Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?
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Topic: "Education of ecological culture in preschool children in the context of GEF DO"
The main goal of environmental education is the formation of the correct attitude of the child to the nature around him, to himself as part of nature. Love for nature, a conscious, careful and interested attitude towards it, should be brought up from early childhood, so I pay great attention to environmental education.
I have defined the following tasks:
To form in preschoolers a conscious attitude to nature, its phenomena and objects;
To improve the skills and abilities of observing living and inanimate objects of nature;
To develop ecological thinking, creative imagination and speech in the process of experimental and research activities of children;
To educate elementary norms of behavior in relation to the natural world and the surrounding world as a whole.
In my opinion, ecology can be passed through all kinds of children's activities. Due to this opportunity, my work turns out to be both useful and interesting both for me and for the children.
For the successful implementation of the tasks, I have developed:
A complex of cognitive activities using ICT.
A long-term plan for GCD with preschool children has been developed.
The center of experimentation (experiments, experiments, observations) has been improved, a natural corner with various plants, a garden on the windowsill where children grow onions, garlic, beans, parsley, dill, oaks, cucumbers, flowers.
The card file has been replenished, including a selection of presentations, environmental games, physical education minutes, riddles, poems and songs about nature.
The children's mini-library with works of children's literature, various encyclopedias is constantly replenished.
In my work on environmental education, I use various traditional and non-traditional forms, methods and techniques, taking into account the age and individual characteristics of children.
The use of fiction in combination with small forms of folklore evokes a range of feelings in children - experience, admiration, tenderness, delight. They give birth in children to faith in the weight and significance of words.
To help children in an entertaining way to identify the features of natural phenomena, seasonal changes in nature, to determine the qualities of an object, the habits of animals, I use riddles, poems, proverbs, sayings, nursery rhymes. In nursery rhymes, all the phenomena and forces of nature come to life: the sun, rainbow, thunder, rain, wind, the seasons live like animated beings. Children seem to come into contact with them themselves: the sun is asking for warmth and affection.
Observation is an important source of knowledge about nature.. One of the tasks of my work is to improve the skills of children in observing living and inanimate objects of nature.In the process of observation, children learn to peer, admire, rejoice and admire the beauty of nature, they develop observation and curiosity, a kind, caring attitude towards natural objects. Observation makes it possible to acquaint children with natural phenomena, the relationship of animate and inanimate nature. I organize observations with children when introducing children to plants and animals, the weather, the work of adults in nature, in classes and excursions, on walks, in a corner of nature, etc.Developed cycles of observations of living objects of nature.
To acquaint children with nature, to cultivate love for it, first of all, a corner of nature, where indoor plants are kept, helps. Children see the plants of the corner of nature every day, under my guidance the children systematically observe and care for them. Work in the corner of nature is of great educational value. Children develop a careful, caring attitude towards nature, a responsible attitude to their duties is brought up. In the process of care, children get ideas about the diversity of the plant world, how plants grow and develop, what conditions need to be created for them. Also in the corner of nature there is natural material, visual aids, didactic games, card indexes of riddles about animals and plants, observations in nature, a word of art, physical education, finger games, a calendar of nature (children regularly record the weather and the state of wildlife that they observed on the street ).Various models are substitutes for real objects (globe, weather calendar, drawings-models of plants, animals and other objects of nature, natural phenomena).
One of the effective and most interesting means of environmental education for children aregaming technologywhich include different types of games. I use games of ecological content, first of all, with the aim of clarifying, consolidating, generalizing, systematizing knowledge. While playing, children better acquire knowledge about objects and natural phenomena, learn to establish relationships between them and the environment, learn about ways of adapting living beings to habitat conditions, about the successive change of seasons and about changes in living and inanimate nature. Great opportunities in the education of ecological feelings in relation to the world around us are laid, first of all, in didactic games.
Didactic game is a multifaceted and complex phenomenon. This is a method and form of learning, independent play activity, and a means of comprehensive education of the individual. I use didactic games not only in the free activities of children, but also include them in classes, targeted walks, as well as in experimental activities. Very effective are games with various natural materials (vegetables, fruits, flowers, stones, seeds, dry fruits), which bring children as close as possible to nature, and always arouse children's keen interest and active desire to play. For example: “Children on the branches”, “Tops and roots”, “From what tree is the leaf”, “Wonderful bag”, “Guess what you ate”, “Find the same plant in the bouquet”, etc. Special joy and children are interested in outdoor games of a natural history nature, which are associated with imitation of the habits of animals, their way of life: "Frogs and a heron", "Mice and a cat", in some games phenomena of inanimate nature are reflected: "Droplets", "Sun and rain", "Cheerful breeze". The joy received in the game contributes to the deepening of children's interest in nature and the development of physical qualities.
In my work I use research and development activities. Children, born explorers. And this is confirmed by their curiosity, the constant desire for experiment, the desire to independently find a solution to a problem situation. My task is not to stop this activity, but on the contrary, to actively encourage it. I include experimental research activities in games, classes, it can be associated with the work of children in a corner of nature and in the garden.
The most effective way to implement the tasks of environmental education is the organization of project activities. I have developed environmental projects "Young Defenders of Nature", "Let's Help the Birds in Winter", "Amazing Insects", "Mushrooms - Mushrooms", "Love and Know Your Land", etc.
The overall objectives of these projects were:
· to form in children and parents a sense of belonging to all living things, a humane attitude towards the environment and the desire to take care of the conservation of nature.
create an environmentally friendly environment on the territory of the preschool educational institution for the implementation of the priority direction;
· to develop the cognitive skills of children and parents in mastering the research methods of cognition of nature;
organize practical environmental activities of children and parents;
Implement one of the forms of work with parents of design and research activities"Environmental Post".
· to develop mutual understanding and mutual assistance between children, teachers, parents, the need for constant self-development of ecological culture;
· develop initial geographical representations, familiarity with the simplest ways of orienting in the area;
To educate in children an attentive, reasonable, careful attitude towards the environment.
The novelty of environmental projects lies in the use of information computer technologies. The main fact that ensures the effectiveness of the educational process is the personal involvement of children and parents. Using new, exciting technologies, this inclusion can be ensured. The projects allow children and parents to participate in environmental campaigns (“Clean Morning”, “Feed the Birds in Winter”, “Make the Trees Big”, etc.). Work on environmental projects is a unique opportunity for children and parents to prove themselves, to benefit the natural environment of their native land.
Expected results of the projects:
Creation of an ecologically favorable environment on the territory of the preschool educational institution;
Increasing the level of knowledge on ecology in children;
Improving the level of knowledge, environmental competence of parents on the project topic.
I pay a lot of attention to working with parents. The main goal in interaction with the family is to achieve unity in the upbringing of the child. To achieve this goal, I organize ecological holidays for children and parents, outdoor recreational activities, exhibitions, performances, excursions, training games, tea parties, consultations, workshops, master classes. I select material for information stands, I communicate individually.
All work contributed to the rallying of families and the teaching staff, instilling in children a love for their home, for nature in general, the formation of a more holistic perception of the world, and the education of ecological culture among preschoolers.
Analyzing the results of the work, I came to the conclusion that the formation of knowledge and skills in childrenon environmental educationit is most productive if it takes place in the context of practical, project and gaming activities, when conditions are created under which the knowledge gained earlier becomes necessary for them, as it helps to solve a practical problem and therefore is absorbed more easily and faster.
Children have become emotionally active in the classroom, they have formed their own style of behavior and activities in nature, the level of their environmental education has significantly increased, which is expressed, first of all, in a qualitatively new attitude to nature, participation in cognitive games, exhibitions, competitions. Pupils of my group are regular participants and winners of competitions of various levels.
My work experience has shown that purposeful, systematic work on the environmental education of preschoolers, in an interesting, entertaining way, helps children see all the beauty of nature, reveal all its secrets and laws, instill in children kindness, a responsible attitude towards the world around them, people who live near.
Work experience of a kindergarten teacher "Environmental education of preschool children".
Author: Skripnikova Valentina Mikhailovna.
This article may be useful to kindergarten teachers, parents, teachers of additional education.
Explanatory note:
At preschool age, there are significant changes in the cognitive sphere of the child. The figurative nature of thinking, specific to preschool age, is determined by the fact that the child establishes connections and relationships between objects, primarily on the basis of direct impressions.
Ecological education should begin from preschool childhood, it is at this age that the foundation of ideas about nature is laid, the foundations of ecological consciousness are formed.
The tasks of environmental education
1. Education in preschool children of respect for all objects of nature, regardless of our likes and dislikes.
2. Formation of an emotionally positive attitude towards the world around.
The goal of ecological education of children- obtaining by children reliable knowledge, representation, acquiring the skills of a responsible, benevolent, careful attitude to nature.
The world surrounding the child is, first of all, the World
nature with an infinite wealth of phenomena,
with inexhaustible beauty.
Here in nature, eternal
the source of the child's mind.
V. Sukhomlinsky.
The family, as a cell of society, cultivates in us the most wonderful qualities: diligence, care for our neighbor, diligence, sympathy, empathy.
The world around is the richest source of knowledge for a child. The little man carefully and with interest treats flowers, butterflies, the bright sun and everything that he sees around him. For adults, supporting such a sincere interest of the child in nature, it is important to remember to cultivate a caring attitude towards it. Adults should instill love for the world around the child from early childhood from the cradle, by their personal example. From birth, the child loves nature, strives for unity with nature. Children of this age are sensitive and responsive. They empathize, sympathize, the child develops a style of behavior in nature. (They won’t throw a stone at a cat, they won’t leave garbage behind, they won’t ruin an anthill, they won’t pick a flower and a leaf unnecessarily).
Children should know that plants and animals, birds are living beings, they breathe, drink water, grow, have offspring, and most importantly, they feel pain.
Education will not become ecological if children do not understand already at a young age: indoor plants need water, air, birds need seeds, water and also air, animals need food and water, air.
The correct attitude towards living beings is the end result and it is brought up in a joint activity with an adult, a game.
If a child does not know and does not understand anything that happens outside of his apartment and kindergarten, he cannot have any relation to this world.
Form of work with children of preschool age:
- involvement of preschoolers in observations and comparisons.
For example, after the appearance of a new leaf, bud, flower, you can invite the students to “take a picture” of the plant, and then draw the plant from life. Then compare the plant drawn with the plant from the "photo". Be sure to conclude what has changed, what discrepancies. Such actions contribute to the development of observation, attention to some details, and contribute to the development of sensory education in preschool children.
- demonstration method.
This method consists in the fact that the child needs to demonstrate natural objects, their images using pictures, photographs, films, transparencies.
The demonstration method is used to clarify, generalize, systematize the knowledge of preschool children about objects and phenomena in the surrounding reality.
- storytelling method.
Telling a child about phenomena, objects of the surrounding reality, you enrich the child's impressions, influence his mind, the child's imagination, his feelings, his attitude to objects and phenomena of the surrounding reality. The story should have a clearly defined theme, art form, be dynamic, be based on facts that are close and interesting to children, you can give examples or cases from your personal experience.
- reading (listening to children) works of fiction.
This method helps to expand the knowledge of preschoolers about objects and phenomena, the formation of artistic tastes, the emergence of sympathy and empathy.
- conversation.
The conversation is used to generalize and systematize knowledge in preschool children. When talking, the child needs to know what is being discussed in order to engage in a dialogue, keep up the conversation, listen and understand the interlocutor, and be able to answer some questions asked during the conversation.
- the game.
The leading activity in preschool children is the game, therefore, while playing, the child learns to interact with nature, learn to communicate with birds, animals, plants, learn to interact with objects of inanimate nature.
Games come in different classifications:
- didactic games of ecological content.
The didactic game has certain rules, its own structure and system for evaluating children.
There are several types of didactic games: board games, games with objects, word games.
Board printed games, these are games aimed at the development of thought processes (analysis, synthesis, classification, generalization).
Games with objects- these are games with various materials (mosaics, leaves, cones, etc.)
word games aimed at developing attention, speed of reaction and coherent speech.
Very important in the development of environmental education are visits to the zoo, circus, aquarium, excursions.
On excursions, children get acquainted with plants, animals and their habitat, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation, the emergence of interest in nature.
Watching how animals live in the zoo, circus, who cares for them and how, the child will begin to build from
cubes, bricks or other cage material for animals and birds, populate them with toy animals.
Children receive not only knowledge about the life of animals, their appearance, their habitat, but also learn how to care for them and take care of them. They build beautiful, large, comfortable cages, feed them, wash the cages. Distribute duties, control each other's work (director, watchman, driver, and so on).
Introducing children to animals living next to a person, to enable the child to take an active part in the animals (feed, clean the cage), to involve them in creating conditions for them from the cold.
- Games with natural material.
Children really like such games, which are directly related to nature. They prepare the material themselves, sometimes they create it without harming nature, they learn to apply it in practice in their game. Children love to play with sand, water, they determine the properties, qualities of the material, conduct experiments.
And most importantly, to instill in the child the main principles of his life in harmony with nature:
1. "Do no harm."
2. "Knowing, do not destroy."
3. "Do not take more from nature than you need."
4. “Before you do it, answer yourself three questions:
1. What do I want to do?
2. Why do I need it?
3. Who gains what and who loses what?
5. "Think about the consequences!"
All people, no matter what nationality they are, in what country they live, they have one concern - to save our planet for later life.
All these methods contribute to the development of cognitive processes in the child, contribute to the formation in the child of the value of the reality around him, and instill in the child a careful attitude to nature, to everything that surrounds him.
It is very important that adults themselves love nature and try to instill this love in children by their personal example.
Olga Kovaleva
Innovative technologies and methods of environmental education of preschoolers in accordance with the Federal State Educational Standard for Preschool Educational Establishments (from work experience)
Innovative technologies and methods of environmental education of preschoolers in accordance with the GEF DOU.
(From work experience) .
1. Features environmental education of preschoolers in accordance with GEF DOW.
Federal state educational standard preschool education involves an activity approach to determining the content and organization of the educational process of children preschool age. Ecological education of preschoolers can be carried out in all educational areas. For example, the content of the educational area "Social and communicative development" the assimilation of norms and values accepted in society is directed; development of emotional responsiveness, empathy, including in relation to natural objects; on the formation of the foundations of safe behavior in everyday life, society, nature.
The content of the educational area "Cognitive Development" aimed at the formation of primary ideas about the objects of the surrounding world, their properties and relationships (shape, color, size, causes and effects, etc.); about the planet Earth as a common home of people, about the peculiarities of its nature, the diversity of countries and peoples; expanding the horizons of children
Educational area "Artistic and aesthetic development" presupposes the formation of the prerequisites for value-semantic perception and understanding of the natural world; the formation of an aesthetic attitude to the surrounding world as a whole.
Educational area "Physical development" is aimed at establishing the values of a healthy lifestyle among preschoolers.
the main goal work with preschoolers on environmental education involves: the formation in each child of the belief in the need for respect for nature; striving for adequate perception of knowledge and development conservation skills; accession to the world level ecological culture. To achieve this goal, it is necessary to build an integrated system environmental education based on scientific developed principles for the creation of environmental programs, taking into account the GEF of preschool education.
Greening developing subject environment in educational institutions should contribute to the implementation of all components of its content: cognitive, moral value and activity.
So the interaction preschoolers with nature in progress ecological education in the light GEF has its own specifics due to age characteristics and is based on an activity approach, since it is activity that develops the child's psyche, physical activity and makes him physically stronger and healthier
2. Innovative forms and methods of environmental education for preschoolers
Along with traditional forms and methods of environmental education in their teaching activities (conversations, observations, reading literature) i apply and innovative forms and methods. I will give examples of various innovative directions of ecological education of preschool children.
Ecological games. Ecological the game helps to convey complex natural phenomena in a more accessible form; development of cognitive abilities; clarification, consolidation, expansion of their ideas about objects and natural phenomena, plants, animals.
Games can be played with children both collectively and individually, complicating them according to the age of the children. The complication should come at the expense of the expansion of ideas and the development of mental operations and actions. Didactic games are carried out during leisure hours, in classes and walks.
Puzzle games, games experiences, exploration games, meditation games ( "I am the Sun", "I am Rain", "I am a wind", "Sun and 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 motives and practical skills environmentally expedient activity; 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 work 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 being, how to protect and protect nature - their region, village, and the entire planet.
The game "Learn by Ads" introduces the characteristics of animals and birds (appearance, behavior, habitat, develops logical thinking. Children listen carefully to the announcement and guess who it is (animal or bird). Examples ads:
business game "Good bad" improves children's knowledge about the phenomena of animate and inanimate nature, animals and plants. I offer children different situations, and children make inferences, For example: "A clear sunny day in autumn - good or bad?", « “It rains every day – is it good or bad?”, Is snowy winter good or bad?, “All trees are green – is that good or bad?”, “All the birds on earth have disappeared – is that good or bad?” etc.
business game "Who is behind whom?" Shows children that everything in nature is interconnected. I invite one child to connect with a ribbon all the animals that hunt each other. Other children also help to find the correct animal pictures. You can suggest starting the game with a plant, a frog or a mosquito.
business game "What if?" helps to find out what needs to be done in order to protect, preserve and increase nature, develops the ability to draw conclusions and conclusions. for instance: what happens if a boy throws a can of lemonade into the river? And two? And three? How many boys? What will happen if one family brings an armful of primroses on a day off from the forest? Two families? Five? What happens if one driver's car emits a lot of exhaust gases? Three cars? Half the city's drivers? What happens if you do not put out the fire in the forest?
business game "Protect nature". On a table or flannelgraph I place pictures depicting plants, birds, animals, a person, the sun, water, etc. I remove one of the pictures, and the children have to tell what will happen to the remaining living objects if there is no hidden object on Earth. for instance: we remove the bird - what will happen to the rest of the animals, to the person, to the plants, etc.
I use in my work and game learning situations (ios) with fabulous heroes: "Pinocchio talks with children about trees", "Winnie the Pooh goes to the meadow for honey", "Dunno gets acquainted with houseplants", "Aibolit examines houseplants", « "Cipollino conducts experiments with onions» . Game learning situations such as travel also arouse cognitive interest in nature. Travel is the collective name for various kinds of games in visiting, traveling, hiking. Visiting interesting places - forests, zoos, museums, farms, children gain new knowledge about nature in a playful way.
I also use dialogues with nature - method, which is aimed at developing the emotional sphere of the child, sensitivity Dialogues are carried out in various ways - "secret" (children "one on one" communicate with nature) or "open" (oral appeals, referring to the Sun, Wind, Tree).Ecological method identification - identifying oneself with some natural object or phenomenon, a game technique "transformations" in the images of animals, plants, actions on their behalf. Having been in the role of any object or object of nature, the child begins to treat him with respect. For example, playing the situation "I am a flower...", "I am a broken branch...", "I am an ant...", "I am the stream" helps the child understand that the plant is a living being, it suffers when it hurts.
All these methods and techniques help develop cognitive, communicative, artistic and aesthetic skills preschoolers, contributes to the formation environmental perceptions develop the ability to reason, analyze, draw conclusions.
2.2. Computer technologies and multimedia presentations
V working with preschoolers very often you encounter a lack of information and visual material. In their activities with children ecology I found its solution in the use of modern information technologies. One of the most accessible means of using computer technologies in teaching preschoolers are multimedia presentations.
Unlike an adult, who is enough to listen to an oral explanation, subsequently connecting logical thinking, to understand the meaning of the information, for children, the saying is the best fit "It is better to see once than hear a hundred times". The child, with his visual-figurative thinking, understands only what can be simultaneously considered, heard, acted with. subject or evaluate the action of an object. That is why it is so important when teaching preschoolers access the channels available to them for obtaining information.
In my practice work acquainting children with nature, I use a variety of material: didactic pictures, reproductions of art paintings, photographs, videos, sound recordings (recordings of the voices of birds, mammals, the sound of the forest, surf, rain, wind, etc.); in which children become active rather than passive objects of pedagogical influence.
I actively use multimedia presentations, either ready-made ones, or I prepare them myself. On the sites http://planetadetstva.net/ - Internet magazine, http://www.moi-detsad.ru/ - Everything for kindergarten, http://dohcolonoc.ru/ - Site for educators kindergarten, you can find many ready-made presentations on environmental topics that I use in my classes. Modern digital technologies and the Internet helped me to collect rich illustrative and informational material about plants, animals, natural phenomena. The use of the computer has helped me significantly change the object-spatial environment in the group. Presentations prepared "Natural attractions of the Orenburg region", "Red Book of the Orenburg Territory", "Rules of conduct in nature" that are used in the classroom.
In formation ecological concepts, I use interactive resources on ecology for preschoolers. for instance: interactive game "Designing environmental signs. Forest Features». Using the materials of the resource, each child can independently create their own layout ecological sign(allowing, forbidding, warning) and further use it in an educational game dedicated to the inhabitants of the forest - animals and birds, forest plants, mushrooms and berries.
Interactive game "What grows where?" where needed correlate various fruits of plants, well known to everyone US: various fruits, berries, vegetables, cereals, mushrooms with pictures of where they could grow.
Modeling method. Modeling is based on the principle of replacing real objects with objects, schematic images, signs. The purpose of modeling in environmental education- ensuring successful assimilation preschoolers knowledge about the features of natural objects, their structure and relationships.
V environmental education of preschoolers different models: subject models - interactive toys depicting animals (barking dogs, meowing cats, pecking hens and chickens, etc.). The most common object model is the globe. It allows older children to have an elementary geographical idea of the planet. preschool age, which we ourselves made with children from a simple ball and use it to mark different objects on it. Another traditional model in our kindergarten is the fish tank, which mimics a natural body of water and is a model of an ecosystem.
during production and during work with a layout or model, children describe, compare, narrate about various phenomena and objects of nature, reason, thereby replenishing their vocabulary. The method creates favorable conditions for sensory development children: working with layouts, in the manufacture of which materials of different texture, quality, and shape were used that contribute to the development of external senses, activates fine motor skills of the hands.
With the children we also made a model "Natural World". To create a natural model, children are offered a variety of natural materials (cones, twigs, pebbles, leaves, dried flowers, etc., waste material (corks, lids, pieces of fabric, etc., substitute material (ribbons, sticks, cereals, etc., these are enables the child to independently create a model of the natural world "Water and underwater world", "Forest", "Seasons" and etc.
Cognition preschoolers phenomena of nature or properties of objects of nature can also take place through practical modeling, i.e., experimentation. Using substitute objects, children draw conclusions about why fish have a streamlined shape, why animals have a protective color, why predators need claws.
Another type of modeling is graphical, which helps preschoolers trace the patterns of changes in growth, in the development of living beings, changes in seasons, and more. For example, the phenological calendars of nature that we keep in the group. It graphically gives a visual representation of the change and signs of the seasons, temperature changes, precipitation at different times of the year, etc. In different age groups, we fill out a bird watching calendar, a calendar of growth and development of onions, beans.
Modeling (subject, graphic, practical) forms a deep and meaningful knowledge of natural phenomena, helps to prepare preschoolers to school and maintain continuity in the education of kindergarten and primary school.
Successfully solve problems environmental education and education help mnemonics methods. Mnemonics - memory development technology, a set of rules and techniques that facilitate memorization. An example is the familiar phrase "Every Hunter Wants to Know Where the Pheasant Sits" which helps to remember the colors of the rainbow. Study mnemonics better with children 4-5 years old, when they have already accumulated a basic vocabulary, using algorithms for the processes of caring for indoor plants, planting seeds, etc. Learning is built from simple to complex. work we start with the simplest mimic squares, then move on to mimic tracks, and later to mimic tables. A mnemonic table is a graphic or partially graphic representation of natural phenomena, some actions, characters of a fairy tale, that is, you can draw what you see fit. But to portray in such a way that the drawn was understandable to children. An example would be mnemonic table: "Journey of a Droplet"
For younger and middle children preschool age, it is advisable to give color mnemotables, since they retain separate images: the Christmas tree is green, the sun is yellow, the berry is red. Later, you can complicate or replace it with another screensaver - depict the character in graphical form. For example, a fox consists of orange triangles and a circle, a wolf is a gray triangle, the sun is a full yellow circle in summer, and a yellow semicircle in the cold season, the wind is warm in summer, these are red arrows, and blue arrows in winter, etc. Along with the already existing mnemonic tables, I suggest that the children draw their own tables, and the children successfully cope with such a task.
Design and research activities are also part of my work on environmental education and upbringing of children. preschoolers born explorers. This is the age when a child wants to know everything, he is interested in natural objects, phenomena, relationships in nature. Organization of design and research activities preschoolers on ecological material will allow teachers to form key competencies in child: the ability to see the problem, to search and find information, work in a group, talk about results, reflect, compare, answer questions, draw conclusions, establish causation.
The object-spatial environment in my group also contains materials for experienced- research activities: containers for experimentation; magnifiers for viewing in an enlarged view of various objects; materials for games-experiments with ice, water, snow (paints, salt, sugar, soap, plastic cups); seeds for planting and germination; (beans, peas, corn, etc.); earth, clay, sand.
Spent a series with the children experiments with air: "Catch the air", "Air moves", "Air has weight", "Air is lighter than water", "Air has no smell", using laboratory glassware, scales, containers for playing with water of different volumes and shapes; natural material: pebbles, clay, sand, shells, bird feathers, tree leaves, seeds, etc.; medical materials: pipettes, flasks, measuring spoons, other materials: mirrors, balloons, sieve, candles.
Of great interest to children are the project- "The Adventures of a Droplet" about the properties of water, during the implementation of which we got acquainted with the properties of war through simple experiments. Implementing a project "Garden on the windowsill" to lead the children to the conclusion that moisture is necessary for plant growth, seeds were germinated in two saucers (in empty and with wet cotton wool). To lead the children to the conclusion that heat is necessary for plant growth, place two identical plants in different conditions: one in a warm place, the other in a cold place and watched their growth.
One of the projects successfully implemented in my group is the project "Let's clean up the planet". work On the project, we started with cleaning the territory of the kindergarten. All rubbish - plastic bottles, metal cans, paper, pieces of glass, plastic bags - we put a bucket and took it to the trash cans. After talking with the children, they decided to conduct an experiment - to bury the garbage found in the ground and see what happens to it after a while. Garbage was buried in prepared pits with specific markings.
The children waited with great interest for the moment when it would be possible to dig up the hidden rubbish. Before digging holes in a month, we put forward various hypotheses of what could happen with buried garbage, then after digging, we compared the coincidence of hypotheses with what happened in reality.
The guys saw that practically nothing happened to plastic and glass containers. Accordingly, we conclude that it is impossible to throw away such waste in nature, because they will be stored for a long time, spoil the environment. Then they made a propaganda poster on relevant theme and drawing competition "Save our nature!".
For holding experiments a specially equipped laboratory is not always required. Many experiences can be taken for a walk. This is how we define purity air: prepare three identical cardboard squares 15x15 cm, on one side smear them thickly with petroleum jelly. And during the walk, spread out on the territory of the children's garden: the first - not far from the roadway, the second - near the walking area, the third - in the depths of the territory, in the green zone. Leave the cartons for 2-3 days and then compare which one has more dust. Children conclude that the air is not equally clean everywhere. Such an experiment is very impressive for children.
As a result of these forms and methods of environmental education can be noted that children have become more attentive. They learned to think logically, reason, compare, generalize, highlight essential features objects and objects of nature. Knowledge gained through new innovative forms children can apply when conducting experimental research activities. The children enjoy playing « ecologists» , "scientists", "lab assistants" understand in practice about the dangers of garbage for ecology.
The children actively participated in the environmental actions, holidays, consciously understanding the need to protect nature, the Earth from destruction. striving for active work on environmental protection within the framework of the kindergarten, the city. Children rallied with their parents, who are our reliable assistants in environmental education of children.
In our preschool environmental Promotions run throughout the school year. During the promotions preschoolers receive natural history knowledge, form skills ecological culture, active life position. Stocks are good ecological propaganda among the parent community. Children see the attitude of parents, the organization of the event and participate in it themselves. Shares sold in the group "Good winter for birds"(feeding wintering birds, "Herringbone - green needle", “Close the faucet tightly so that the ocean does not flow out!”(March 22 - International Water Day, "Decorate the planet with flowers"(the action starts in April, on a holiday "Earth Day" when children sow flower seeds).
And most importantly, in the course of environmental actions, children are shown and given the opportunity to improve, correct the consequences environmentally illiterate actions of people, because the result of any action is the productive activity of children.
3. Innovative forms of work with parents on environmental education of preschoolers
The problem of formation ecological cultures are solved with the help of parents. Parents are invited to classes and holidays environmental content, participate in environmental campaigns, in the creation and replenishment of the subject-spatial environment, in the improvement of areas on the territory of the kindergarten. Parents together with their children conduct experiments and research, filling in the calendars of nature, observing the habits of animals, growing plants, making simple experiments with natural materials.
At the present stage environmental education must be carried out together with the parents, they are the first caregivers in a child's life. In order to identify the hobbies of adults and children, the attitude of parents to the problem environmental education I'm doing a survey. To help parents is issued " Ecological stand", where articles, poems, riddles on the topic, signs, word games are placed for learning and practicing with children at home. A good tradition in work participation in competitions, entertainment, exhibitions with parents
For parents, thematic booklets: "Safety rules for children in nature in the summer". "All about proper nutrition for children", "Our Vitamin Friends", "Mobile games on the walk", "A clean city is our city" are being consulted "Computer. Benefits and harms for your child, « Ecology of the home» , "How to use a computer for the development and learning of toddlers?", « Upbringing safe behavior of children in nature", "Basic rules of behavior in nature", “Protection against ticks. How to remove a tick. Safety rules for children», "On a walk in summer".
MBDOU KINDERGARTEN
UKTURSK RURAL SETTLEMENT
KOMSOMOL'SKY MUNICIPAL DISTRICT
KHABAROVSK REGION
INNOVATIVE APPROACHES
TO ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN
UNDER GEF CONDITIONS
COMPILER:
EDUCATOR OF THE HIGHER
QUALIFICATION CATEGORY
T.N. SUTURINA
2016
« Standard of preschool education -
it is the standard to support the diversity of childhood,
standard for the development of the child's personality.
The standard of preschool education sets the goal,
so that the children remain why.
A. G. Asmolov
The key line of preschool childhood is familiarization with the values of culture. The standard is aimed at ensuring that the child has a motivation for learning and creativity, it is aimed at supporting any programs that contribute to the formation of the child's personality as a carrier of the values of the modern world. Modern culture that unites mankind is based on universal human values, one of which is an ecological attitude to life and the environment.
According to the general recognition and definition of scientists (philosophers, ecologists, educators), nature belongs to the absolute values of the highest order, because it is the basis of human existence on Earth and determines not only physical, but also spiritual well-being.
Environmental education is a continuous process of learning, upbringing and development of the individual, aimed at the formation of a system of knowledge and skills, value orientations, moral, ethical and aesthetic relations that ensure the environmental responsibility of the individual for the state and improvement of the socio-natural environment (I.D. Zverev). The goal of environmental education in the preschool educational institution is the formation of an environmentally educated personality, which is characterized by a formed environmental consciousness, environmentally oriented behavior and activities in the natural environment, a humane, environmentally correct attitude towards it. The result of ecological education is the ecological culture of the individual, which consists in the child's ecological knowledge and the ability to be guided by them in the real practice of behavior, readiness and ability to carry out various activities in nature, realizing the requirement of careful attitude to it.
When characterizing the ecological culture of a person, the following elements are distinguished:
ecological perception - vision, hearing, smell, touch of nature in all its harmonious natural and aesthetic integrity;
ecological thinking - a reflection of significant connections and relationships, creative reconstruction and prediction of the consequences of one or another human intervention in the life of nature;
ecological feeling - emotional resonance of man and nature, empathy;
environmental knowledge - reflection in the human mind of the relationship and interdependence between man and nature in the form of environmental ideas, concepts, judgments;
ecological attitude - effective-practical, strong-willed, environmentally justified behavior in nature in accordance with the laws of interaction between nature and man, the norms of law, morality.
Thus, the essence of ecological culture can be represented "as an organic unity of ecologically developed consciousness, emotional and mental states and environmentally sound practical activity" (B.T. Likhachev).
Tasks of environmental education in kindergarten:
1. The development in children of elements of ecological consciousness, which is determined by the content and nature (degree of complexity) of ecological knowledge about the structure of the natural world, the place of man in it, the essence of life, understanding the leading relationships in the world.
2. Development in children of skills of environmentally oriented activities with objects of the nearest natural environment, environmentally competent behavior in everyday life and in nature
3. Development of a positive experience of emotional and sensory perception of nature, its aesthetic vision.
4. Development of a conscious attitude to nature based on the appropriation of personally significant environmental values.
GEF on the knowledge of nature by children
An important provision of the Standard is the targets, which are defined by the document as "possible achievements of the child" - not mandatory, but possible and desirable achievements in his intellectual and personal development. Achievements in communication with nature are formulated as follows: “The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena ... tends to observe, experiment. Possesses basic knowledge about himself, the natural and social world... Possesses elementary ideas from the field of wildlife, natural science. Under these formulations, the system of ecological education is being developed.
The environmental education of preschoolers in accordance with the Federal State Educational Standard can be implemented in two ways: through the main program, which is developed by the institution itself, based on one or another exemplary educational program (60% of the study time is allocated to it), or through a partial program that complements the main and can count on 40% of study time. In both cases, environmental education of children is carried out in the system throughout the school year.
Environmental education in educational fields
cognitive developmentSpeech development
Artistic and aesthetic development
Physical development
aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.
involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
includes possession of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytic-synthetic activity as a prerequisite for teaching literacy
involves the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude to the world around; the formation of elementary ideas about the types of art; perception of music, fiction, folklore; stimulation of empathy for the characters of works of art; implementation of independent creative activity of children (fine, constructive-model, musical, etc.).
includes the acquisition of experience in the following types of children's activities: motor, including those associated with the implementation of exercises aimed at developing such physical qualities as coordination and flexibility; contributing to the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movement, large and small motor skills of both hands, as well as the correct, not damaging the body, performing basic movements (walking, running, soft jumps, turns in both directions), the formation initial ideas about some sports, mastering outdoor games with rules; the formation of purposefulness and self-regulation in the motor sphere; formation of the values of a healthy lifestyle, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of good habits, etc.)
The main components (blocks) of the content of environmental education in preschool educational institutions, their characteristics
Mastering the elements of ecological consciousness by a child is determined by the formation of his knowledge of ecological content.Based on this, the content of natural history knowledge for children should be an integral system of knowledge about nature:
the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , cause and effect, etc.)
about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about the planet Earth as a common home for people, about the features of its nature,
Elementary knowledge about himself, about the natural and social world in which he lives;
elementary ideas from the field of wildlife, natural science
The system of knowledge about nature for preschoolers should include:
A system of knowledge about inanimate nature as a habitat for living organisms
A system of knowledge about a living organism as a carrier of life, its essential features (integrity, system of needs and adaptations to the environment, etc.)
A system of elementary knowledge about a person as a biosocial, spiritual being living in the natural environment and interconnected with it by the closest ties;
A system of knowledge about the significance of nature in people's lives, revealing to the child the diversity of nature's values - not only material, but also cognitive, aesthetic, etc.;
A system of elementary knowledge about the interaction between man and nature, including both the content and normative aspects of this interaction.
Environmental orientation: gaming, labor, cognitive, educational, etc. This block should ensure the practice (application) of the acquired knowledge, make it “alive”, effective, provide an opportunity for the manifestation of humane feelings and attitudes towards nature:
the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .;
inclined to observe, experiment
provides for the organization of emotionally - sensual positive experience of communication between children and nature (ethical, aesthetic, cognitive, practical, creative). It is necessary to provide for the organization of morally positive ethical experiences of the child: care, compassion, responsibility, etc.
It is important to organize the experience of children's evaluation of the actions of other people. The child has a positive attitude towards the world, adequately shows his feelings (in relation to himself, to other people)
Environmental education technologies generally include three stages:
1. Direct contact with a natural object (feeling), the task of which is to master experience in the emotional-perceptual sphere, to form a positive attitude towards a natural object.
2. Orientation (collection of information), the task of which is to accumulate ecological ideas and master the ways of operating them.
3. Active practical interaction with a natural object, the task of which is to gain experience in the behavioral and activity sphere, enrich children's types of practical environmentally oriented activities, and expand the experience of environmental behavior in nature.
Technologies for the formation of ecological consciousness of preschoolers
In the process of observing, experimenting, collecting, modeling, reading fiction, playing, working, etc. the child's consciousness is enriched with a stock of specific ideas about nature, about human responsibility for its condition. The eco-educational process is oriented towards the selection of such environmental information, the inclusion of the child's personality in such activities, the special creation of such pedagogical situations that have the greatest impact on the formation of a subjective attitude towards nature, when natural objects are perceived as belonging to the sphere of "human" and equal to it in their self-worth.
Education is based on a figurative vision and practical development of the natural world and requires the child to be able to fantasize, feel, and not just think. Knowledge moves into a figurative, fantasy-colored inner world, and only then turn into judgments and concepts. Mental "experience" ensures the child's comprehension of the information received and the formation of his attitude to the world.
The leading role in the development of the ecological culture of the child is given to the relational component. The ecological attitude to nature is a component of ecological culture, it is integrative in essence and as a mental education it includes three components: - emotional-sensory or perceptual-affective (sense of attraction to nature), - cognitive (cognitive interest in nature based on value ideas) - activity (tendency to non-pragmatic interaction with nature on the basis of socially significant motives) components.
Objects to which it is necessary to form a value attitude:
Man, his life, health, nature.
Value aspects necessary for the formation of an image of the world and understanding by children of the relationship between man and nature:
nature is a great wealth, the Earth is the common home of mankind and all living beings, respect for nature;
life is the greatest value, humane attitude, mercy and compassion for living objects of nature,
a person is an absolute unique value, respect for the life and dignity of the individual, honoring parents, caring for the younger ones;
culture - the great wealth accumulated by mankind, respect for the traditions of different peoples;
The homeland, bequeathed by the ancestors, is the only respect for the history and cultural traditions of their country for each person;
peace is the main condition for the existence of mankind, faith in the beauty and goodness of the world.
Moral qualities of a person that carry ecological meaning :
responsiveness - readiness to help, sympathetic attitude to the needs and requests of another, is associated with empathy - the ability to empathize, sympathize;
humanity - respect for the personality of a person, manifested in relations with living objects through conscious compassion and is realized in assistance, the provision of practical assistance;
care - caution in relation to the objects of nature, care for them;
thrift - the ability to economically spend natural raw materials and materials, take into account the possible negative consequences of activities;
rationality - the ability to reasonably and scientifically justify the planning of available natural resources and materials, activities in nature, so that, without spending too much, to satisfy reasonable and necessary needs;
awareness - attitude to nature based on understanding of natural laws;
Responsibility is a high awareness of the attitude towards nature, manifested in a sense of duty, in actions and deeds that correspond not only to moral, but also to legal norms.
In the sphere of forming an attitude to nature in a preschool child, the emphasis is on mastering the positive experience of emotional and sensory communication with the natural and social environment.
Features of the attitude of preschoolers to nature:
subjectivism in relation to nature, i.e. perception of natural objects "on an equal footing" - animals and plants can "think", "feel", "communicate";
animism (endowing inanimate objects of nature with consciousness and life);
anthropomorphism (an explanation of any causal relationship in nature from the point of view and relationships between people);
artificalism (the idea that all objects and phenomena of the world are made by people themselves for their own purposes) gives a pragmatic orientation to the attitude towards nature ("it's raining so that you can walk in puddles").
At the heart of the practical attitude is the utilitarian approach (extraction of practical benefit);
cognitive attitude to nature prevails.
Work on the formation of the ecological attitude of children to nature is built in several directions :
development of emotional attraction and interest in nature, development of moral, aesthetic feelings, habits and education of the will;
the formation of needs, motives, attitudes of the individual, value orientations aimed at the subjective perception of objects of nature;
formation of personally significant goals of ecological activity.
Technologies for the formation of an environmentally correct attitude to nature
The formation of an ecological attitude begins with the accumulation of experience in the emotional-perceptual sphere through direct contact with nature (“feeling”);
the method of ecological identification - identification of oneself with some natural object or phenomenon, a game technique of "transformation" into images of animals, plants, actions on their behalf;
game environmental training aimed at developing the sensorimotor culture of children and the formation of social qualities that are the basic characteristics of an environmentally friendly personality ("Bark Man", "The World of the Rabbit and the World of the Ant", "Environmental Ethics", "Centipede", "Birthday Gift" and etc.) ;
method of ecological empathy - empathy and sympathy for natural objects;
reading poetry, listening to music, singing songs
Dialogue with nature is a method that is aimed at developing the emotional sphere of the child, sensitivity. Dialogues are carried out in various ways - "secret" ("one on one" with nature) or "open" (oral appeals), verbal and non-verbal (through facial expressions and gestures, visual arts, music, dance).
Ecological exercises are constantly, systematically performed actions aimed at improving the skills and abilities to communicate with nature.
Types of environmentally oriented activities for children:
cognitive, aimed at shaping the experience of acquiring scientific information (analysis of factual material; observations in nature and registration of their results; identification of objects of nature, description of their state, establishment of causal relationships; mastering the methods of research work - experimentation, modeling, collecting, etc.) .
value-oriented, aimed at gaining experience in value orientations and value judgments (comparison of the aesthetic and hygienic qualities of the natural and transformed natural environment, a critical assessment of the state of the environment; discussion of the consequences of human activities, possible options for using nature to meet individual or social needs; correlation of local problems protection of the natural environment with global ones, the choice of solutions from possible alternatives and the observance of ethical and legal norms of behavior, the promotion of environmental knowledge, etc.
practical, aimed at the formation of practical skills (work in nature, nature management, nature protection, inventory of protected natural objects, preparation of the necessary documentation, protection of natural objects from destruction, preservation of rare and unique natural objects, landscape care, improvement of the natural environment, etc.)
Play activity is the leading activity in preschool age, therefore it permeates all other types of environmentally oriented activities.
Artistic and aesthetic activity consists in the perception of the aesthetic properties of objects of nature and works of art that reflect it, as well as in the creation of artistic images associated with the representation of the natural world and attitudes towards it. The forms of artistic creativity of preschoolers are also diverse: making drawings and posters, modeling, designing crafts from natural materials, writing, and other technologies for the aesthetic development of the natural world.
Communicative activity is mediated by other activities and is generated by them. Communicating with the natural world, the child feels the need to speak out, to express his feelings, thoughts in verbal form. Such an opportunity is presented in the free communication of children in everyday life or in small groups during classes and excursions.
Federal State Educational Standard on the developing subject-spatial environment.
The organization of the educational space and the variety of materials, equipment and inventory (in the building and on the site) should ensure:
playful, cognitive, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the object-spatial environment;
opportunity for children to express themselves.
the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game).
Forms of organization of work on environmental education in kindergarten.
The construction of the educational process should be based on age-appropriate forms of work with children. The central psychodidactic technology of the standard is the developmental interaction of the child with adults and peers, and not just a one-sided impact on the child. The developed standard does not allow the transfer of the educational and disciplinary model of education to the life of a preschool child.
Forms of organizing work on environmental education in kindergarten according to GEF
Implementation of the program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child. The specific content of these educational areas can be implemented in various types of activities (communication, play, cognitive research activities - as end-to-end mechanisms for the development of a child at an early age (1 year - 3 years) - objective activities and games with compound and dynamic toys; experimentation with materials and substances (sand, water, dough, etc.),
for preschool children (3 years - 8 years old) cognitive research (study of objects of the world and experimenting with them).
In the program “From birth to school” (edited by N. E. Veraksa; T. S. Komarova), in the section “directly educational activity”, it is proposed to use the following forms of work:
didactic games, didactic games with elements of movement, plot-role-playing, mobile, psychological, musical, round dance, theatrical games, dramatization games, games for a walk, outdoor games of an imitative nature;
watching and discussing cartoons, videos, TV shows;
reading and discussion of program works of different genres, reading, examination and discussion of educational and artistic books, children's illustrated encyclopedias;
creation of situations of pedagogical, moral choice; conversations of social and moral content, special stories of the educator to children about interesting facts and events, about getting out of difficult everyday situations, situational conversations with children;
observation of the work of adults, of nature, for a walk; seasonal observations;
production of items for games, cognitive research activities; creating layouts, collections and their design, making decorations for a group room for the holidays, souvenirs; decorating items for personal use.
Forms of work:
design activities, cognitive research activities, experimentation, design;
design of exhibitions of works by folk artists, works of decorative and applied art, books with illustrations, reproductions of paintings, etc.; thematic exhibitions (according to the seasons, mood, etc.), exhibitions of children's creativity, corners of nature;
quizzes, composing riddles;
staging and dramatization of passages from fairy tales, learning poems, developing artistic abilities in outdoor games of an imitation nature;
consideration and discussion of subject and plot pictures, illustrations for familiar fairy tales and nursery rhymes, toys, aesthetically attractive objects (trees, flowers, household items, etc.), works of art (folk, arts and crafts, fine art, book graphics, etc.), discussion of means of expression; etc.
At the preschool stage of environmental education, it is important that children's communication with nature be joyful, which will serve as the basis for developing a sense of kindness, humanity and understanding the value of life, the integrity of the natural world.
A preschool child is a person who plays, therefore the standard states that “learning enters the life of a child through the gates of children's play”. Game pedagogical technologies “include a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games” (G.K. Selevko).
The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined goal of learning and a pedagogical result corresponding to it, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation. The purpose of the game technology is not to change the child and not to remake him, not to teach him some special behavioral skills, but to give him the opportunity to “live” in the game the situations that excite him, with the full attention and empathy of an adult.
Target orientations of gaming technologies:
Didactic: broadening one's horizons, cognitive activity, the formation of certain skills and abilities, the development of labor skills.
Educators: education of independence, will, cooperation, collectivism, communication.
Developing: the development of attention, memory, speech, thinking, the ability to compare, contrast, find analogies, imagination, fantasy, creativity, the development of motivation for educational activities.
Socializing: familiarization with the norms and values of society, adaptation to environmental conditions, self-regulation.
Gaming Technology
is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character,
it includes sequentially games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them;
groups of games for the generalization of objects according to certain characteristics;
groups of games, during which preschoolers develop the ability to distinguish real phenomena from unreal ones;
groups of games that bring up the ability to control oneself, the speed of reaction to a word, phonemic hearing, ingenuity, etc.
At the same time, the game plot develops in parallel with the main content of education, helps to activate the educational process, master a number of educational elements. The compilation of game technologies from individual games and elements is the concern of each educator. Education in the form of a game can and should be interesting, entertaining, but not entertaining. To implement this approach, it is necessary that educational technologies developed for teaching preschoolers contain a clearly defined and step-by-step described system of game tasks and various games, so that using this system, the teacher can be sure that as a result he will receive a guaranteed level of assimilation. child of one or another subject content. Of course, this level of achievement of the child should be diagnosed, and the technology used by the teacher should provide this diagnosis with appropriate materials.
"IMPLEMENTATION OF THE INTEGRATED APPROACH IN ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN"
Educator Kochergina N.A.
Preschool age is 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, he develops an emotional and value attitude to the environment, the foundations of the moral and ecological positions of the individual are formed.
The formation of ecological culture is the main goal of ecological education, which is understood as the totality of ecological creation, ecological feelings and ecological activities.
The main tasks can be identifiedenvironmental education of preschoolers:
Formation of a holistic view of the natural and social environment as the environment of human life.
Formation of ecological consciousness and thinking, moral and ethical perception of nature.
Improve educational and educational work through the integration of all types of activities.
Continuous education in children of a responsible attitude towards the environment and the formation of the foundations of a healthy lifestyle.
Promote environmental knowledge, involve parents in the issues of environmental education of children in the family.
Ecological education of preschool children in our kindergarten is implemented on the basis of the program of S.N. Nikolaeva "Young ecologist", which supplements the section "Introduction to the world of nature" of the main educational program. Ecological education of children is carried out in the system throughout the school year in all educational areas, through various forms of work.
An important provision of the Federal State Educational Standard is the targets, which are defined by the document as "possible achievements of the child" - not mandatory, but possible and desirable achievements in his intellectual and personal development. Achievements in communication with nature are formulated as follows: “The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena ... tends to observe, experiment. Possesses basic knowledge about himself, the natural and social world... Possesses elementary ideas from the field of wildlife, natural science. Under these formulations, the system of ecological education is being developed.
In order to treat nature correctly, interact with it consciously, and not disturb the natural balance, people must know these simple laws. Elementary knowledge of the basics of ecology is a mandatory component of the ecological culture of any person. It has been proven that the formation of this knowledge is easier to start in preschool childhood on specific examples of the natural environment closest to the child.
WAYSIMPLEMENTATION OF OBJECTIVES OF ENVIRONMENTAL EDUCATION
greening subject-developing environment;
Application of the principle integration in all activities of children;
greening various activities of the child in daily life.
Integrated the teaching method is aimed at developing the personality of the child, his cognitive and creative abilities. A series of studies is united by the main problem. The main task of the teacher is to correctly select the content of knowledge for their further development. integration.
The form of the event should:
Involve children in solving problem-search tasks formulated on the basis of the child’s personal experience and activate his cognitive interests, the desire to assimilate new knowledge;
Stimulate mental activity (processes of analysis, synthesis, comparisons, generalizations and classifications);
To increase the level of self-control, self-organization and self-esteem.
It can be:
educational and gaming activities: research, travel, entertainment, which are formed according to the principles of the individual characteristics of the development of the child and his capabilities;
Visual and practical methods: observations, excursions, elementary experiments, game problem situations;
games: didactic, verbal, mobile.
The main task of the teacher is to correctly select the content of knowledge for their further development. integration. Here it is important to take into account that knowledge should expand and enrich the existing ideas of children, are available to the child, be based on his personal experience and be related to his daily life.
When conducting integrated classes, it is necessary to take into account following:
Positive-emotional style of relationships between adults and children;
Expressiveness and emotionality of the teacher's speech;
Age, individual and psychological characteristics of the children of the group;
Setting problem tasks, tasks of increased difficulty;
Mandatory use of visibility;
The constant change of methods and techniques of working with children, forms of their organization;
Inclusion of moments of self-control and self-assessment;
When selecting the content, scientific character and accessibility of concepts are taken into account. At each stage, the initial ideas are deepened, saturated with content, constantly turning into concepts that turn into knowledge.
Forming the Foundationecologicalculture in a preschool educational institution, it is necessary to integrateecology in all educational areas, through various forms of work.
Educational areas:
Artistic and aesthetic development
Speech development
Physical development
cognitive development
Social and communicative development
"Cognitive Development"
Like all living things on earth, a person breathes, eats, leaves offspring, ages and dies. But man differs from all living beings in that he possesses speech, works and thinks. Man creates machines, builds factories and cities. And man also cuts down forests, extracts minerals. But he can do this only as long as nature is able to make up for what has been lost. And what if forests begin to perish, rivers dry up, animals disappear, there will be nothing to breathe in cities, there will be no more fresh water? In order to preserve life on Earth, man must not rashly change nature.
The main role of ecological education among preschoolers is the formation of an ecological culture, the right attitude to nature. Ecological knowledge - information about the relationship of plants and animals with the environment - is a necessary condition for developing an emotionally effective attitude to the world, expressed in the form of cognitive interest, respect for nature.
In accordance with the Young Ecologist program, preschoolers receive a variety of knowledge from the field of natural science. The first section of the program - "Inanimate nature - the living environment of plants, animals, humans" - is aimed at forming elementary ideas about the universe, about the solar system and that the planet Earth is unique in its conditions - only plants, animals and humans live on it . Children learn the properties of water, air, soil and that they are the main factors of life on Earth; gain knowledge about seasonal phenomena of nature.
The second section of the program - "The diversity of plants and their relationship with the environment" - is information about the plants that surround the child from birth, wherever he lives. Children get acquainted with the variety of indoor plants and those that grow on the territory of the kindergarten and in the immediate environment. They get ideas about their external structure (morphology) and about the functions of organs - they learn why plants need roots, leaves, flowers, etc .; how plants are adapted to life in a variety of climatic conditions, how they endure the change of seasons.
The third section of the program - "The diversity of animals and their relationship with the environment" - is similar to the second: children observe those animals that are in their living space - the inhabitants of a corner of nature, domestic animals, birds and insects on the site. They get acquainted with various wild animals from pictures and books, learn about the forms of their adaptation to life in different environments (on earth and in soil, in water and air, in the forest and in the desert, in the Arctic, etc.). Learn how wild animals are adapted to seasonal living conditions.
The fourth section of the program - "The growth and development of plants and animals, their connection with the environment" - is dedicated to the unique area that distinguishes all living things from inanimate objects of nature and artificially created objects. Through hands-on activities and observations, children learn how and under what changing conditions plants grow, developing from seed to seed, how birds raise their chicks, and how animals raise their newborns and helpless babies. Preschoolers receive sound elementary knowledge, significant for the formation of a careful, kind, truly humane attitude towards living things, towards nature as a whole.
The fifth section of the program - "The life of plants and animals in the community" - aims to show the connections that exist in nature. They will learn about the connection of a single organism with the environment from the previous sections, but now they must understand that in nature all living things do not live separately, but in communities (forest, meadow, etc.). Children will learn about food chains - who eats what and who eats whom, they will understand that there is nothing superfluous in nature. These ideas will help children comprehend the rules of behavior in nature: you should not, for example, collect bouquets of wild flowering plants in the meadow, as insects feed on their juice, and bees collect nectar and process it into honey; in places where there are a lot of insects, birds, lizards, hedgehogs, frogs, etc.
The sixth section of the program - "The interaction of man with nature" - reveals three important positions. First position: a person is a living being, and all the diversity of living and inanimate nature is for him a habitat in which he feels good, does not get sick, and looks beautiful. Children learn that plants enrich the air with oxygen, which is necessary for health; mushrooms, berries, nuts, medicinal herbs grow in the forest; man needs clean water to drink.
The second position of this section tells that, interacting with nature, a person widely uses it in his household: he builds houses of wood, heats them with wood and coal, extracts oil and minerals from the bowels of the Earth, builds power plants on rivers that generate electricity for all appliances, including home appliances (TV, iron, refrigerator, computer, etc.).
The third position is about the protection of nature: a person not only uses the natural resources of the Earth, but also protects and restores them. Children learn that there are "Red Books" where endangered plants and animals are listed, learn about protected reserves, national parks, forestry enterprises, whose task is to monitor the well-being of forest inhabitants, grow young trees in nurseries (for example, spruce).
Thus, through the educational area "COGNITIVE DEVELOPMENT", children receive elementary, but very detailed knowledge from the field of natural science, which becomes the basis for a conscious attitude to objects of nature, which are part of the life space of preschool children in kindergarten and family.
EXAMPLE. Formation of ideas about domestic animals and their cubs;educationrespect for animals, hard work; the need for pets for humans.
Didactic games : "Pick a Pair", "What changed", "Wonderful bag", "Let's help a goat with kids", "Find Mom", "Name the animal", "Farm Frenzy", "Help the Dunno", "Find something to show (I'll name)”, Lotto “Animals”.
word games : "Who's screaming?", "Learn by description", "It happens or it doesn't", "guess by voice".
Formation of elementary mathematical representations.
Formation of sensory standards (shape, color, size).
Didactic games: "Name the highest (low) animal", "Who is bigger?", "Who is what color?", "Pick by color", "Stencils", "What does it look like", "Who how much?", "More less".
Implementation of environmental education of preschoolers within the framework of the educational field
"Speech development"
Environmental education is closely related to the development of speech, especially preschoolers. The child learns the world around him, knowledge is formed, and speech and all its components develop - sound pronunciation, vocabulary, grammatical structure and coherent speech. All of them are formed in close interconnection, in a complex. Only in the process of communication does the child master speech.
The selection of didactic games and exercises on the topic of ecology helps to develop all the components of children's speech, enrich their vocabulary.
Games for the development of speech breathing
Game "Butterfly" (formation of a directed jet of air; enrichment of knowledge about butterflies; consolidation in speech of the verbs "flies", "flies", "sits down").
The game "Help the kolobok" (formation of a long exhalation; consolidation of knowledge about wild animals).
The game "Dandelion" (formation of the ability to exhale with a directed stream of air; consolidation of knowledge about dandelions)
Game for the development of phonemic hearing
"Listen to the sound" -
the formation of skills to distinguish between speech and non-speech sounds, to correlate sounds with natural phenomena and sounds made by animals. The child is invited to clap his hands when a sound is heard in the word spoken by the adults, h, f orsh.
Games for fixing sound pronunciation
The game "Magic Cubes" (formation of the ability to lay out syllables and pronounce pure phrases; enrichment of children's vocabulary).
The game "Listen, repeat" (fixing the pronunciation of vowels and consonants).
The game "Name the pictures" (to form the ability to correctly name images in pictures with a given sound).
It is known that knowledge of the surrounding world is carried out through visual images (pictures, books, TV, theater, excursions) and practical activities. It is also known that all these forms of cognition are accompanied by speech (conversations, discussions, questions and answers, reading, stories), i.e. in parallel with the cognitive and in full unity with it, the educational area "Speech development" is being implemented. Learning about nature, children intensively expand their vocabulary through the designation of objects and natural phenomena, their various features and qualities. For example: sensory examination of vegetables and fruits, traditional for kindergarten, encourages children not only to remember, but also to actively use in their speech their names and the names of their features (green, elongated, smooth or with pimples, hard, tasty, with a fresh smell - cucumber ; orange, round, large, soft, heavy, with an orange flavor, etc.).
Looking at pictures of domestic or wild animals, children learn storytelling, coherent speech, practice building sentences and the correct use of grammatical forms. Children learn to understand the question and accurately answer it, to hear the answers of other children. Of great importance for the development of thinking, explanatory speech are discussions of facts that reflect relationships in nature. Answering the questions “why?”, “Why?”, preschoolers establish cause-and-effect relationships, learn to build a logical sequence of natural phenomena and events. For example, when watching birds on a feeder with children during winter feeding, the teacher asks questions: “Who flew to the feeder? Why did the birds come? Why should they be fed in winter? Why can birds fly? Why do they need wings? Why a tail? Why are sparrows clearly visible in the snow and hard to see on the ground, in bushes, in withered grass? Answering such questions, preschoolers look for causes, make assumptions, and establish the interdependence of phenomena. 
The group selected a library of works of art, fairy tales, encyclopedias on environmental education and education of preschoolers . Educators together with children read fiction, consider illustrations in books about nature. Conduct conversations, discuss what they read. When getting acquainted with poetry, it is easier and easier for children to feel the charm, uniqueness of nature, its significance in human life, where they learn to compare how the same natural phenomenon is reflected in different poetic lines. This and folk creation: riddles, proverbs, sayings, legends. Through literature, the child learns to express his opinion correctly, to voice feelings.
Example. Expanding children's vocabulary (animal, farm, food, yard, backyard, cubs); storytelling training (inventing riddles, retelling); memory development (learning poems, nursery rhymes, songs); familiarity with fiction (reading "Three pigs", hearing "Kid" S. Buranbaeva, memorization Kisonka - Murysenka); development of thinking (solving riddles about animals). To consolidate emotional and aesthetic feelings when meeting with a book; encourage children to share experiences.
Implementation of environmental education of preschoolers
within the educational field
"Social and communicative development"
The system of environmental education is in good agreement with the educational area "Social and communicative development". Growing plants, caring for the inhabitants of a corner of nature together with adults, children at a specific level learn moral and moral values (the value of life, the need for careful, careful handling of any living creatures), learn the rules of behavior in nature, learn work aimed at maintaining living conditions plants and animals, for the conservation of natural ecosystems. Collective work on the site, garden, flower bed, i.e. in the natural space in which children live, contributes to the development of social and emotional intelligence, emotional responsiveness, volitional self-regulation, readiness for joint activities and communication.
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Implementation environmental education of children v socio-communicativedevelopment:
One of the factors emphasizing the need to form the values of a healthy lifestyle among preschoolers is the deterioration of the current environmental situation.
A person is constantly in interaction with the environment, therefore it is very important to form in children a careful attitude towards nature and inhabitants. . And ecological games will help in this:
The game "Auction" (clarification of the rules of behavior in nature).
The game "Find out and name" (consolidating knowledge about plants and their place of growth).
The game "Earth, water, fire, air" (consolidating knowledge about the inhabitants of land and water; clarifying the rules of safe behavior in nature).
The game "Take care of nature" (education of respect for nature).
In the development of environmental education, a special place belongs to play activities. It is in it that children form moral norms and rules of behavior in nature. Pedagogically correctly organized play activity, allows you to achieve the most complete self-expression of children, the activity of their actions, which agree with the generally accepted norms and rules of knowledge of the surrounding nature. The didactic game most fully meets the task of forming ecological consciousness. Learning, activation of knowledge largely takes place in the form of a game. Ecologization of the didactic game is promoted by the principle of pairing. Its implementation is achieved by the selection of such knowledge, which is presented in illustrations, pictures, in a hidden form. In the development of games of an ecological orientation, it is also necessary to be able to maximize the possibilities of children's creative games. "The Fox and the Crane"(I suggest you take the pictures with the dropped fragments and return them to their places in the picture - the fox and the crane will reconcile if you do everything right).
"Teremok", forms the correct environmental assessments in children, creating situations for the manifestation of care, compassion, sympathy, responsiveness, as well as the rudiments of environmental O the ideal of Russian folk tales about animals, where good triumphs over evil, beauty over ugliness . The correct pedagogical communication of the educator with the children in work has a particularly deep meaning: preschoolers learn to see what conditions are necessary for this or that living being, they learn to determine what he lacks at the moment. They learn to practically perform labor actions, for the first time they master the tools of labor. The communication of teachers comes down to a benevolent explanation, a clear demonstration, and help in every case when the child finds it difficult. And it is imperative that when communicating, the teacher must find an opportunity to praise the child, and not just once, but several times throughout the event. To form in children an idea of \u200b\u200bdangerous situations for humans and the natural world and how to behave in them. Introduction to the rules of safe behavior for a person and the environment. To give children the idea that everything in nature is interconnected (the same plant can be poisonous to humans and medicinal to animals; insects harmful to humans can be food for amphibians, etc.).
Approximate contentknowledge : on this topic"Introducing Pets" . Educational area : Socialization.
Acquaintance of children with the habitat of domestic animals; urban and rural ecosystem (similarities and differences); the formation of ideas about the influence of humans on domestic animals (takes care of them, feeds, heals);
Didactic games: "Russell Animals", "Find a house", "Who lives where?", "Who loves what?", "Feed the Animal", "Build a house", "Choose what you want", "Protect nature", "What's extra", "Recognize and name".
word games: "Similar - not similar", "Chain", "Word Game", "Well no", "What would happen if...".
DIDACTIC GAMES
ENVIRONMENTAL CHARACTER
Implementation of environmental education of preschoolers within the framework of the educational field
"Artistic and aesthetic development"
The formation of children's knowledge in the classroom for visual activities in ecology and a culture of behavior in nature is possible withviewing reproductions of paintings , agame exercises help to consolidate knowledge about the world around.
art word affects not only the consciousness, but also the feelings of children, helps the child in creating images in the process of drawing.
Reveal the value of natural objects, enrich, color their perception with an emotionally positive attitude - tasks that are successfully solved when:
listening to music by children;
performance of songs, musical and rhythmic movements ;
viewing illustrations, pictures, slides
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Undoubtedly, the educational area "Artistic and aesthetic development" is very important. The emotional response of children to the beauty in the world arises, in particular, if they have the opportunity to contemplate the beauty of nature, presented in nature and in works of art. It should be borne in mind that the beauty of wildlife is an ecological phenomenon: objects that are in ecologically complete living conditions are beautiful, in which they feel good, show their adaptability, vitality. Observation of beautiful phenomena, objects of nature encourages children to artistic and creative activities (drawing, modeling, etc.), in which they meaningfully reflect their experiences of beauty.
The system of environmental education in technologies for preschool children provides for comprehensive events where children comprehend the beauty of landscapes presented in reproductions of paintings by famous artists. These events take place at the end of each season and build on children's experiences of the beauty of nature, which is observed every month during the week of observation of seasonal phenomena and work with the nature calendar. Thus, artistic and aesthetic development has a deep connection with environmental education - its good staging ensures the mutually enriched development of the child's personality.
Artistic and aestheticdevelopment: Thanks to systematic contact with the world of aesthetically significant objects and phenomena, the child discovers nature in a variety of colors, sounds and plastic forms. He receives various kinds of information, accumulates impressions - color, sound, tactile, which are the foundation on which an interest in the harmony of colors, sounds and plasticity of objects arises. On the basis of interest, the simplest aesthetic selectivity, aesthetic feeling and aesthetic taste, appear. To reveal the very value of natural objects, to enrich, color their perception with an emotionally positive attitude - tasks that musical development successfully solves. This can be achieved by influencing the emotional sphere of the child. Ecological education is realized in listening to music, singing, musical and rhythmic movements, musical creativity. Only those objects that are included in the field of his emerging values evoke a response in the child. listening "lark" M. I. Glinka, works from the musical cycle "Seasons" P. I. Tchaikovsky. Performing the song of a sparrow, autumn leaves or moths, the child perceives himself as part of nature. He cognizes its beauty, the formation of his aesthetic and moral feelings aimed at nature takes place.
Knowledge of ecology obtained in educational areas is an important intellectual information. But when this knowledge is refracted through theatrical activity, which, in fact, is a behavioral experience for the child, when the child lives a specific image of some animal , insect, plant, he begins to realize and feel that his character is afraid. He rejoices in something, how he survives, how he develops, how he interacts with a person and the world around him. In theatrical activities, the roles change, developing the ability to be different to understand the other. As an example, I want to give a fairy tale "Surprise" based on the fairy tale by V. Suteev "Under the Mushroom". The essence of this fairy tales: in a difficult, dangerous situation (in this case, a downpour in the forest) the behavior and wise relationships of animals and insects with each other and with the outside world are shown. Through the characters, the children specifically experienced this dangerous situation for animals in nature. And as a model of human behavior - in this dangerous situation, animals do not harm each other.
Implementation of environmental education of preschoolers within the framework of the educational field
"Physical development"
The greatest value that a person receives from nature is health. No wonder people say: "Healthy - everything is great!" To live a long time without getting sick, while maintaining an interest in life and the full power of physical and spiritual forces, is the cherished desire of every person.
In this regard, the problem of educating the desire to lead a healthy lifestyle becomes especially relevant. Its solution requires an active meaningful attitude towards one's health and strengthening it from childhood.
In preschool childhood, children should be educated in valuable ideas about health, the need to strengthen and preserve it.
Ecological education of a preschooler within the framework of the educational area "Physical Culture" provides for the coordination of programs of physical and environmental education. This may include the inclusion of:
complex exercises and outdoor games;
the formation of knowledge that contributes to the preservation and promotion of health;
organizing and conducting hikes, walks - excursions to nature;
sports and ecological holidays and entertainment;
training in safety rules during walks - excursions and hikes.
Types of children's activities
Games - meditations ("I am the sun", "I am the rain", "I am the wind", "I am the cloud")
Mobile ecological games
Musical outdoor games
Dance games - transformations
Implementation of ecological education of preschool children in the process of educational field physical development: conducting physical education in preschool educational institutions, combining the motor activity of children with the formation of their initial knowledge and ideas about nature and the upbringing of environmental culture .
Along with physical exercise, children, under the guidance educator, conduct observations of natural phenomena and seasonal changes. The following are commonly used as physical exercises: varieties: breathing exercises gymnastics: "Dandelion", "Morozko", "Rainbow Hug Me". general developmental exercises: "falling leaves", "Catch a Snowflake", "snowdrop", "bell".
Outdoor games: "flight of birds", "ice, wind and frost", "birdhouses",
"flowers and winds".
relay races: "Harvesting Potatoes", "running streams", "bee race".
One of the most important areas in the activities of a preschool educational institution is life protection and health promotion. children. The teaching staff is faced with the task of improving physical culture and recreation activities in the system of work of a preschool institution. The goal of working on a health-saving environment was to increase the readiness of children to accelerate skills and use them to analyze the simplest environmental relationships: "I - my behavior - the world around". Development of an ecological style of thinking, ability children manage their actions, behavior in the interests of internal health development, ecological environmental safety, economical consumption.
Legs, legs ran along the path, ran through the woods, jumped over bumps!
"Visiting Grandma Malanya!"
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ECO ENVIRONMENT
In modern conditions, environmental education is carried out in accordance with the Federal State Educational Standard for Preschool Education (FSES DO), according to which one of the forms of environmental education of children in a preschool educational institution is ECO-ENVIRONMENT
Ecological education should be carried out in specially created conditions - in an ecological subject-developing environment. Currently, a search is underway for ways to optimally and effectively organize an ecological development environment that can be used for educational and recreational purposes, for developing children's skills in working and communicating with nature, for ecological education of preschoolers and promotion of environmental knowledge.
Ecologization of the developing natural environment creates conditions for:
Cognitive-speech development
Ecological and aesthetic development
Child recovery
Formation of moral qualities
Shaping environmentally sound behavior
Ecologization of various types of children's activities
We, at the preschool educational institution, have created a kind of developing subject-spatial environment that can be used for cognitive and recreational purposes, for developing children's skills in working and communicating with nature, for environmental education of preschoolers. The group has created a "Corner of Nature", where children can grow, care for and observe plants for a long time. The minimum composition of a corner of nature, regardless of the age of the children, includes indoor plants and the “Garden on the windowsill”. There is a place for work, a calendar of observations, for placing boxes with plantings. The educator in the corner of nature organizes three types of activities: creating and maintaining the necessary conditions for the life of plants, experimental activities and fixing observations of ongoing changes
CENTER OF NATURE
THE LEADING EDUCATIONAL AREA OF THE PROGRAM, implemented in various activities at the "Center of NATURE": COGNITIVE DEVELOPMENT
INTEGRATED EDUCATIONAL AREAS OF THE PROGRAM, implemented in various types of activities in the "Center of Nature": "SPEECH DEVELOPMENT", "SOCIO-COMMUNICATION DEVELOPMENT"
allows you to develop observation, forms labor skills and abilities. A well-equipped and well-located corner of wildlife instills an aesthetic taste.
Its Components:
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| nature calendar |
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| Didactic doll with a set of clothes for the seasons |
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| Model "At the grandmother in the village" |
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| Paintings "Seasons" |
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| Illustrations of animals (domestic, wild animals), birds, insects |
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| Illustrations "Animals and their babies" |
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| Illustrations depicting various plants |
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| Indoor plants with large leaves: ficus, begonia |
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| Indoor plants with small leaves: asparagus, balsam |
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| Realistic animals (sets of domestic and wild animals) |
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| Models of vegetables and fruits |
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| Material for the development of labor skills: |
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| Watering can, basins for water, |
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| leaf wipes |
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| spatulas |
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| Didactic games on natural history |
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| "Seasons" "In the garden or in the garden" "Ofoshchi and fruits" |
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| "Mom and Baby" |
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| Lotto "guess the animals" Lotto "Funny animals |
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| "Bird feeders" |
| EXPERIMENTAL CENTER THE LEADING EDUCATIONAL AREA OF THE PROGRAM, implemented in various activities at the "Experimentation Center": COGNITIVE DEVELOPMENT INTEGRATED EDUCATIONAL AREAS OF THE PROGRAM, implemented in various types of activities in the "Experimentation Center": "SPEECH DEVELOPMENT", "SOCIAL AND COMMUNICATIVE DEVELOPMENT", "ARTISTIC AND AESTHETIC".
EXPERIMENTAL CENTER
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| ARTISTIC AND AESTHETIC DEVELOPMENT Fine arts corner
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| Security: Demonstration material, landscape, still lifes, art paintings. Natural materials for art activities (acorns, cones, seeds, tree leaves, etc.). Various coloring pages of nature Drawing material: an album, gouache paints, simple and colored pencils, felt-tip pens, wax crayons, jars for water, stencils for drawing, rags; Modeling material: plasticine, individual oilcloths, napkins. Material for manual labor: PVA glue, glue brushes, glue sockets, scissors with blunt ends, napkins, colored paper, cardboard, trays for forms and scraps of paper. Samples for application and drawing. |
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| PLOT DOW. The territory on which observations of plants and animals in natural conditions are organized, the importance of agrotechnical measures and adult activities to improve the living conditions of plants and animals is clarified, and skills for caring for them are developed. |
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| ECOLOGICAL TRAIL This is a specially equipped route to nature, solving many pedagogical and psychological problems. The objects of the ecological trail include typical and exotic woody plants, a phyto-garden (garden medicinal herbs), a corner of untouched nature, a bird's column. The ecological trail is designed with information boards, stands, signs . |
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| DIDACTIC GAMES, MODELS AND MANUALS OF ENVIRONMENTAL CHARACTER They contribute to the development of memory, attention, teach children to apply existing knowledge in new conditions, and are a means of diagnosing the formation of the ecological culture of a preschooler. Creating models and manuals activates the activities of children |
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| LIBRARY OF YOUNG NATURALIST It includes a selection of books and magazines of a nature history nature. This collection includes books that help to expand the environmental knowledge and horizons of a preschooler. |
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| MEDIA LIBRARY OF THE YOUNG NATURALIST |
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| METHODOLOGICAL AIDS ON ECOLOGICAL EDUCATION OF PRESCHOOL CHILDREN |
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Conclusion
Based on a theoretical analysis of psychological, pedagogical and methodological literature, as well as the results of the work carried out on the environmental education of preschoolers, taking into account the principle of integration of educational areas, the following conclusions can be drawn:
The use of integrative-thematic classes, targeted walks, experimentation helps to consolidate, systematize and form knowledge with the participation of an adult (direct or indirect).
A variety of activities involved in activities of an integrated nature naturally links environmental education with the entire process of personality development of a small child.
This also allows us to assert that the synthesis of different types of arts in one lesson will be the optimal and effective means of mental development and moral and aesthetic education of children, and, therefore, confirms our hypothesis.
Based on the work carried out, a number of recommendations can be formulated for educators:
Familiarization with objects and phenomena of the surrounding nature will be more effective if the teacher notes all the achievements and independence of children, praise for confidence and initiative.
It is necessary to systematically use integrated classes in pedagogical practice, as a result of which a positive effect will be achieved in the development of all aspects of the cognitive activity of a preschool child.
Work on the environmental education of preschoolers should not take place in isolation from the educational work carried out by the preschool educational institution
Activities of an integrated nature should be planned systematically, purposefully and cover all types of activities of preschoolers.
Soway,can sum it all upsaid : integrationeducational areas with ecology, which passes through variety of activities,will accumulate knowledge like little bricks of a huge building calledecological culture.
Bibliography
1. Goncharova E.V. Modern technologies of environmental education in the period of preschool childhood. - Rostov - on - Don: publishing house of the Rostov State Pedagogical University, 2001.-288 p.
2. Egorenkov L.I. Ecological education of preschoolers and younger schoolchildren. Handbook for parents, teachers, educators. M.: ArKTI, 2001.-128 p.
3. Miller T. Life in the environment: The program of universal environmental education. (Under the editorship of G.A. Yagodin.-M., 1993
4. The world of nature and the child: a methodology for the ecological education of preschoolers (Edited by L.M. Monevtsova, P.G. Samorukova. - St. Petersburg, 1998.
5. Nikolaeva S.N. Methods of ecological education in kindergarten. –M.: Enlightenment, 2001.-208 p.
6. Nikolaeva S.N. By observing, we know. (Preschool education.-1991 1
7. Nikolaeva S.N., Komarova I.A. Story games in the environmental education of preschoolers. Game training situations with toys of various types, literary characters.-M., 2003.
8. Scarecrow N.A., Lavrova V.N., Zverev I.D. Workshop on the course "Fundamentals of Ecology" Guidelines.-M., 2002.
