N. Tanasiychuk 1 - the author of a number of educational books about nature for children. Seventeen stories of the book create a figurative, accessible to children of this age idea of ​​the basic ecological laws of nature. Reading stories throughout the school year is associated with natural observations and other activities provided by technology, and is accompanied by a search on the globe for the places in question, sticking appropriate animals on it. Thus, the globe helps to better understand the content of the book "Ecology in Pictures". It is used throughout the school year - the teacher works with him outside the program, showing preschoolers what they often hear about. In addition, children draw fragments of stories that they especially liked, and together with the teacher make homemade books. By the end of the year, there are 17 of them - a whole library, which is an artistic and practical embodiment of children's environmental knowledge. Of great importance in the technology of the preparatory group for school are classes of an in-depth cognitive and general type. By this age, children have accumulated a lot of specific sensory knowledge - on their basis, it is possible to classify objects of nature, combine them into groups for various reasons, demonstrate a variety of environmental dependencies, teach children to independently use generalized knowledge in new situations, which is the basis for mentally preparing children for learning at school. In such classes, preschoolers acquire the first skills of educational activity: they listen to the explanations of the educator, his questions, the answers of peers, express their opinions in a collective conversation. Actively learn to compare, analyze, draw conclusions, draw conclusions.

No less important are complex classes at which exhibitions of works of art are organized - the educator develops the aesthetic perception of children, their ability to feel and experience the beauty of nature, captured in various works. Inspection of mini-exhibitions, if they are organized in accordance with all the rules, prepares preschoolers for visiting museums, promotes familiarization with cultural values ​​and the overall development of the child's personality.

During the year, adults organize trips for children to the nearest ecosystems - excursions and trips to the forest, meadow, pond. These are very important events of an ecological and health-improving nature: children breathe good air, get aesthetic pleasure from the beauty of nature, learn about the community of plants and animals, observe traces of their activities, participate in environmental protection, or actions. Practical interaction with wildlife cannot be replaced or replenished by anything - only directly in the forest (near the reservoir) do children acquire the skills of proper behavior in nature, cultural recreation, learn to follow the rules of visiting the forest. Hiking and excursions give a lot of emotional impressions - they need to be consolidated, therefore, all participants in the hike, preparing for it, make toy cameras with which they “photograph” all the interesting and beautiful natural phenomena. Upon their return, preschoolers “develop” photographs - create drawings, and adults take real photographs, show a video film.

The attitude to nature, to a favorable environment, to health is also formed during holidays and leisure activities of an ecological nature. The second holiday of the New Year is organized by adults together with children on the site (in the immediate natural environment) around a live Christmas tree. This is a real hymn to life - to a beautiful tree that was not cut down, which managed to survive during the pre-New Year's mass cutting down of fir trees. A holiday dedicated to water is organized on June 5 (coinciding with World Environment Day). Water is life itself, not a single living being can do without it, water brings a lot of joy to people, especially children, - the holiday makes it possible to feel it.

But the most important ecological holiday in the preparatory school group is World Earth Day (April 22). On this day, the second lesson with a globe dedicated to environmental problems is held with preschoolers. Children already know a lot, their ideas can be expanded and deepened - let them think about life on Earth on the eve of graduation to school. On this day, the action "Decorate the Earth with Flowers" is held - children sow seeds, plant seedlings of flower crops grown by them on the site and in the places of the immediate environment (so that it is beautiful everywhere). In the evening, a holiday is organized, at which the first good deeds in the life of children, their attitude to nature are summed up: preschoolers are initiated into "Young Ecologists", they are awarded the first document - the Certificate "Young Ecologist" and little present. Their good deeds, love for nature are evidenced by an exhibition of works in the hall: calendars of nature (there are many of them, they are different), home-made books based on the stories of V.N. hiking photos. All this is presented for public viewing, and the children are convinced that they really love nature and it is not for nothing that they are now called little ecologists.

The week of preparation for the holiday is very important: every day children expand their understanding of the House in which they live. First of all, a house is a room where children live (a group room and an apartment), it should be clean, comfortable, beautiful and warm, with good lighting and fresh air. It is convenient to do what you love. Children, together with the teacher, inspect the group's premises, put things in order, discuss what can be changed to make it even better - in a good house, children and adults feel good, do not get sick. The next day, the children inspect the site, remove garbage, plan planting flowers: the yard near the entrance of the house and the kindergarten site is also their home, they walk, play in it in their free time, it should also be pleasant.

In the following days, the teacher talks with the children about the fact that the home for each person is a street, a native village or city, a forest, a park in which he often walks. You must love your home, be a kind, caring owner.

Thus, all events related to the Earth Day instill a sense of patriotism in children on an environmental basis, expand the concept of love for nature, for the planet. This is the culmination of the entire methodological system of environmental education of preschoolers.

Ecological education of children in a group of different ages. Working with children different ages the content does not differ from that which was described above. With preschoolers, observations are also made in everyday life, labor activities in a corner of nature and other activities. Working with children in this group differs only in the organization of the pedagogical process. Two variants can be distinguished.