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?
Municipal budgetary preschool educational institution kindergarten No. 4 "Solnyshko"
C O N S U L T A T I A
ENVIRONMENTAL EDUCATION
within the framework of the Federal State Educational Standard for Preschool Education
Ostashkov, 2015
In accordance with the Law on Education, which was adopted in December 2012, pre-school education becomes the first level of general education and therefore, like all other levels, must be carried out on the basis of a standard. The Ministry of Education and Science of the Russian Federation developed and approved (October 17, 2013, No. 1155) the Federal State Educational Standard for Preschool Education (FSES DO), which came into force in January 2014. this document defines the work of kindergartens as educational organizations of the first stage of general education and orients teaching staff towards preserving the uniqueness and intrinsic value of childhood and the comprehensive development of the child's personality.
An important provision of the document is “combining education and upbringing into an integral educational process based on spiritual, moral and socio-cultural values and rules and norms of behavior accepted in society in the interests of a person, family, society). According to the general recognition and definition of scientists, nature belongs to the absolute values of the highest order, because it is the basis of human existence on Earth and determines not only his physical, but also spiritual well-being. The nature of our country performs a special function: for the entire planet, Russia is a region of compensation for global anthropogenic disturbances. The forests of Russia are the lungs of the planet, they have the highest comprehensive indicator of their contribution to maintaining the sustainability of the biosphere - 10% of the planetary balance. On the one hand, this circumstance can be proud of, but on the other hand, it should be understood that the Russians are responsible for maintaining and preserving a full-fledged life on Earth. That is why ecological education of the entire population is necessary, starting from preschool childhood and throughout life.
At the end of the last and the beginning of the new century, a system of continuous environmental education developed in the country, which, already at the stage of preschool childhood, aims to form the principles of ecological culture and develop the ecological culture of adults who educate them. The new document makes it possible to include environmental education in the system of general educational work with children, carried out on the basis of the standard.
The environmental education of preschoolers on the basis of the Federal State Educational Standard for Children can be implemented in two ways: through the main program, which is developed by the institution itself, based on one or another exemplary educational program (60% of the study time is allocated to it), or through a partial program that complements the main one and can count on 40% of study time. In both cases, the environmental education of children is carried out in the system throughout the school year.
An important provision of the Standard is targets, which are defined by the document as "possible achievements of the child" - not mandatory, but possible and desirable achievements in his intellectual and personal development. achievements in communication with nature are formulated as follows: “The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena ... tends to observe, experiment. Possesses basic knowledge about himself, the natural and social world… possesses elementary ideas from the field of wildlife, natural science.” Under these formulations, the system of ecological education is being developed.
An explanation and reminder is needed: the content of environmental education is based on the leading concepts of ecology as a science, adapted to the psychological and pedagogical specifics of a child - a preschooler and a kindergarten as an educational organization. The main concept of bioecology (a branch of natural science) is “the relationship of an organism with the environment”, which means: no living creature can live outside the conditions that ensure its vital activity and allow satisfying its needs. Every plant, every animal has a morphological and functional adaptation to its environment. Each ecosystem (natural community) has the necessary combination of inhabitants inhabiting it, which are adapted to live together in the same conditions of inanimate nature and interact with each other. Therefore, any ecosystem has such a property as equilibrium, which ensures the circulation of matter and energy.
In order to treat nature correctly, interact with it consciously, and not disturb the natural balance, people must know these simple laws. Elementary knowledge of the basics of ecology is a mandatory component of the ecological culture of any person. It has been proven that the formation of this knowledge is easier to start in preschool childhood on specific examples of the natural environment closest to the child.
The implementation of the Kindergarten Program and educational activities with children, as provided for in the Standard, is carried out through special structural units - educational areas, which represent "certain directions for the development and education of children." This means that environmental education must fit into these educational areas and be carried out through them. Let us consider how the system of environmental education of children under the program "Childhood" can be implemented in practice through the educational areas designated in the Federal State Educational Standard.
Educational area "Cognitive development"
cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relations of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.
In the process of getting acquainted with nature, children form an idea of the living and inanimate world, of the relationship and interdependence of objects and natural phenomena. Particular attention is drawn to the dependence of human life and activities on natural conditions in a constantly changing environment - children learn to see and understand the real causes of dependence.
In accordance with the program "Childhood", preschoolers receive a variety of knowledge on ecology. So in junior groups in section
child discovers the world of nature with children they master ideas about objects and phenomena of inanimate nature (sun, sky, rain, etc.), about wild and domestic animals, and the peculiarities of their lifestyle. They give an elementary understanding that animals are alive.
Plants of the nearest natural environment are distinguished by single bright features (color, size) of their names. Children learn to identify parts of a plant (leaf, flower).
They are given knowledge about the elementary needs of plants and animals: food, moisture, warmth; understanding that a person cares for animals and plants, shows emotions and feelings. Children should be able to comment on the signs of life found in animals, plants, people (a sparrow flies, jumps, pecks grains, I run, jump, eat porridge).
Children gradually accumulate impressions of bright seasonal changes in nature (it gets colder in autumn, it often rains, leaves turn yellow and fall off; insects disappear, etc.), master the simplest ways of experimenting with water and sand.
IN middle group happens:
Acquaintance with new representatives of animals and plants.
Highlighting the diversity of natural phenomena (drizzling rain, downpour, fog, etc.), plants and animals.
Recognition of the properties and qualities of natural materials (flowability of sand, stickiness of wet snow, etc.).
Comparison of well-known objects of nature and materials, highlighting signs of difference and single signs of similarity.
Children of this age determine the purpose of the main organs and parts of plants, animals, humans (the root of a plant sucks water from the ground and serves as a support for the plant, etc.) in observation and experimentation; distinguish and name the signs of living things in plants, animals and humans (move, eat, breathe, grow)
They accumulate facts about the life of animals and plants in different habitats, establish connections, adapt individual plants and animals well known to children to the environment (fish live in water: swim with fins, breathe with gills, etc.)
Children observe signs of adaptation of plants and animals to changing environmental conditions in autumn, winter, spring and summer;
Establish changes in the appearance (structure) of well-known plants and animals in the process of growth and development, some bright stages and their sequence.
In the middle group, preschoolers distinguish between domestic and wild animals on an essential basis (wild animals find food on their own, and humans feed domestic animals, etc.); distribute animals and plants according to their places of growth and habitat (inhabitants of a forest, meadow, reservoir, flower bed, etc.).
They should be able to compose descriptive stories about well-known objects of nature, reflect in speech the results of observations, comparisons, use words denoting a measure of properties (lighter, darker, colder, etc.), establish connections, learned generalizations, the beauty of nature.
IN senior group the volume of ideas about the diversity of the world of plants, animals, fungi is increasing. Children are able to see the differences in the needs of specific animals and plants (for moisture, warmth, food, air, habitat and shelter); find signs of a favorable or unfavorable state of natural objects and their causes (a branch is broken in a plant, roots are damaged, leaves are entangled in cobwebs).
Preschoolers of this age compare plants and animals for various reasons, classify them into certain groups (trees, bushes, herbs; mushrooms; fish, birds, animals, insects) according to similarities; establish similarities between animals, plants and humans (eats, breathes air, moves, etc.) and differences (thinks, speaks, feels, etc.).
Children of the older group have ideas about inanimate nature as a habitat for animals and plants, its features (composition, qualities and properties), about the features of the life of living beings in a certain habitat.
They establish the sequence of seasonal changes in nature (changing conditions in inanimate nature entails changes in the life of plants, insects, birds and other animals) and in people's lives, they understand the causes of these phenomena.
Children have ideas about the life of animals and plants in different climatic conditions: in the desert, in the north (climate features, features of adaptation of plants and animals to life in the desert, in the North).
They establish the stages of growth and development of animals and plants familiar to children, vivid changes in the appearance and habits of young animals in the process of growth.
Preschoolers are developing ideas about the natural communities of plants and animals (forest, pond, meadow, park), their inhabitants, establishing the reasons for their joint existence (many trees grow in the forest, they create shade, so shade-loving shrubs, herbs and mushrooms grow under the trees etc.).
Understanding the various values of nature (aesthetic, cognitive, practical values, nature as an environment for human life). Awareness of the rules of behavior in nature.
IN preparatory group observation is a way of understanding the diversity of the natural world on Earth (plants, fungi, animals, the nature of their native land and different climatic zones), based on observations, children learn to highlight the features of their appearance and life, individual originality and originality. Children learn about celestial bodies and luminaries.
Independently (individually and in a team with peers) they experiment to identify the properties and qualities of objects and materials of inanimate nature (light, stones, sand, clay, earth, air, water, etc.) using different methods of testing assumptions, formulate the results.
Preschoolers learn to compare objects and natural phenomena according to many signs of similarity and difference, classify them.
They try to identify the favorable and unfavorable condition of plants (withered, turned yellow, etc.) and select appropriate methods of assistance.
Children develop ideas about the life of plants and animals in their habitat, about the variety of signs of adaptation to the environment in different climatic conditions (in hot climates, in desert conditions, in cold climates).
They establish the cyclical nature of seasonal changes in nature (the cycle of the year, as a succession of seasons).
They have ideas about the growth, development and reproduction of animals and plants as a sign of living things, the sequence of stages of growth and development, its cyclicity on specific examples.
Preschoolers of this age generalize ideas about wildlife (plants, animals, humans) on the basis of essential features (move, eat, breathe, grow and develop, multiply, feel).
By the age of seven, children accumulate ideas about the city as a community of plants, animals and humans, about the planet Earth and near-Earth space. They have an understanding that the Earth is a common home for all plants, animals, people.
Children master the peculiarities of behavior in nature of a cultured person (a person knows and follows the rules of behavior aimed at preserving natural objects and their own health), they know about human environmental activities (he protects the forest from fires, plants young trees in cut down places, creates reserves).
Preschoolers discover the diversity of the values of nature for human life and the satisfaction of its various needs (aesthetic value, practical, health-improving, cognitive, ethical). An elementary understanding of the inherent value of nature (plants and animals do not live for humans, every living being has the right to life).
Children make assumptions about the causes of natural phenomena, talk about the beauty of nature, exchange guesses about the significance of nature for humans, compose creative stories, fairy tales on environmental topics.
By the end of training, children already show a conscious application of the rules of interaction with plants and animals in the implementation of various activities.
Educational area "Speech development"
It is known that knowledge of the surrounding world is carried out through visual images (pictures, books, TV, theater, excursions) and practical activities. It is also known that all these forms of cognition are accompanied by speech (conversations, discussions, questions and answers, reading, stories), i.e. in parallel with the cognitive and in full unity with it, the educational area "Speech development" is being implemented. Learning about nature, children intensively expand 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.
Educational area "Social and communicative development"
The system of environmental education is in good agreement with the educational area "Social and communicative development". Growing plants, caring for the inhabitants of a corner of nature together with adults, children at a specific level learn moral and moral values (the value of life, the need for careful, careful handling of any animal creatures), learn the rules of behavior in nature, learn work aimed at maintaining living conditions plants and animals, for the conservation of natural ecosystems. Collective work on the site, garden, flowerbed, corner of nature, i.e. in the natural space in which children live, contributes to the development of social and emotional intelligence, emotional responsiveness, volitional self-regulation, readiness for joint activities and communication. Educators with children throughout the year hold various environmental events: “Christmas tree - a green needle”, “Earth Day”, “Decorate the Earth with flowers”, etc.
All these activities, in unity with the cognitive area, by the end of preschool age, form the beginnings of ecological culture in children - a socio-cultural new formation of the personality, which allows them to correctly navigate and interact with the immediate natural environment.
Educational area "Artistic and aesthetic development"
Undoubtedly, the educational area "Artistic and aesthetic development" is very important. 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 children of senior preschool age provides for complex events at which children comprehend the beauty of landscapes presented in reproductions of paintings by famous artists. These activities take place at the end of each season and build on children's experiences of the beauty of nature, which is observed every month during weeks dedicated to observing seasonal phenomena and working with the nature calendar. A complex event consists of several parts: first, the children look at the model of the season presented on three pages of the calendar (three months of one season), discuss how the trees, shrubs, land cover looked like, what the weather was like, explain the reasons why nature looks that way, let down result - make a generalization about the season. Then they consider the best landscape works, children admire the beauty of natural phenomena of this season, say value judgments. And finally, they themselves reflect on paper the beauty of nature of this season captured in observations.
Thus, artistic and aesthetic development has a deep connection with environmental education - its good staging ensures the mutually enriched development of the child's personality.
Educational area "Physical development"
This area is also related to physical education, but in a completely different way - through the subject-developing environment in which children live in kindergarten. But we will talk about this in more detail in the next seminar.
One of the priority areas in the modern standard of preschool education has received environmental education. The child begins to learn about the world from birth, and along with the study of the environment, he must get an idea of its fragility, learn to love, protect and protect nature, learn what human actions cause irreparable harm to it. Classes on environmental education in kindergarten are designed to solve these problems.
Theoretical aspects of environmental education in preschool educational institutions
We are all children of the same ship named Earth, which means that there is simply nowhere to transfer from it ... There is a firm rule: get up in the morning, wash yourself, put yourself in order - and immediately put your planet in order.
Antoine de Saint-Exupery
https://ekolog17.jimdo.com/
The basics of environmental education have been included in programs for preschool institutions since the 1960s. But if then the main emphasis was placed on instilling in children the elementary foundations of environmental literacy, now it is on the formation of environmental culture from early childhood.
This provision is reflected in the “Kindergarten Education and Training Program”, which formulates two main tasks:
- fostering love for the nature of the native land, the ability to understand and feel its beauty, take care of plants and animals;
- creation of conditions for pupils to receive elementary knowledge about nature and the formation of a number of ideas about the phenomena of animate and inanimate nature.
Preschoolers, due to the characteristics of their age, very organically perceive all the knowledge that is associated with nature. After all, small children feel like a part of nature, they have not yet developed a consumer attitude towards it. Therefore, the main task is to make sure that the feeling of inextricable connection with the outside world, which arose in early childhood, remains for life.
A child at preschool age feels like a part of nature, and the task of the teacher is to strengthen this connection.
Forms of classes in ecology
Ecology classes use various forms of education. Main activities:
- Specially prepared lessons. Here the educator plays the main role. It can be:
- excursions,
- conversations with the teacher about nature, animals, plants,
- reading fiction,
- stories about the peculiarities of animal care.
- Joint activities of preschoolers and educator. Children take an active part in everything that happens in the classroom. These include:
- various themed games
- quiz,
- drawing and design,
- surveillance,
- answers to children's questions
- discussion of books read, viewed filmstrips and cartoons,
- live work,
- preparation of ecological holidays, etc.
- Independent work of children. Application of environmental knowledge received by preschoolers in practice. For example, they can independently (but under the supervision of a teacher) water flowers, feed animals in a living corner, collect herbariums or collections.
Environmental education begins with children taking care of plants and animals.
Didactic and visual materials for ecology classes
Preparation for classes in ecology in kindergarten provides for the widespread use of a variety of didactic and visual materials. And some of them can be cooked together with children. So, in the preparatory and senior groups, you can prepare visual aids for kids. For example, in design classes, children can make visual material on the topic "Garden". Only at the beginning of the lesson it is necessary to warn that their crafts will be used as visual material for kids. It is very important! Children (and people in general) love when their work is needed by someone, and not in vain.
A visual aid on the topic "Garden", made by preschoolers of the middle group, will delight the smallest pupils of the preschool educational institution
At the beginning of classes, you can watch filmstrips and cartoons (“Red Cat”, “The Train from Romashkov”, “Treasure”, “Butterfly”, “The Tale of the White Ice”, “On the Forest Path”, “Shapoklyak”), and then discuss what was viewed . So, using the example of the cartoon “Treasure”, you can discuss the meaning and value of ordinary drinking water, and after watching the cartoon “The Train from Romashkov”, you can talk about how important it is to stop from time to time and observe nature, enjoy the amazing world around.
Examining pictures and paintings is one of the techniques used in the classroom. In the first and second junior groups, simple pictures are used depicting plants, animals, vegetables, fruits. In the middle, senior and preparatory groups, you can view reproductions of paintings by famous artists (“Rooks Have Arrived” by A. Savrasov, “Morning in a Pine Forest” by I. Shishkin, “Beetle” by I. Kabakov, “Golden Autumn” by I. Levitan) and ask the children tell what they see on them.
Ecological lotto allows you to generalize children's ideas about various types of plants and animals
Games can also be used in environmental education classes, both desktop (for example, various lotos, Find a Pair, Where Does Someone Live, Tops and Roots) and mobile (for example, Rescue Tree, Gnomes in the Forest”, “At the Zoo” and the beloved nursery rhyme “A deer has a big house”). As didactic materials and manuals, you can use posters, models, diagrams, calendars of nature, designed for ecological and living corners, exhibitions of drawings, rooms of nature.
The ecological corner in the preschool educational institution should be colorfully designed and attract the attention of children
Video: nursery rhyme "The deer has a big house"
Environmental Education Programs
There are 2 types of programs for preschool institutions: integrated and partial. Comprehensive programs prescribe actions aimed at the development of preschoolers in all areas, while partial ones consider one or more thematically related areas in depth.
Comprehensive programs
The most complete environmental aspects are provided in the programs "Childhood", "Rainbow" and "Baby". They have special sections devoted not just to obtaining elementary knowledge about nature, but about the relationship between the surrounding world and man.
"Baby" is dedicated to the development of young children, so the tasks here are simple: to contemplate, observe, learn. According to this program, it is recommended to equip a living corner in preschool institutions. Visiting it is especially useful for those children whose parents do not allow pets at home.
The part of the program "Childhood" "The child discovers the world of nature" includes 4 blocks that take into account the age characteristics of children:
- information about plants, animals as representatives of the living in the natural world (features of the external structure and vital functions, the relationship of living beings with the environment, their uniqueness);
- mechanisms of adaptive relationship of living organisms with the environment (properties of various environments, ideas about groups of animals living in a homogeneous environment);
- knowledge about the growth, development and reproduction of plants and animals familiar to children (ideas about successive changes in organisms, the cyclical nature of the process);
- ecosystem knowledge (children get acquainted with plants and animals living in the same community, their interconnectedness).
The section of the program "Rainbow" "The World of Nature" provides for the study of the ecosystem of different regions of the world, geographical concepts, historical and archaeological facts. Its disadvantage is that children receive many interesting facts about the world, but do not learn to comprehend them. The "Origins" program has a section on the study of the surrounding world, but it does not meet modern requirements, and the "Development" program does not set the goal of environmental education for preschool students at all.
A living corner in preschool allows children to join the world of wildlife and take care of pets
Partial programs
Partial programs for the environmental education of preschoolers approved by the Ministry of Education of Russia include:
- "Our home is nature"
- "Young Ecologist"
- "Life around us"
- "Nature and the Artist"
- "Semitsvetik",
- "Spider web",
- "We are earthlings"
- "Open yourself"
- "Hope".
Any of these programs is interesting in its own way, so each teaching staff has the opportunity to choose, depending on their own conditions.
The first environmental education programs in kindergartens, which began to be developed back in the 90s of the last century, include "Young Ecologist". Its author is S. Nikolaeva. It should be clarified that the "Young Ecologist" includes 2 programs: environmental education of children and advanced training of educators. Thus, the complex task of educating the principles of environmental literacy in children and raising the ecological culture of adults who are called upon to educate these children is solved.
Since great importance is attached to environmental education, preschool teachers across the country develop their own programs based on their capabilities, geographical location and social conditions. The following programs are noteworthy:
- "The enduring values of the small homeland", developed by a teacher from Ivanov E.V. Pchelintseva;
- "I'm in the big world", created by a pedagogical team from the city of Seversk;
- "ABC of Ecology" L.I. Grekova (section of the program "Planet of Childhood", used in the territory of the Stavropol Territory).
How to conduct an environmental lesson in kindergarten
Environmental education programs provide for a wide variety of forms of activities with children, from games to serious projects.
ecological trail
One of the most entertaining forms of outdoor environmental activities is the ecological trail. In each kindergarten, it is desirable to have 3 types of paths and use them according to age groups. The first path is located in the premises of the preschool educational institution; it may include specially designed stands, a nature room, and a living corner. The second passes through the territory of the preschool institution and is used during daily walks. And the third path is for travel. She leads the children to the territory adjacent to the garden. It can be a square, a park, a forested area, a meadow or even a real forest.
An ecological trail is a specially equipped route, along which preschoolers acquire knowledge about the natural environment.
Ideally, throughout the route along the trail, children should meet both wild and cultivated plants growing separately and crowded, various trees and shrubs, birds living in nests, on trees or specially equipped houses, anthills, stones, reservoirs ... In In general, the more varied the better. Of course, for each age group it is necessary to draw up its own route. It is advisable to draw up a plan of the ecological trail and place it at the beginning of the route. While traveling along the ecological path, children listen to the stories of the teacher, observe, ask questions, learn to draw conclusions, collect herbariums, collections, etc.
Project activities on ecology in kindergarten
In the process of environmental education in kindergarten, special attention should be paid to the research activities of children. This can be helped by the development of various projects, which can be both short-term and long-term. Short-term projects are more common in preschools. Their topics may be different, for example, “We communicate with animals”, “What is the power of water”, “From spikelet to loaf”, “Who winters in the forest”, etc.
Encouraging children's research interest develops their thinking abilities and stimulates further cognitive activity.
Nevertheless, long-term projects are quite within the power of preschool children. You should pay attention to such topics: “Feed the birds”, “We planted a turnip”, “Garden on the windowsill”, “Aquarium is a fish kingdom”, “Let's grow a lemon”, etc.
The development of both short-term and long-term projects requires a lot of effort, preliminary preparation, study of materials and literature on the topic, observations, research and the ability to draw conclusions. It is also important to beautifully design and enthrallingly present your project. All these children will have to learn.
Application "Fungus" is performed by children as part of the project "Hello, autumn!"
Sample project for the second junior group
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You can learn more about conducting classes on ecology in the first and second junior groups from our article -.
Sample lesson plan on the topic "How bread is made" in the middle group
The purpose of the lesson: to demonstrate to children how bread is made.
Equipment and materials:
- images,
- germinated wheat,
- green wheat germ,
- wheat grains and spikelets,
- slices of bread
- flour,
- eggs,
- salt,
- yeast,
- water,
- vegetable oil.
Lesson progress:
- Children watch the cartoon "Spikelet".
- The teacher invites the children to find out where wheat grains live, how wheat grows, how flour is obtained, how bread is baked.
- Children look at sprouted wheat and wheat sprouts.
- The teacher invites the children to take spikelets and find grains in them.
- The teacher invites the children to find out what is tastier - grains, flour or bread. Children try grains, flour and pieces of bread.
- The children are asked if they know how delicious bread is made.
- Then the teacher kneads the dough from the prepared products, explaining the process to the children.
- Children watch how the dough fits.
- The teacher and the children make rolls and take them to the kitchen.
- While the rolls are being baked, the teacher tells how the growers grow wheat, harvest, the children look at the pictures.
- The cook brings baked rolls, and everyone tries them.
Video: cartoon "Spikelet"
Lesson in the second junior group on the topic: “Making a hedgehog”
Take toys "Travyanchik" in the form of a hedgehog. First, children water toys, grow grass, and at the same time learn how, why and under what conditions grass grows. The teacher also tells them about hedgehogs - where they live, what they eat, how they hibernate. When the grass grows large enough, a lesson on the construction of "Cut the hedgehog" is held. Before starting the lesson, you can watch a cartoon about hedgehogs, for example, “Does a hedgehog have to be prickly?”
When making a hedgehog from Travyanchik, children get cute crafts, and they treat the pets of the living corner with the remnants of the grass
Then the children cut their grasses with scissors. The cut grass is taken to a living corner and treated to pets living there.
Holding open events on an environmental theme
Classes in ecology provide a wide opportunity for a variety of open events. Parent involvement is welcome here. Moreover, they can not only attend matinees and watch how their children perform, but also take an active part themselves. Parents can help build and hang birdhouses and bird feeders, participate in joint excursions along the ecological trail, organize picnics for children together with caregivers, take part in World Car Free Day, etc.
It is possible to generalize and consolidate children's knowledge of animate and inanimate nature in the form of an environmental quiz, KVN, brain ring, etc., held together with parents.
Video: open lesson "Sowing seeds" in the preparatory group
If you choose the most exciting activities for preschoolers in a preschool educational institution, then the environmental direction is unrivaled, given that this component can be introduced into any educational activity. Children are inquisitive, they love everything that is connected with research, and the world around them acts as a fascinating subject for study. It remains only to form the right attitude towards him. This is the main task of kindergarten teachers in the implementation of environmental education.
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.
- a game.
The leading activity in preschool children is the game, therefore, while playing, the child learns to interact with nature, learn to communicate with birds, animals, plants, learn to interact with objects of inanimate nature.
Games come in different classifications:
- didactic games 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 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, educate the child in respect for nature, for everything that surrounds him.
It is very important that adults themselves love nature and try to instill this love in children by their personal example.
“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years wonderful music of life" .
V. A. Sukhomlinsky.
One of the main tasks of education, in accordance with the Law of the Russian Federation "On Education" - this is the formation of a spiritual and moral personality. The spiritual and moral upbringing of children is multifaceted in content.
This is love for one’s native places, pride in one’s people, a sense of one’s inseparability with the surrounding world, a desire to preserve and increase the wealth of one’s country.
Each of the directions of spiritual and moral development and education is based on a certain system of basic values and should ensure their assimilation by pupils. Environmental education has already become an integral part of preschool pedagogy.
Ecological education of preschoolers is a continuous process of education, upbringing and development of the child, aimed at the formation of his ecological culture, which manifests itself in an emotionally positive attitude towards nature, the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral standards, in the system of value orientations.
The relevance of the topic we are raising lies in the fact that environmental upbringing and education of preschoolers is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now.
Today's problems:
- Difficult environmental situation in the world
- its dire consequences
- ecology of the native land
- habitat pollution
- more polluted and become lifeless reservoirs
- lose soil fertility
- flora and fauna are depleted.
V.A. Sukhomlinsky considered nature to be the main source of the all-round development of the child. K. D. Ushinsky called nature a great educator: “To arouse in children a living sense of nature means to arouse one of the most beneficent influences that educate the soul” . The great writer Mikhail Prishvin said: “Everything beautiful on Earth is from the Sun, and everything good is from man. Fish - water, bird - air, beast - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland .
Preschoolers are the initial link in the system of continuous education, which means that the content of their education should be linked to the content of environmental education of the next stages - schoolchildren. Elementary environmental knowledge acquired by children at a young age will help them to master environmental subjects in the future.
The purpose of environmental education is today it is very important to form a new type of person with a new ecological thinking, able to realize the consequences of their actions in relation to the environment and able to live in relative harmony with nature.
Ekologicheskoe vospitanie znachimo with pozitsy lichnostnogo pazvitiya pebenka - ppavilno opganizovannoe, sistematicheski osyschestvlyaemoe in obpazovatelnyx ychpezhdeniyax pod pykovodstvom lyudey, obladayuschih ekologicheskoy kyltypoy, ono okazyvaet intensivnoe vliyanie nA ego mind, senses, volyu.
Tasks:
- The development of pupils' ideas and elementary concepts about the interrelationships and relationships between man and nature;
- Formation of emotionally-valuable attitude to nature;
- Awareness of one's own "I" as part of nature;
- Summarizing the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.
How to create an effective system of environmental education in kindergarten, based on an integrated approach? How to make sure that the ideas of environmental education are realized through different types of activities of the child:
- experimentation
- observation
- musical activity
- visual activity
- physical activity
The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being the bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally saturated, contributes to the formation of practical skills and the necessary ideas about nature and gradually "passed over" in children's independent behavior. Leading in this process should be the joint activity of an adult and a child. The processes of upbringing and education do not by themselves directly develop the child, but only when they have active forms and have the appropriate content.
One of the ways to increase the effectiveness of environmental education is to use a variety of methods and techniques of work.
List of forms and methods of environmental work with preschoolers:
- ecological excursions;
- lessons of kindness;
- thinking lessons;
- environmental circles;
- environmental competitions;
- environmental auctions, quizzes, marathons;
- environmental tales;
- club of researchers of nature;
- laboratory of a young ecologist;
- compiling ecological maps;
- ecological exhibitions and expositions;
- ecological museums;
- days of ecological creativity;
- ecological holidays and festivals;
One of the conditions for successful education of the foundations of ecological culture is not only work with children, but also with their families. environmental education (education) parents is one of the most important and at the same time one of the most difficult areas of work of a preschool institution. Cooperation with the families of children in the environmental direction, jointly organized events not only help to ensure the unity and continuity of the pedagogical process, but also bring into this process the special positive emotional coloring necessary for the child.
Thus, the most important condition for successful work on environmental education is the implementation of an integrated approach, the creation of an environment in which adults, by personal example, demonstrate to children the right attitude towards nature and actively, to the extent possible, participate in environmental activities together with children.
Everything good in children from childhood!
How to awaken the origins of goodness?
Touch nature with all your heart:
Surprise, learn, love!
We want the earth to flourish.
They grew like flowers, kids.
So that for them the ecology becomes
Not science, but part of the soul!
Today, it is very important to form a new type of person with a new ecological thinking, who is able to realize the consequences of his actions in relation to the environment and who knows how to live in relative harmony with nature.
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Slide 1 environmental educationwithin the framework of the Federal State Educational Standard in the preschool educational institution
“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.
V. A. Sukhomlinsky.
Slide 2 One of the main tasks of education, in accordance with the Law of the Russian Federation “On Education”, is the formation of a spiritual and moral personality. The spiritual and moral education of children is multifaceted in content.
This is love for one’s native places and pride in one’s people, and a sense of one’s inseparability with the surrounding world, and a desire to preserve and increase the wealth of one’s country.
Each of the directions of spiritual and moral development and education is based on a certain system of basic values and should ensure their assimilation by pupils. Environmental education has already become an integral part of preschool pedagogy.
Ecological education of preschoolers is a continuous process of education, upbringing and development of the child, aimed at the formation of his ecological culture, which manifests itself in an emotionally positive attitude towards nature, the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral standards, in the system of value orientations.
Slide 3 The relevance of the topic we are raising lies in the fact that environmental upbringing and education of preschoolers is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now arriving.
Problems of today: - Difficult ecological situation in the world; - its severe consequences; - ecology of the native land; - contamination of the habitat; - water bodies become more polluted and become lifeless; - lose soil fertility; - flora and fauna are depleted
V.A. Sukhomlinsky considered nature to be the main source of the comprehensive development of the child. K.D. Ushinsky called nature a great educator: “To induce a living sense of nature in children means to arouse one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: Everything beautiful on Earth is from the Sun, and everything good is from man. Fish - water, bird - air, beast - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland
Preschoolers are the initial link in the system of continuous education, which means that the content of their education should be linked to the content of environmental education of the next stages - schoolchildren. Elementary environmental knowledge acquired by children at a young age will help them to master environmental subjects in the future.
Slide 4 The goal of environmental education - today it is very important to form a new type of person with new environmental thinking, able to realize the consequences of their actions in relation to the environment and able to live in relative harmony with nature.
Ecological educationznachimo with pozitsy lichnostnogo pazvitiya pebenka - ppavilno opganizovannoe, sistematicheski osyschestvlyaemoe in obpazovatelnyx ychpezhdeniyax pod pykovodstvom lyudey, obladayuschih ekologicheskoy kyltypoy, ono okazyvaet intensivnoe vliyanie nA ego mind, senses, volyu.
Slide 6 Tasks:
1. The development of pupils' ideas and elementary concepts about the relationships and relationships between man and nature;
2. Formation of emotionally-valuable attitude to nature;
3. Awareness of one's own "I" as part of nature;
4. Summarizing the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.
How to create an effective system of environmental education in kindergarten, based on an integrated approach? How to make sure that the ideas of environmental education are realized through different types of activities of the child:
Experimentation;
Observation;
Work;
game;
Musical; pictorial; physical activity;
The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being the bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about nature and gradually “transitions” into independent behavior of children. Leading in this process should be the joint activity of an adult and a child. The processes of upbringing and education do not by themselves directly develop the child, but only when they have active forms and have the appropriate content.
Slide 7 One of the ways to increase the effectiveness of environmental education is to use a variety of methods and techniques of work.
List of forms and methods of environmental work with preschoolers:
Ecological excursions;
Lessons of kindness;
Lessons of thinking;
Ecological circles;
Ecological contests;
Ecological auctions, quizzes, marathons;
Ecological fairy tales;
Club of researchers of nature;
Laboratory of the young ecologist;
Compilation of ecological maps;
Ecological exhibitions and expositions;
ecological museums;
Days of ecological creativity;
Ecological holidays and festivals;
Slide 8 One of the conditions for successful education of the foundations of ecological culture is not only work with children, but also with their families. Environmental education (enlightenment) of parents is one of the most important and at the same time one of the most difficult areas of work of a preschool institution. Cooperation with the families of children in the environmental direction, jointly organized events not only help to ensure the unity and continuity of the pedagogical process, but also bring into this process the special positive emotional coloring necessary for the child.
Thus, the most important condition for successful work on environmental education is the implementation of an integrated approach, the creation of an environment in which adults, by personal example, demonstrate to children the right attitude towards nature and actively, to the extent possible, participate in environmental activities together with children.
Slide 9 All the good things in children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Surprise, learn, love! We want the earth to flourish. They grew like flowers, kids, so that for them ecology became not a science, but a part of the soul!
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Ecological education of preschool children within the framework of the Federal State Educational Standard. Completed by: Anikeeva N.G.
“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life. V. A. Sukhomlinsky.
The relevance of the topic we are raising lies in the fact that environmental upbringing and education of preschoolers is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now.
V.A. Sukhomlinsky considered nature to be the main source of the comprehensive development of the child. K.D. Ushinsky called nature a great educator: “To induce a living sense of nature in children means to excite one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: “Everything beautiful on Earth is from the Sun, and everything good is from man.” “For a fish - water, for a bird - air, for an animal - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland”
The purpose of environmental education Today, it is very important to form a new type of person with a new ecological thinking, able to realize the consequences of their actions in relation to the environment and able to live in relative harmony with nature.
Tasks: The development of pupils' ideas and elementary concepts about the interrelationships and relationships between man and nature; Formation of emotionally-valuable attitude to nature; Awareness of one's own "I" as part of nature; Summarizing the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.
Plot-role and d / games. Watching films about nature. Targeted walks in nature. Observation in nature Creating books - homemade. Reading children's fiction Work in a mine - the center of nature Experienced, experimental, search activities Conversations with children on environmental topics. Collecting collections of seeds, stones, designing a herbarium. Work with calendars of nature, diaries of observations Visual activity on environmental topics. Consideration of didactic pictures, illustrations about nature. Ecological leisure, holidays. The layout is a joint activity of the educator and pupils.
Cognitive Environment and health of the child The state of the environment in their own microdistrict, city Ways to solve these problems Development of the child through acquaintance with the outside world Methods for familiarizing the child with the outside world Activity Participation in environmental campaigns together with children Participation in environmental holidays, excursions, hikes Growing plants Reading together with the children of literature Valuable Nature as a universal value for a person The importance of nature in human life Child health and nature Man is a part of nature Formation of reasonable needs Normative Knowledge of the rules of behavior during outdoor recreation. The choice of environmentally friendly areas for walking with children. Environmental safety of the home, environmentally friendly products Knowledge of the psychological characteristics of the child, corresponding to his age, needs, including in communication with nature. Model "Environmental education of parents"
Everything good in children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Surprise, learn, love! We want the earth to flourish. They grew like flowers, kids, so that for them ecology became not a science, but a part of the soul!
