Dow teacher report on the use of the regional component in the environmental development of children. Creative report on ecology "Cognitive development of preschool children in the process of environmental education Report on environmental work in preschool

2017 has been declared the Year of Ecology in the Russian Federation.

In kindergarten where Iworking, much attention is paidenvironmental education of preschool children, work is carried out according to program C. N. Nikolaeva "Youngecologist.

At the beginning of the year, I set myselfgoal : upbringingchildren of preschool age have a humane attitude to nature.

Tasks :

form a systemenvironmentalknowledge and ideas;

develop aesthetic feelings (the ability to see and feel the beauty of nature, admire it, the desire to preserve it);

participation of children in activities that are feasible for them to care for plants and animals, to protect and protect nature.

In our kindergarten during the year spent a variety ofwork on environmental education of preschoolers.

I chose and carried out work on self-education on the topic: "Environmental education of children of senior preschool age."

Carried out a short-term environmental project "The Wonderful World of Cats", the purpose of which was:Create conditions for the formation of the foundations of a commonecologicalculture of the preschool child.

To form in children an interest in pets-cats, through cognitive and creative activities.

Expand the overallecological culture, through stories about cat breeds, their diversity.

The group created a corner of nature, where there are indoor plants, an aquarium with fish. In the corner of nature, children get acquainted with the conditions necessary for the growth and development of plants and living organisms, observe and work. The children also watched our pet parrot, helped feed it and clean the cage. During these activities, children were instilled with love and interest in a living creature and the desire to care for him.

Forenvironmental education of childrenwalks were widely used,

during which she introduced children to the changes in nature by seasons (day length, weather, changes in plant and animal life, human labor).

On walks I organized games with natural material(sand, water, snow, leaves, fruits) .

On walks with the guys, our route often passed alongecologicalpath.Ecologicalthe trail performs a cognitive, developing, aesthetic and health-improving function. Organizing a tour along the trail, the children and I observed trees, shrubs of different species, of different ages (elm, pine, cherry, apple tree, etc.).

Ecologicaltrail allows moreproductiveuse regular walks with children forenvironmentalclasses and at the same time for the improvement of children in the fresh air. The same objects can be visited many times, especially in different seasons of the year.

With the advent of spring, plants were planted in flower beds, the children tried to help in caring for the plants: watered, weeded. All this helped to develop in the children love and respect for plants, the desire to take care of them.

Often in the classroom and during regime processes, she used ecological literature. Nature fiction deeply affects the feelings of children. After reading, a conversation was held with the children, they asked questions, it is very important to convey the meaning of the work to the children.

Exhibitions are held annually in the kindergarten"Autumn fantasy from natural material" in which children participate with their parents.

INwork with parents on environmental educationchildren used various forms of work (consultations, conversations, questionnaires) .

As a resultwork donethere are positiveresults :

formed beginningecological culture in children;

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

children learn practical actions to protect nature;

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

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

In the early age group, I continue to work on the formation of the foundations of environmental education in young children through observations in the corner of nature, walking, reading fiction, working with parents.

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

"KINDERGARTEN № 51 R. P. SENNOY VOLSK DISTRICT

SARATOV REGION"

"Report on the work done on the environmental education of preschoolers for 2017"

Prepared by:

early childhood educator

Saygusheva Olga Vladimirovna

2017

"Formation of the principles of ecological culture among preschoolers through familiarization with the flora and fauna of the Baikal region"

Relevance The problem we raise is that the ecological upbringing and education of children is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now.
In accordance with (FSES), not only federal, but also national-regional components are included.
Each territory (region) is characterized by:
features of its origin (the result of an earthquake, the movement of glaciers, etc.)
spatial location (mainland, peninsula, island; area, population density, etc.)
climate; Flora and fauna;
natural resources: subsoil, water, forest, etc.
variety of natural phenomena.
Considering the problem of regionalization of education, it seems important to us to proceed from the fact that:
a region is a historically established way of life common to some territories, a community of people living in the territory and possessing the consciousness of the subject of historical action;
regionalization is the process of increasing the institutional status of a territory.
In a preschool institution, children are introduced to nature, the changes taking place in it at different times of the year. Based on the acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and treat all living things aesthetically are formed. Love for nature, the skills of caring for it, for all living things. Annual diagnostics reveals that children are practically unfamiliar with the flora of our region. Of trees and shrubs, they call spruce, birch, pine. Units indicate birds, animals, insects living in forests living next to us. In this regard, it becomes necessary to show the child the features of the relationship between man and nature on the examples of the region in which he lives.
At the beginning of the work, I set a goal for myself:
to acquaint preschool children with the flora and fauna of the local region;
to attach to ecological culture;
teach to perceive nature holistically;
understand the available essential relationships between living organisms;
treats all living things humanely.
Tasks:
study of methodological literature on this issue;
determination of the possibility of positive use of work on environmental education of children;
systematization of methods, techniques and didactic material on the use of the regional component in the work of the educator;
determination of the effectiveness of the proposed developments.
To do this, I studied and analyzed literary and methodological sources: Sudarchikova S.F. “General \V issues of regionalization of preschool education”, Irkutsk, 2003; V.A. Gorbunova, L.A. Misharina “Indicative regional program of knowledge about plants”, “Familiarization of preschool children with the fauna of the Baikal region” - Irkutsk, 2002, 2003.
In accordance with this, I have built a system of pedagogical interaction with children, taking into account the Federal State Educational Standard:
organizational learning
Joint activity of an adult and a child
Independent ecological activity of children
Joint activities of the educator and children

Diagnosis of environmental education
Observations on excursions, walks
Teacher's stories, reading children's fiction
Conversations and conversations with children on environmental topics
Consideration of didactic pictures, illustrations about nature
Based on the results of the diagnostics, the result showed that the section of the regional component is sinking.

To work on the use of the regional component in the preschool educational institution, the developing environment was enriched. Conditions for environmental education have been created in the group: a developing environment, a fund of methodological, visual and illustrative materials. To create and improve the developing environment in the family and ensure adequate interaction between adults and children, she worked with parents. Parents took an active part in creating and enriching the developing environment. Questioning was conducted, parent-teacher meetings on this topic Participated in the action "Let's keep Baikal clean" Great importance was given to the selection of local history material for working with children. With the help of teachers and parents, illustrations were selected that introduce children to the flora and fauna of the Irkutsk region. The illustrations were made into the albums “Birds of our region”, “Animals of the Irkutsk region”, “Trees and shrubs”, “Mushrooms and berries”, etc.
The preschool educational institution has issued a “Red Book”, which introduces children to protected plants and animals of the Irkutsk region. Acquaintance with the nature of the native land is carried out through excursions, on walks, during observations.
- Observation is the leading method of ecological education. Cognition in the process of observation of the morphological and functional characteristics of living beings, their relationship with the environment, the diversity of species, the processes of growth and development of plants and animals. Observations in everyday life are the leading form of introducing children to the natural environment. Observation requirements. Cycles of observations of natural objects: determining the content of individual observations, building their sequence, planning. Development of observation cycles for the inhabitants of a corner of nature, seasonal phenomena, the growth and development of plants and animals in the green zone of the kindergarten.
- Organization and conduct of experimental work with natural objects of the native land, modernizing activities with them. Observation of changes in natural objects, tracking and discussion of their relationships with the environment. - Calendars of nature and their role in environmental education. Weekly methodology for familiarizing preschoolers with seasonal natural phenomena; calendar work. Fixing the growth and development of plants in the calendar. Winter feeding of birds, its environmental significance. Calendar of observations of wintering birds and work with them. A "Tourist Day" is held, in which kindergarten specialists and parents take an active part. Children not only observe the phenomena and objects of nature in a natural setting, but also participate in fun games and competitions. Together with their children, parents take part in ecological holidays and competitions that are held in the kindergarten (“Miracles from autumn beds”, “Garden on the window”, “Floristy”, etc.). - Walks, excursions, hiking with children in nature, their role in environmental education. Acquaintance of children with a forest, a river, a pond, a lake, a meadow, a glade, as ecosystems. Organization of observations of plants and animals in their natural habitat; tracing relationships, food chains in communities of living organisms. In the corner of nature, a collection of fruits and seeds, saw cuts of trees and shrubs of local species was collected, a herbarium was made. Natural zones have been identified that introduce children not only to animals from different continents, but also to the inhabitants of their native forest. Children reinforce all the knowledge gained through specially made didactic games “Visit the forest”, “Whom the spruce is friends with”, “Who lives in the forest”, “Rules of conduct in the forest”, etc. In the preparatory group where our practical work was carried out, in a corner of nature there is a large variety of plants in pots. In addition, a panel with a herbarium decorated by educators hangs on the wall, where plants that grow in the Baikal region are selected. So, a corner of nature provides an opportunity for continuous systematic work to familiarize children with nature, including the nature of the Baikal region. We consider as a valuable find a panel with a herbarium created by educators, where some of the plants of the Baikal region are dried, in particular branches of wild rosemary, willow, pine, poppy inflorescences, locusts, snowdrops and other plants. Individual work with children is carried out in their free time from classes and walks. With great interest, children are engaged in the studio "Magic chest", they help children learn the rituals of the peoples of Siberia, fairy tales, games, songs; write stories, introduce the inhabitants of our forests. We read to the children the following poems by N. Bromley "our home is our home, our common home", S. Byvaltseva “I love my land”, N. Nikitina “Siberia”: “Why is the fall of leaves in autumn?” , "What do the winds smell like?" , "Spring chores", excerpts from the work "Four-story taiga", reading M. Sergeev's fairy tales "Once upon a time" and "Glorious Sea Baikal" etc. Acquaintance with the magazine "Sibiryachek"
After reading each work, a conversation was held with the children, where we asked the children questions about the content of the poem or story, about the features of describing the nature of the Native Land. Drawing up a model of the Irkutsk region, guessing riddles about the Baikal region. Watching videos "The well" of the planet, looking at the globe, maps of the Irkutsk region. , viewing albums about Baikal, listening to audio recordings of “wave noise”, “wind noise”, “birdsong”, etc., creating a photo exhibition, compiling food chains, playing various didactic games. games, KVN, quizzes, art drawing.
A lot of work is being done to familiarize children with the fairy tales of the peoples of Siberia. Ecological fairy tales develop children's interest and ideas about nature, wildlife, the wealth of their native land, its sights, and people's activities. Their use in the educational process allows you to unobtrusively carry out environmental education of preschoolers. With the children we prepared an exhibition of drawings on the topic “Baikal Tales”, a theatrical performance “Bad Nut”.

Analysis of the results of experimental work
Preschool natural science aims to form an elementary system of knowledge about animate and inanimate nature (the ability to distinguish between "living", "non-living"), some essential features of plants and animals as living organisms, the influence of environmental factors on their life, the interaction of plants and animals in the conditions of an ecosystem (forest, meadow, field, etc.), the relationship between man and nature; leading children to understand and establish various connections and dependencies available for this age that exist in nature.
An important component of testing knowledge, skills and abilities is diagnostics, which determines the individual psychological characteristics of a person in order to assess their condition and predict further development. The diagnostic procedure consists of collecting pedagogical diagnostic information and making a diagnosis for subsequent recommendations. You can get the necessary information in the conditions of an educational institution, as well as with a brief examination using a number of techniques, for example, conversations, a series of game tasks, a test, etc.
In accordance with the criteria for evaluating answers, I find out the level of knowledge of preschoolers about the natural environment, the formation of skills to establish various connections, relationships between objects and natural phenomena, the interaction of man and nature. In the final diagnostics, the guys showed a high level of knowledge of the regional component.
In 2011, at the regional seminar “Introducing Nature to Preschoolers”, she gave an open event “Birds of our region”.
In 2012, at the cluster RMO, she presented her work experience

"The only true foundation of human knowledge is the contemplation of nature"
I.G. Pestalozzi

Introduction.

Nature surrounds the child from an early age. The logic of nature is the most accessible and illustrative for a child. Each acquaintance with nature is a lesson in the development of the child's mind, creativity, feelings.

With its unusualness, novelty, diversity, nature emotionally affects the child, arouses his surprise, the desire to learn more, encourages the transfer of feelings and thoughts in speech.

The diversity, brightness, beauty of nature, the visibility of its connections and dependencies ensure the accessibility of their understanding by children and have a significant impact on the improvement of their mental activity, which is manifested in the development of logic, independence of thinking. The child learns to find and correctly define in a word the causal and temporal dependence, sequence, interconnection of objects and natural phenomena, i.e. learns to explain the observed in an elementary way. The ability of children to compare, compare, draw conclusions is being improved. This creates the prerequisites for the formation of such valuable qualities of coherent speech as reliability, evidence, consistency, clarity. The child learns to reason, tell, describe. Nature provides opportunities for a variety of activities for children, which contributes to the active assimilation and use of acquired knowledge.

Modern problems of relationships with the environment can only be solved if all people form an ecological worldview, improve their environmental awareness and culture, and understand the need to implement the principles of sustainable development. With the adoption of the laws of the Russian Federation "On the Protection of the Environment" and "On Education", the prerequisites for the legal framework for the formation of a system of environmental education of the population have been created. “Decree of the President of the Russian Federation on Environmental Protection and Sustainable Development” (taking into account the Declaration of the UN Convention on Environment and Development, signed by Russia), governments are elevating environmental education to the category of priority state problems. The concept of forming a citizen of the new Bashkortostan also includes an ecological direction, calling for the preservation and restoration of the natural diversity and gene pools of the peoples of Bashkortostan and the achievement of an environmentally friendly production activity of the society. The ecological culture of a citizen of the new Bashkortostan is entirely based on a conscious relationship with the world in accordance with its nature. It is necessary first of all to form an ecological worldview in our children.

In order for the cognitive development of the child to reach the highest possible level when getting acquainted with nature, purposeful pedagogical guidance of this process is necessary.

Therefore, in our work we paid attention to the following issues:

• The child's understanding of the inherent value of nature.
• The child's awareness of himself as a particle of nature.
• Understanding that everything in nature is interconnected and the violation of one of the connections leads to other changes: a "chain reaction" occurs.
• The initial mastery of children by generalized methods of action in comprehending the meaning of physical phenomena.
• Teaching the basics of elementary environmental safety.
• Formation of initial information about the rational use of natural resources on the example of the use of water and energy in everyday life.
• Formation of ecological literacy of behavior in everyday life and in nature.
• Formation of an emotionally positive attitude towards the world around, understanding the dependence of its state on the actions of a person (including a child).
• Education in children of an active life position.
• Understanding the uniqueness, beauty of the surrounding world.

Scientific basis of experience.

The basic program "Origins" determines the main lines of development of the child in the preschool educational institution. The cognitive development of children is one of the main lines of development and involves the acquaintance of the child with nature.

Since 2001, our preschool institution has been testing and introducing the Young Ecologist program. The author of the program is Nikolaeva Svetlana Nikolaevna, Candidate of Pedagogical Sciences, Art. researcher at the State Research Institute of Family and Education of the Russian Academy of Education.

The program is based on theoretical and practical research in the field of environmental education of preschoolers, conducted by the author over the years. Since 1993, the program has been widely tested in various regions of Russia. It has a thorough methodological support, including developments on creating an ecological and pedagogical environment in preschool educational institutions and the development of specific technologies for practical work with children of different age groups. The main goal of this program is that, no matter who the child becomes in the future, he must understand his role in the world around him well, be aware of the consequences of his actions, and have ideas about the laws of nature.

I liked this author's program because the emphasis is on the development in children of elementary, but quite scientific ideas about the relationships that exist in nature. “We teach to understand how closely natural components are interconnected and how living organisms depend on the environment, i.e. invisible threads of nature.

The essence of experience, its technology.

The cognitive development of children involves the solution of the following tasks:

• expansion and enrichment of the child's orientation in the world around him,
• formation of ways and means of cognitive activity,
• development of the ability to see the common in a single phenomenon and find an independent solution to emerging problems.

The solution of these problems in the process of environmental education, as well as the content and conditions of pedagogical work are presented in the program "Origins" in the section "Nature and the Child".

All education and upbringing of children takes place at the objects of the nearest natural environment. The kindergarten is located in close proximity to the park area and the Belaya River. To help the child navigate nature and learn the rules of communication with animals and plants, we have created a fairly rich ecological and developing environment in the kindergarten - indoors and on the site: Bird table, ecological trail, ecological centers in groups.

In ecological centers given the conditions necessary for the life of plants houseplants. In the corners of nature, children observe, work. In special situations, they serve as a place for neuropsychic unloading of children and adults.

In the process of environmental education of children, we use the following forms and methods:

• observation, observation cycles,
• modeling (nature calendars)
• environmental activities
• circle on children's experimentation "I want to know everything"
• excursions, hiking, nature trails
• game learning situations (ITS)
• various environmental games
• labor in nature
• "Panorama of good deeds"
• ecological museum
• book making
• environmental actions
• ecological holidays and entertainment

Various activities are held with children observations, and long-term phenomena and events occurring in the natural environment are reflected in graphic models (nature calendars).

Working with the weather calendar organizes the children's seasonal presentations: every week they observe the weather for one week and mark it on the calendar. This develops their observation, imaginative thinking, the ability to use symbols. At the end of each season, we glue three pages of the calendar into an accordion, creating a graphic model that helps to summarize the signs of autumn, winter, spring.

In winter, we keep a calendar of bird watching. We fix different features of the behavior of birds (who is waiting for food, who eats on the feeder, and who is under it, who flies over the site). The calendar was filled out once every two weeks. Children got acquainted with the variety of wintering birds, their appearance and behavior.

It is also very entertaining for children to observe the growth and development of plants. Modeling is also carried out using drawings. (See Appendix "Calendars")ec/

We build the pedagogical process in such a way that children constantly increase their interest in living beings, so that they constantly expand their ideas about them, increase the volume of specific knowledge. These requirements are met, first of all, by such a form of pedagogical work as observation cycles which are carried out not in the classroom, but at various regime moments of everyday life.

A single cycle is a series of interrelated observations of a specific object in a corner of nature or a kindergarten site. Each of the observations of the cycle has its own content, its purpose, does not repeat other observations, but is interconnected with them. In sum, all observations of one cycle form in children specific and distinct ideas about this object - its structure, functioning (various manifestations, behavior), living conditions. The observation cycle has a number of advantages. In the cycle, the distribution of the entire volume of knowledge into “portions” is carried out, which ensures their gradual and more reliable assimilation. Each subsequent observation allows children to demonstrate new aspects and features of an already familiar object of nature, while simultaneously clarifying and expanding existing ideas. The advantage of the cycle is its length in time - the distribution of observations following one after another for a sufficiently long period. Reusable (but with different content) appeal to the same object for 1 - 3 months forms a stable cognitive interest in children in it. As a result, preschoolers have a need for new observations, which they carry out independently. And, finally, conducting a cycle of observations in everyday life at different regime moments saves time for classes and makes work with children diverse.

In addition to observations, environmental activities four types: primary introductory (children acquire information about the diversity of specific natural phenomena), in-depth cognitive (showing children the causal relationship between plants, animals and the environment, with which they are inextricably linked due to their needs), generalizing (children form generalizing ideas about the same type of objects or homogeneous natural phenomena), complex (in a lesson on one topic, various tasks and different activities of children can be combined). Ecological classes are included in the grid of cognitive classes, and in preparation I use the manual of S.N. Nikolaeva "Education of ecological culture in preschool childhood." In order for the classes to reflect the regional component of education, the experience of our children, the level of their development, I am making some changes to the classes. For example: “How much water do we need?”, “Nature does not hide its secrets from us”, “The inhabitants of the water are fish”, “Reserves of Bashkortostan”, “Pearls of the nature of Bashkortostan” (about rivers, lakes, waterfalls), “Eulogy of the Bashkir horses”, “Bashkir bee”.

A variant of a complex lesson are excursions and hikes in nature, during which children get acquainted with new phenomena, enjoy their beauty, strengthen their health in the air, develop moral qualities, if environmental protection measures are included in the lesson. Conducted excursions to the "Forest Museum", "Botanical Garden", "Cactus Exhibition", "Winter Garden in the House of Culture "Khimikov", "Winter Garden of Preschool Educational Institution No. 279", as well as seasonal excursions to the river and to the park area. After returning from excursions, the children sketched their impressions, with the help of an adult, wrote down statements and stories. Having collected drawings and stories, they made albums and books.

Routes of excursions and hikes in nature are very similar to ecological path : ecologically significant objects are planned, a map-scheme and a description of the route are drawn up, the total length of which should not exceed 1 - 1.5 km. She developed the following routes: "Trees on our street", "Landscape of the surface of the earth." Excursions were carried out along these routes at different times of the year and the children noted the changes that occurred with the objects. (See Appendix "Routes to Nature")

In order for children to be able to successfully learn not only the external, visual properties of the surrounding objects and phenomena, but also their internal connections and relationships, they developed the ability for the initial forms of generalization, inference and abstraction, carried out not in a conceptual, but mostly visually - figurative form, in the process of activity with cognizable objects, objects, a program has been developed in the preschool educational institution circle classes on children's experimentation "I want to know everything."

In the course of experimental-cognitive activity, situations are created that the child resolves through experimentation and, analyzing, draws a conclusion, a conclusion, independently mastering the idea of ​​a particular physical law, phenomenon.

In everyday life, children often experiment with various substances themselves, trying to learn something new. They dismantle toys, observe objects falling into the water (sinking - not sinking), testing metal objects with their tongues in severe frost, etc. But the danger of such “independence” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances, elementary safety rules. This was the reason for creating a program of experimentation. An experiment specially organized by the teacher is safe for the child and at the same time acquaints him with the various properties of the surrounding objects, with the laws of the life of nature and the need to take them into account in his own life.

The program involves -15 lessons, 1 time per week, duration

minutes. Class notes were developed, visual material was selected. In the plans for further work, drawing up a long-term plan for teaching children's experimentation in the older group.

For the organization of children's experimental activities in groups of senior preschool age, experimental activity centers are equipped. They have the necessary material and technical equipment:

Visual pictures and photos by topic

Reproductions of paintings of the seasons

Thermometers, rulers, meter

Napkins, scissors, thread, pins, nails, paper clips

Glasses, trays, molds for freezing

Funnels, measuring spoons, glass rods

Different types of watches

Globe, sun and earth model

Map of the hemispheres, large atlas of the Earth

Various encyclopedias

spirit lamp

Objects made of glass, plastic, natural and painted wood,

various metals

Soil, clay, sand, stones samples

Colored pencils, markers

Mirrors of various shapes, magnifying glasses

Various magnets

Rubber gloves

Circle classes are taking place according to the educational-game model, which uses the following methods and techniques:

- experimental games like "Sinking - not sinking", "Daw wanted to drink ...", "Soap bubbles", etc .;

- actions with a magnet, a magnifying glass, measuring instruments, pouring liquids, pouring bulk materials, etc. allow you to independently master the methods of cognitive activity;

- the observation of natural phenomena in real life prompts the search for an explanation of the causes of the appearance and formation of natural phenomena;

- consideration of schemes for experiments, tables, simplified drawings makes it possible to simplify the understanding of complex phenomena at the preschool level;

- the use of encyclopedic data increases interest in the problem under discussion;

- dramatization: the child takes on the role of Dunno-Why, then the role of an experimenter who knows how to explain everything.

And also by experimental research model. It uses the following techniques and methods:

- questions of the teacher that encourage children to formulate a problem;

• schematic modeling of the experiment (creation of a scheme for conducting);
• questions that help clarify the situation and understand the meaning of the experiment, its content and natural patterns;
• the “first try” method of applying the results of one's own research activities.

The fixation of facts and results takes place in the form of modeling - using calendars or diaries of observations.

This kind of experimentation provides a solid empirical basis for understanding natural addiction. Understanding the nature of the relationship of living beings with the environment occurs at the final stage of experimentation - a special lesson. The discussion goes in a certain sequence, namely: the state of the objects at the beginning of the experiment (the same); state of objects at the end of the experiment (various); comparison of experimental conditions, identification of identical and different environmental factors; conclusion about the dependence of the different state of objects at the end of the experiment on the impact of different external conditions.

I have developed a plan for circle classes on children's experimentation for children of the older group. In the future, I plan to summarize the experience of working on the pedagogical council and approve it as a plan for circle work.

Also used in the work game learning situations (ITS):

• from analogue toys (plastic Christmas trees, mushrooms, fruits and vegetables, figurines of fish and animals or pictures that are compared with living objects),
• -from literary characters (heroes of fairy tales come to children and participate in a wide variety of activities, they can play the role of a hero who is knowledgeable, well-informed in any material or, conversely, a naive simpleton who knows nothing),
• —ios type travel (travel is a collective name for various kinds of games in visiting the zoo, museum, excursions, hiking, expeditions, trips). The children of our group enjoy playing the story games "Travelers", "Tourists".

Develop positive emotions in relation to nature help transformation games aimed at developing a child's sympathy for animals, plants, objects of inanimate nature. We also use other types of games. For example:

• didactic games : “Who lives where?”, “Ecological pyramid”, “Water cycle in nature”, “What grows where?”, “Guess the rule”, “Find a couple and name”, “Seeds and leaves”, “Ring of Lull”, "The life cycle of a frog (fish, oak, pea)", etc.
• verbal and didactic : “Finish the sentence”, “Riddles of the description”, “What happens in winter?”, “Flies - does not fly”, “Fish - river or sea”, etc.
• outdoor games: “Sparrows and a car”, “Find a tree”, “At the bear in the forest”, “Migratory birds”, “Fire, earth, water, air”, “Copper stump”, etc.

In the older group, the independence of children is intensively growing, it becomes possible duty of children in a corner of nature.

Duty in the corner of nature is as follows:

1. Inspection of indoor plants.
2. Practical implementation of all operations to create the necessary conditions
3. Final short-term observation of plants in newly created favorable environmental conditions.

A corner for duty is equipped: aprons, rags are sewn, sprayers, scoops, rippers, a sieve, brooms, brushes, watering cans are purchased.

We organize duty in the corner of nature as a joint activity of the same children for several days. During this time, children are able to understand the meaning and significance of the mandatory care of natural objects, acquire initial practical skills.

After the children acquire the first skills and know the objects of labor well, from time to time we organize collective work. With a subgroup of children (5-10 people) we organize a “general cleaning” in a corner of nature.

A lot of labor activities take place in the kindergarten area. In the garden we get acquainted with various vegetables and even grow seeds, water, fertilize, field, and at the end of summer we harvest. Seeds were collected in the flower garden in autumn, and cotton bags were sewn to store them. They observed and participated in the planting of flowers, during which they learned how bulbous and tuberous plants reproduce. In winter, we organize a "windowsill garden" - we sow oats for animals. Since they need vitamins especially in winter and spring, when there is no greenery yet. In a box in the spring, children sow seeds of garden crops: parsley, dill, tomatoes, cucumbers, watch their growth, water them, loosen them, and transplant them into open ground.

We proceed from the fact that labor in nature- this is, first of all, a humane attitude towards all living things that surrounds the child, this is an understanding of the prosperous or unfavorable state of plants, this is the desire that they feel good and comfortable. And only secondarily, labor in nature is the right actions and operations with care items and equipment.

To help children understand the meaning of caring for nature, the meaning of the environmental role of various labor activities in a corner of nature, on a site, in a park, forest, aimed at creating or maintaining good conditions for plants and animals in the immediate environment, we annually conduct "Panorama of Good Deeds". This pedagogical technique encourages in children initiative, elementary independence, the desire to do good deeds, to show conscious care for living beings with whom children come into contact.

In the senior group, the panorama is depicted in the image of the sun. Each child has his own ray, on which we mark the good good deeds of each child with stickers. In the preparatory group, the panorama has several headings: 1) good watch in a corner of nature; 2) production of posters for promotions; 3) hanging posters; 4) activity and initiative in the winter feeding of birds; 5) good deeds at home (with plants, animals, on walks in nature); 6) any good independent actions of children, their initiative; 7) interesting observations in nature; 8) independent cultivation of plants; 9) nature in children's creativity. The last column is a summing up: the number of meritorious points scored by each child. To denote good deeds, we use symbolic drawings.

Quite often, children, their parents and employees brought unusual natural “souvenirs” found on vacation or on trips to the kindergarten. Thus, in a short period, a collection of unusual wildlife exhibits was assembled in the kindergarten, which led to the idea of ​​creating museum of nature. The collections of shells from the southern seas, minerals from the Bashkir mountains, forest gifts, richness of fields and meadows became its best decoration. Sections of the museum were gradually identified: "The nature of our region", "Exotic natural phenomena", "Environmental activities of the kindergarten", "Wall panels".

The first exposition is photographs, paintings, drawings, herbariums, postcards, books, booklets, which show the flora and fauna of the Republic of Bashkortostan.

The second section is the materialized impressions of children and adults about the nature of distant places. Exhibits, supplemented by eyewitness stories, arouse children's interest in unfamiliar natural phenomena.

The third exposition is a kind of illustrative history of nature-creative activities of the kindergarten: photo albums, videos, which reflect environmental clean-ups, actions, walks in nature, winter feeding of birds, holidays and much more.

The fourth exposition presents two topics that are close and understandable to children: “Forest and its significance in human life”, “Water in nature and human life”, “Magic transformations”, “Traveling of droplets” (water cycle), designed in the form of wall panels.

Visual aids help to form in children the initial ideas about the cyclical nature of natural phenomena, that nothing in nature disappears without a trace.

An interesting and effective method is making copies of the books "Ecology in Pictures" . To do this, after reading each story, the children draw illustrations for its content. The story itself is typewritten. We collect the title page, printed stories and children's illustrations for them in a binder. Children demonstrate these books as the result of a joint effort, a collectively acquired interest in natural phenomena.

Just like homemade books, we make children's drawings according to speech logical tasks , described in the manual N.F. Vinogradova "Mental education of children in the process of familiarization with nature." A speech logical task is a riddle story, in this case about nature, the answer to which can be obtained if the children have clarified for themselves certain connections and patterns of nature. This methodological technique develops the most important "sign of thinking" - the ability to single out the essential, to independently approach generalizations. Children define and formulate connections, patterns, conditions.

For example, in spring there are a lot of blooming dandelions, children collect small bunches, but do not notice the peculiarities of this flower - they do not notice that its petals open in the morning and close in the evening. In order for them to pay attention to such an interesting phenomenon, children are invited to listen to the first part of M. Prishvin's story "Golden Meadow". Then, for several days, children are invited to observe how, when and why the color of the lawn on which dandelions grow changes. Children notice that the flowers close every evening and open again in the morning. Listening to the end of M. Prishvin's story confirms the correctness of children's reasoning. ( See Appendix "Mysteries of Nature").

An important form of environmental education is environmental actions in which kindergarten staff, older preschoolers and their parents participate.

In winter, before the New Year, we carry out the action "Live Christmas Tree - Green Needle". First, a conversation was held about the green beauty, then a cycle of observations of her. Then we invite the children to draw posters on which they depict their careful attitude to the Christmas tree: how beautiful, fluffy, slender it is and how sorry it is to look at it when it is cut down and only a stump remains. completed the drawings, then we went and hung these drawings - posters in public places. In the spring, they held the action "Take care of the primroses", in which children called for taking care of the first spring flowers.

The significance of actions in environmental education is extremely high: participation in real practical activities that go beyond the life of a kindergarten affects not only the consciousness of the people who prepare and carry them out, but also the consciousness of the surrounding population.

Traditional steel ecological holidays and entertainment where the results of working with children are fixed. The traditions of interaction with nature among the peoples inhabiting our region go back to the distant past. Studying the materials of the ethnopedagogical heritage of different peoples living on the Bashkir land, and, above all, the indigenous people, who have lived in harmony with nature since ancient times, in our practical activities we try to acquaint children with the traditions and customs of different peoples associated with the natural world and educating respectful, kind and careful relation to the native land.

When holding holidays, we rely on the folk calendar, widely use folk riddles, proverbs, sayings, incantations. Characters interesting for children participate in the holidays - Baba Yaga, Dunno, Learned Crow, Urman - babai, girl Umyrzaya. All these roles are performed by employees. Together with the music director, ecological and folklore holidays were held: “New Year near a living Christmas tree”, “Autumn”, “Rook porridge”, “Shrovetide”, “For melt water”, “Earth Day”, “Where does Urman Babai live?” . During the holidays, all members of our team experience, experience joy, pleasure, feel unity with children, cooperation.

In the matter of environmental education of children, we do not leave parents aside, because only by joint efforts can we solve our main task - educating a citizen of the new Bashkortostan, an environmentally literate person who will live in the 21st century. Working with parents on environmental education of children, we use the following forms - parent meetings, conversations, consultations, questionnaires, poster - stands, subbotniks, fairs, "Open Days", games - quizzes, promotions, holidays. For example, together with the parents, the game "Our Correspondents" was organized. Children with the help of their parents (from the media and books) learned about the events taking place in nature: floods, earthquakes, forest fires, drought, the birth of rare animals, environmental disasters, etc. Then the children told about this to the children in the group. Each message was reflected on the "TV screen" with a "microphone" sticker. In such events, children get closer to their parents, which has a positive effect on the upbringing of children. Sometimes parents themselves learn from children about relationships with nature, with each other, with adults.

Diagnosis of knowledge and attitudes of children to nature.

Specially carried out diagnostics makes it possible to more objectively, more thoroughly and accurately record the shifts in the ecological upbringing of each child. In the program "Young Ecologist" there are two main categories - "environmental knowledge" and "attitude", while the second is the leading and broader one. "Attitude" accumulates knowledge and emotions at the same time, contains intellectual and sensual components. We conduct diagnostics twice a year - at the beginning and at the end of the academic year. To identify "environmental knowledge" we use the following games: "Tour around the corner of nature", "Tour around the garden area". Children are asked a series of questions, the difference in answers reflects the different volume and content of knowledge that children acquire at each age. Revealing the relationship of children to nature, in addition to long-term observations, we conduct natural experiments in the form of specially organized situations “Volunteer helpers”, “Food ran out”.

We enter the results in tables and draw conclusions about the dynamics of the development of knowledge and attitudes of children to nature. Positive dynamics allows us to conclude that the work carried out has been effective.

Interesting and results parent surveys .

• 100% of parents know that the kindergarten deals with the issues of environmental education of children and feel it in their children (they talk a lot, often ask to have an animal, pay attention to the surrounding nature, ask to be taken to a park or forest, read about nature);

• parents' support for the work carried out in kindergarten is manifested in the fact that they bring food for animals, are interested in classes, participate in subbotniks, fairs, holidays, promotions; they teach them to work in their garden, watch programs about animals, buy books, go to nature, etc.;

• all families have indoor plants at home, 60% have books and films about nature, 50% have animals at home;

• 88% of children have the opportunity to observe and work at their summer cottage;

• all 100% of parents strive to acquaint children with the rules of behavior in nature;

• to the question “How can you help a kindergarten in ecology?” 46% of parents found it difficult to answer, and the remaining 54% offered specific assistance in planting trees, purchasing houseplants, seedlings, animal feed, participating in subbotniks and fairs.

The analysis of the survey showed that cooperation with parents in environmental education serves to increase the efficiency of the work being done, and also influences the formation of parenting skills, maintains their confidence in their own pedagogical capabilities.

CONCLUSION.

Thus, as a result of in-depth work on the program "Young Ecologist" S.N. Nikolaeva is the favorable environment created in the preschool educational institution. An atmosphere of friendly interaction between adults and children, trusting relationships with preschoolers and their parents. An enriched green zone, ecological and health-improving living conditions for children have been created in the groups. Children have developed ecologically correct behavior when interacting with living objects that are nearby.

The work on environmental education caused the need to purchase paintings, slides, tape cassettes with recordings of nature sounds, noises, environmental fairy tales, making manuals and dummies on their own. Difficulties in organizing long-distance excursions were solved with the help of parents and the administration of the kindergarten.

In order to improve her knowledge of ecology, professionalism, she began to select and purchase literature of biological and ecological content; developed the program of the ecological circle “I want to know everything!”. Since the program of S.N. Nikolaeva "Young Ecologist" and the requirements of the state standards of the national-regional component for the development of the ecological culture of children are similar in content, the work on its implementation did not cause any particular difficulties.

Nevertheless, with the help of parents and cooperation with the Ecological Center of the Ordzhonikidzevsky District, I would like to continue creating a more enriched and diverse natural environment in the kindergarten area: plant young trees and shrubs, set up a phyto-garden. In the future, I plan to continue mastering the technology of environmental education of children and improve my skills in using the methods and forms of environmental work with children.

Title: Creative report on ecology "Cognitive development of preschool children in the process of environmental education"

Position: educator
Place of work: MBDOU No. 219
Location: Bashkortostan, Ufa

Let everything be fine in a person.

And thoughts, and deeds, and soul!

In harmony with nature and with yourself

In the world for babies to live,

Educate in children, take care,

Keep the ecology of the soul!

In our time, the problem of environmental education has come to the fore, and more and more attention is being paid to it. 2013 has been declared the Year of Environmental Protection in Russia and our republic. Why have these issues become relevant? The reason is in human activity in nature, often illiterate, wasteful, leading to a violation of the ecological balance.

Each of those who harm nature was once a child. That is why the role of preschool institutions in the environmental education of children is so great, and this work must be started from an early age.

The formation of an ecological culture is a long process. Preschool childhood can rightfully be considered the beginning of the formation of the ecological orientation of a person, since it is during this period that the foundation of a conscious attitude to the surrounding reality is laid, interest in nature and the problems of its protection develops, skills of cultural behavior in nature are developed, vivid, emotional impressions are accumulated that last for a long time. remain in a person's memory.

Already from preschool age, it is necessary to lay in children the idea that a person needs an environmentally friendly environment. That is why it is so important to teach a child to preserve the beauty of nature, so that during this age period he understands how valuable health is and strives for a healthy lifestyle.

The natural world is amazing and beautiful! However, not everyone is able to see this beauty; a variety of colors, shapes, a variety of colors of the sky, leaves, water ... the ability to "look" and "see", "listen" and "hear" does not develop by itself, is not given from birth in finished form, but is brought up. Nature is an endless source of emotional states, an unquenchable desire to know. Therefore, in my work I pay great attention to the environmental education of children. The goal of ecological education is the formation of 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. My experience shows that at the senior preschool age, children easily acquire a complex of environmental knowledge if the knowledge is presented in an accessible and exciting way and if the child's interest in natural phenomena is taken into account. Knowledge is not an end in itself in environmental education, but it is a necessary condition for developing such an attitude to the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest, humanistic and aesthetic experiences, the practical ability to create around oneself, to handle things with care, not only because that this is someone's work, but also because materials taken from nature have been spent.

Goals, which I have pursued:

To give children elementary ideas about ecology; to form an ecological culture and the correct attitude towards objects of animate and inanimate nature

Awareness of research as a way of knowing the world around. With the help of games, setting up experiments, conducting experiments, introduce children into the complex world of the relationship between man and nature.

Forms and methods of work:

Environmental education is one of the effective conditions for intellectual, creative, emotional, aesthetic, and physical development. Children, like young scientists, study various plants. My task is to help preschool children to discover themselves in the world around them, to discover this wonderful world for themselves, to perceive its values ​​and understand its interconnections, to see a unique miracle in everything around, to teach a child a sensitive and careful attitude to what surrounds him, to cultivate love to nature. I try to explain to children that we are part of nature, not its "kings", we need to coordinate our needs with environmental requirements, and I also try to educate them in respect for all forms of life. Impressions from native nature received in childhood are remembered for a lifetime and often influence a person's relationship to nature, to the Motherland. Every child is a little explorer who discovers the world around him with joy and surprise. Children strive for vigorous activity, it is important not to let this desire fade away, to promote its further development. The fuller and more varied children's activities, the more successful the child's development is, the first creative manifestations are realized.

One of the most important conditions for the implementation of the environmental education system isorganization of a subject-developing environment . In our group, I tried to create an environment in such a way that it would contribute to the development of the child, shape him as a person, and also created conditions for the formation in the child of elements of ecological culture, environmentally literate behavior. Therefore, I try to build the learning process in such a way that children receive basic environmental knowledge using visual and practical methods. To this end, she created an ecological laboratory in the group, where children make the simplest experiments and make observations, which are recorded in a special journal “Our Observations”. Material for experimentation is placed here (glasses, tubes, a microscope, magnifiers, scales, hourglasses, cotton wool, etc.), boxes with soil, with natural fossils, plants that are being cared for and observed. A corner of nature serves not only as a decoration for the group, but also as a method for the self-development of children. There are encyclopedias, illustrations of animals and plants, various collections of bird feathers on a convenient and accessible for children shelf nearby. Bark of trees, stones, cones of coniferous trees and much more.

Our kindergarten is located in a unique natural area, nature itself has created different types of landscapes. Near the kindergarten there is a forest area. Twoecological trails . A small path - along the territory of the kindergarten, a large one - to the forest. The children and I make play trips through the forest, in the field, in the garden, etc. Preschool children have truly enormous opportunities and abilities to learn. In them, by nature, the instinct of knowledge and study of the world around is laid. I, as an educator, must help children develop and realize their potential. An ecological path helps a child to understand the general connection of a living organism with the external environment, since it solves numerous pedagogical, psychological and environmental problems. In excursions and observations on ecological paths, walking areas, children get a direct idea of ​​the objects and phenomena that surround them. On the territory of the kindergartengarden. Where the guys and I plant onions, beans, carrots, and beets in the spring. And then we observe the process of seed germination, water, care for and harvest in the fall. It is important for children to touch the object, to touch it in order to understand. Traditional Chinese wisdom says "show me - I will forget, tell me - I will remember, let me touch - I will understand." I try to build my work in accordance with this wisdom. Also on the territory of our kindergarten there arenatural meadow area . In summer, it attracts children with its beauty, tall grass and a "sea" of dandelions. This flower causes strong emotions in children, their first impulse is to pick it. I teach children to refrain from this desire: after all, picking a flower means destroying it! For us, lay down is a place of "scientific research". Watching the dandelion, examining it, the children and I found out that it reacts to changes in the weather and time of day: it turns the corolla towards the sun, closes at dusk and before rain. And also the children personally observed the formation and distribution of dandelion seeds. From informative conversations, the children learned about the purpose of the individual parts of the dandelion - the stem, leaves, roots, flowers. The children were convinced of the truth that a dandelion is a living organism: it grows, multiplies, and reacts to some external influences. But observations were made not only for the dandelion, but also for other flowers of the meadow. Armed with magnifiers, the guys and I explored every corner of it.

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

On walks, we get acquainted with the changes in nature by seasons (length of the day, weather, changes in the life of plants and animals, people's work). We also organize experiment games with natural materials (sand, water, snow, leaves, fruits). For such games on the site we have such equipment as a box with sand, a pool, scoops, molds, gloves. It is on a walk that children get acquainted with the properties of sand, earth, clay, snow, ice, water. In addition, various game exercises are used "Find by description", "What grows where", "Find out and name", "Top-roots", "Riddles about animals", games for recognizing trees, shrubs, flowers, animals (by sounds , footprints, etc.). Children are very fond of playing games with toys driven by the wind "Sultans", "Colorful Ribbons". Through games, children can determine the strength and direction of the wind, its contrast.

Another interesting form of work with children isstock. In my group, I developed and carried out a number of environmental campaigns: “Plant a tree”, “Beautiful kindergarten”, “Give a flower to kindergarten”. The main goal is to educate children in a humane and valuable attitude towards nature. In the action, which is now taking place “My home is a clean planet! ”I want to convey to the minds of children the folk wisdom “purely not where they clean, but where they don’t litter.”

In my work with children, I use the following form of work:project . This approach makes it possible to ensure the consistent development of environmental knowledge by children, consistency, the transfer of environmental ideas to the level of beliefs, behavioral motives. I introduced such projects as the "Laboratory of Magic", where the children and I set up a variety of experiments and experiments; "Opening a bird canteen!", the purpose of which was to cultivate a caring attitude towards birds, to develop an interest in research activities, through labor activity.

Cycledirect educational activities, using experiments about water "Earth - a blue planet" and about air "Air-invisible"

Purpose: to develop an idea of ​​​​water and air as the source of life for all life on planet Earth on the basis of research activities.

We spend monthly in kindergartencompetition of children's drawings and crafts "The Seasons", "The World Through the Eyes of Children", "How I Spent the Summer", "Leaf Fall", "Winter-winter", "The snow is melting, the meadow came to life". Or such a competition "The best crafts made from natural material." Children try at home to involve their parents, grandparents, sisters and brothers in making crafts. The drawings showed an example of a positive attitude towards nature. Children draw pictures and create collages in which they reflect their vision of the state and conservation of nature, sing of its beauty.

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

We are working very closely on environmental education.with my family . Only by relying on the family, only by joint efforts can we solve the main task - educating a person with a capital letter, an environmentally literate person. In working with parents on the environmental education of children through experimental activities, I use both the traditional form (parent-teacher meetings, consultations, conversations) and non-traditional ones (business games, direct telephone, round table, discussions). For example, when organizing a parent-teacher meeting on the topic "Tasks of environmental education", she conducted a preliminary survey of parents in order to clarify their understanding of the problems associated with environmental education. We started the parent meeting with KVN between a team of children and parents, then, after the children left, we analyzed this event together with the parents and drew conclusions.

Parents are very interested in such a form of work as consultations, layout folders, for example, "Experiments and experiments with children at home". Parents themselves learn and experiment with children at home with great interest. We showed our parents about our achievements in open classes and quizzes, such as KVN, "Experimenting Together", "I'll tell and show what I know." After watching, you can talk with parents, give specific advice, recommend that children make sketches about nature at home, look at pictures and illustrations about nature, watch some television programs, set up joint experiments at home, etc.

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

To solve the problems of environmental education and development, I rely on the program "Young Ecologist" S.N. Nikolaeva, "Discover yourself" E.V. Ryleeva, "Our home is nature" N.A. Ryzhova, "Semitsvetik" by Ashikovs, "We" by N.N. Kondratieva.

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

The beginnings of ecological culture in children have been formed;

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

Children learn practical actions to protect nature;

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

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

This academic year, I plan to organize a "Young Ecologist" circle, which will allow me to meet the individual needs and needs of children. The circle will be of an integrated nature, built on the interaction of natural history knowledge and the child's activities. I will continue to work on the environmental education of preschool children.

Everything good in people comes from childhood!

How to awaken the origins of goodness?

Touch nature with all your heart:

Surprise, learn, love!

We want the earth to flourish

And grew like flowers, kids,

So that for them the ecology becomes

Not science, but part of the soul!