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Ecological education of children in kindergarten. How to conduct an environmental lesson in kindergarten. Theoretical aspects of environmental education in preschool educational institutions

The ecological state of our planet requires human society to understand the current situation and to be conscious of it. The initial stage of preschool education and upbringing is very important in ecological education. It is at preschool age that the foundations of a person's worldview are laid, his attitude to the world around him is formed.

Environmental education at preschool age is just beginning, grains of environmental knowledge acquired in childhood will help the child navigate the surrounding reality, correctly understand it. But most importantly, they will lay the foundation for a conscious attitude towards nature, the definition of one's place in it in the future. The teaching staff of our preschool educational institution believes that an important aspect of environmental education is the development of a humane feeling, an effective attitude towards the world around us, the development of a willingness to work with joy, create, and help others. Independent deeds and actions of children are already a criterion of ecological culture.
Our kindergarten has been working on the problem of environmental education for a long time. It is based on the main educational program of the preschool educational institution, and we also use the technologies of the N.N. Kondratieva "We".

Purpose of the program: to form ecological education of preschoolers.

Tasks:

  • - ra to develop in preschool children ecological ideas, knowledge about the value of nature and the rules of behavior in it;
  • - to form the skills of various activities in nature and the formation of environmentally oriented interaction with its objects;
  • - to help children to accumulate emotionally positive experience of communication with nature.
  • The success of the program implementation is ensured by several mandatory conditions:
  • - the readiness of the teacher to implement the environmental education of children;
  • - personality-oriented interaction between an adult and a child in the process of mastering the program;
  • - constant communication of children with the nature of the immediate environment;
  • - building an ecologically developing environment in a preschool institution;
  • - active participation of parents in the educational process;
  • - the establishment by the teacher of the preschool educational institution of relations with the school, public organizations, institutions of additional education.
  • When building a system of environmental work, we paid special attention to the following main areas:
  1. The cognitive direction of work includes a cycle of cognitive activities (the following forms are used: didactic games, conversations, travel, performances, quizzes), which contribute to a deeper expansion of the ecological knowledge of pupils.
  2. The cognitive and entertaining direction of work aims to introduce children to the components of animate and inanimate nature, the impact of human activity on these components in a playful and entertaining way: these are theatrical performances on an environmental theme, holidays, matinees, environmental games, travel games.
  3. The study of flora and fauna, landscapes of the native land, associated with practical matters (practical direction of work) - joint actions with parents on planting group rooms, the territory of the preschool educational institution, working in the garden, planting trees and shrubs, decorating flower beds, actions for the protection of rare flowers, feeding birds, making and hanging feeders and birdhouses, contributed to instilling a careful attitude of pupils to their native nature.
  4. The research direction of work is carried out within the framework of the following activities: project activities, excursions into nature, tourist walks, phenological observations, experiments that contribute to the development of thinking, analysis of the results obtained.

    Ways to implement the system of environmental work in preschool educational institutions:
    - creation of conditions (greening of the developing environment, software and methodological support);
    - improving the environmental awareness of teachers;
    - updating the content, forms and methods of working with children;
    environmental education for parents.

    Systematic work with personnel, understanding the significance of environmental problems - all this allows us to carry out extensive targeted activities with children in this direction. Problems of environmental education are regularly discussed at consultations, seminars, teachers' councils.

    Ecological education of preschool children can be considered as a process of continuous education and education of parents, aimed at the formation of an ecological culture of all family members. Working with parents is no less important and more difficult than working with children. We pay special attention to the joint activities of children and parents, since it is through activity that a person influences the world around him. In addition, it promotes cooperation, emotional, psychological rapprochement between a child and an adult, enables the child to feel like an "adult" (during a hike or environmental campaign), and an adult to better understand the child. We hold exhibitions of joint drawings of posters, models, handicrafts from waste material, photographs, we involve parents in the design of nature centers, laboratories, libraries, environmental campaigns (cleaning the territory of the kindergarten and around it, planting trees, making birdhouses and feeders, etc.). e.)
    Preschoolers are very inquisitive, they look at the surrounding reality with interest, strive to penetrate its secrets, therefore we use active forms and teaching methods - experimentation, experimental work, walks, excursions, etc.

    The system of work with children includes:
    -seasonal thematic planning of direct educational activities;
    - creation of an ecological - developing environment (nature centers, nature laboratories, ecological trail);
    - organization of joint activities (holidays, observations, ecological path, pharmacy garden, vegetable garden, work in nature);
    - reading fiction;
    -growing greenery in the winter-spring period ("garden on the window");
    - game activity as the main form of children's activity;
    -health ecology (breathing exercises, music therapy, motor activity, hardening, ecological and psychological training);
    -creation of a system of environmental work (author's development of classes, work with parents, with public organizations, methodological and information support, etc.).

    1. ​ Creation of an ecologically developing environment, conditions for a healthy lifestyle of children is the most important condition for the effectiveness of our work. The ecological development environment consists of various elements, each of which performs its own functional role:

Preschool age is a valuable stage in the development of human ecological culture. During this period, the foundations of the personality are laid, including a positive attitude towards nature, the world around. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to form ecological knowledge, norms and rules of interaction with nature, foster empathy for it, and be active in solving some environmental problems. At the same time, the accumulation of knowledge in preschool children is not an end in itself. They are a necessary condition for developing an emotional, moral and effective attitude to the world.

Kindergarten is the first link in the system of continuous environmental education, so it is not by chance that teachers face the task of forming the foundations of a culture of rational environmental management among preschoolers.

The upbringing of a caring attitude towards the natural environment in young children is laid down in the family and continues to take shape in the preschool years in kindergarten. In the “Kindergarten Education Program”, the education of love and respect for nature in preschoolers is provided for in a special section.

The program has two important objectives:

1) education in children of love for their native nature, the ability to perceive and deeply feel its beauty, the ability to take care of plants and animals;

2) communication to preschoolers of elementary knowledge about nature and the formation on this basis of a number of specific and generalized ideas about the phenomena of animate and inanimate nature.

Environmental education is carried out in kindergarten through the entire pedagogical process - in everyday life and in the classroom. In the implementation of the tasks of environmental education, the natural environment in kindergarten is of great importance. These are corners of nature in all groups, a room of nature, a winter garden, a properly designed and cultivated area, which make it possible to constantly communicate directly with nature; organizing systematic observations of natural phenomena and objects, introducing children to regular work. On the site, you can create a special nature site, a natural corner with wild plants, lay a nursery, outline an ecological path, allocate a corner to help the living “Aibolit”, a corner of the “Green Pharmacy”, make a stream, a pool, etc.

In addition to creating the conditions described above, environmental education requires a unique approach to children. I have developed a program on ecology "Friends of Nature", according to which environmental education is carried out not in isolation, but in connection with moral, aesthetic, labor education. The developed program is aimed primarily at developing a humane attitude towards nature and involves the participation of children in the feasible work of caring for plants and animals, as well as their mastering the norms of behavior in the natural environment and environmental protection skills. The study of the material goes from age to age according to the principle “from simple to complex”. As the knowledge and skills of children improve, the content of caring for plants and animals becomes more complicated.

Program objectives come down to the following:

2. To educate in preschoolers a humane-valuable attitude towards nature.

3. Cultivate love for the animal and plant world.

4. To form in children environmental knowledge, culture and attitude towards nature.

5. Inform preschoolers about the environmental situation in the city, region, world and its impact on people's health.

The success of the implementation of this program depends on the close cooperation of preschool teachers, administration and parents.

Tasks of teachers come down to the following:

1. Create conditions for the formation of elementary biological ideas:

    to acquaint with the development of life on Earth (talk about the origin, variety of life forms: about microorganisms, plants, animals, their origin, features of life, habitat, etc.);

    to provide an opportunity to master educational material in an accessible form;

    to form an emotionally positive attitude towards nature.

2. Provide conditions for the development of environmental awareness:

    to acquaint with representatives of animate and inanimate nature;

    talk about the relationship and interaction of all objects of nature;

    to promote the formation of a consciously correct attitude to the planet Earth (our common home) and to man as part of nature;

    to acquaint with the problem of environmental pollution, with the rules of personal safety;

    promote the development of a careful and responsible attitude towards the environment;

    create conditions for independent activities to preserve and improve the environment.

The active assistance of the administration of the preschool educational institution and the observance of the sequence of the main stages of work (goal setting, analysis, planning, choice of programs and technologies, practical activities, diagnostics) are the key to the effectiveness of solving the problem of introducing environmental education into the pedagogical process.

Program Success provided by the following pedagogical conditions:

1. Creation of the ecological environment in the preschool educational institution.

2. The readiness of the teacher to implement the environmental education of children.

3. Personally-oriented interaction between an adult and a child in the process of mastering the program.

4. Active participation of parents in the educational process.

5. Establishment of links by the teacher with the school, public organizations, institutions of additional education.

The following conditions have been created in the preschool institution "Golden Fish" for the implementation of environmental work with children of preschool age:

    Winter garden with live pets (goldfish, parrots, guinea pig, rabbit);

    Greenhouse;

    Summer greenhouse;

    Corners of nature in all age groups.

A feature of environmental education is the great importance of a positive example in the behavior of adults. Therefore, educators not only take this into account themselves, but also pay considerable attention to working with parents. Here it is necessary to reach full mutual understanding.

Parents should realize that it is impossible to demand from the child the implementation of any rule of conduct if adults themselves do not always follow it. For example, it is difficult to explain to children that nature should be protected if the parents do not do it themselves. And the different demands made in kindergarten and at home can cause them confusion, resentment or even aggression. However, what is allowed at home does not necessarily have to be allowed in kindergarten and vice versa. It is necessary to highlight the main thing that will require joint efforts from teachers and parents. It is necessary to consider and discuss the results obtained and make a joint decision on the final list of vital rules and prohibitions. Having chosen several methods of positive regulation of children's behavior as a model, we can reveal them with specific examples.

It is possible to educate children in a positive attitude towards nature only when the parents themselves have an ecological culture. The effect of raising children is largely due to the extent to which environmental values ​​are perceived by adults as vital. A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family. Children are very sensitive to what they see around them. They act like the adults around them. Parents should be aware of this. That is why, before starting environmental work with children, I started working with parents.

I work with parents in the form of meetings (general and group) in order to inform parents about joint work and stimulate their active participation in it:

    familiarization of parents with the work of preschool educational institutions on ecology (open classes, special expositions, videos, etc.);

    organization of various events with the participation of parents (including using their professional experience as a medical worker, forester, fireman);

    familiarization of parents with the results of children's education (open classes, various general events, information in the corners for parents, etc.);

    hiking trips to nature, competitions “Dad, mom, I are a healthy family”, etc.

At the general parent meeting, parents got acquainted with the subject of ecology, the components of ecological culture, the process of forming ecological knowledge and attitudes towards nature, the methods of ecological education of children, listened to a story about how much acquaintance with nature gives the mind and heart of a child, saw group corners of nature, Winter a garden, a greenhouse and a greenhouse of a kindergarten that amaze with a variety of exotic plants, an aquarium with huge goldfish, parrots, a guinea pig, beautiful bouquets of autumn leaves, ekiban, etc. Testing and questioning were conducted among the parents. Together with the staff of the kindergarten and the parents of our pupils, a plan of work with parents was drawn up.

We advised parents to ask their children more often about how our animals live, what we feed them. Children often bring food for the inhabitants of the living corner.

We told parents what simple tasks for caring for animals and plants children do in kindergarten: pour food into the feeder, pour water into the drinker, feed the fish.

In the kindergarten, open days are organized annually, where parents are invited to see what animals and plants are in the “winter garden”.

Parents showed great interest in the exhibition of literature “Man and Nature”. An exhibition of methodological literature on keeping animals at home, articles from the magazines "Preschool Education", "Zozh" were organized here.

At preschool age, the child's imagination develops rapidly, which manifests itself especially clearly in the game and in the perception of works of art. Parents often forget that the most accessible, most pleasant and most useful of all pleasures for a child is when interesting books are read aloud to him. This must begin in the family. Interest in the book arises long before the start of school attendance and develops very easily. The book plays an important role in the aesthetic education of children. Much depends on what this first book will be. It is very important that the books that the child gets acquainted with are accessible to the little reader not only in terms of subject matter, content, but also in the form of presentation. The specificity of literature makes it possible to form love for nature based on the content of works of art. The works of such writers as V. Bianchi, M. Prishvin, K. I. Chukovsky, S. Ya. Marshak, A. L. Barto, S. Mikhalkov and others are suitable for children. The book for children contains a lot of interesting, beautiful, mysterious, because they really want to learn how to read, but so far they have not learned to listen to the reading of their elders.

Kids love fairy tales. Children of primary preschool age are most interested in fairy tales about animals. Older preschoolers prefer fairy tales.

At a younger preschool age, a child is attracted to light comic poems, nursery rhymes, and unheard-of poems. In order for poems, fairy tales or stories to be perceived by a child with interest and their aesthetic impact to be maximum, it is necessary to use a variety of expressive means of artistic reading: intonation, facial expressions, gestures, but at the same time a sense of proportion must be observed. The task is to familiarize the child with the beauty of nature through the image of plants and animals.

Seeing how a caring attitude towards all living things is being formed in children, parents readily respond to all requests. They made light, durable equipment for working with children in a corner of nature.

At the parent meeting, the principles of environmental education of the child in the family were discussed. Interested parents were invited to join the environmental club "Nature - Love - Beauty", which works once a week. The plan of work with parents in the club is reflected on the stand “For you, parents”. Here, throughout the school year, parents are given recommendations, various interesting tests, crossword puzzles, and consultations.

Parents freely attend classes on ecology. All this is done with the aim of informing parents about joint work, stimulating their active participation in it, etc. Thematic exhibitions of drawings on Nature Protection are organized for children and parents.

In addition, a radio lecture was held for radio listeners on radio “Xenia” of the Khangalassky ulus on the topic: “Love nature and you will be loved”, where the listeners were offered a conversation about the fact that every child should be in the fresh air as much as possible - this is absolutely necessary for him health. Small children do not walk alone - they are usually accompanied by their mothers, fathers, grandmothers. In any case, a walk is a wonderful time when an adult can gradually introduce the baby to the secrets of nature - living and inanimate, talk about the life of a variety of plants and animals. This can be done everywhere and at any time of the year - in the yard of a city and rural house, in a park, in a forest and in a clearing, near a river, lake or sea.

Introducing a child to the world of nature, an adult consciously develops various aspects of his personality, arouses interest and desire to learn about the natural environment (the sphere of intellect), arouses in the child sympathy for the “hard” independent life of animals, the desire to help them, shows the uniqueness of life in any, even the most bizarre form, the need to preserve it, treats it with respect and care (the sphere of morality). A child can and should be shown various manifestations of beauty in the natural world: flowering plants, shrubs and trees in autumn dress, chiaroscuro contrasts, landscapes at different times of the year, and much, much more. At the same time, an adult must remember that absolutely everything in nature is beautiful that lives in full-fledged (unspoiled, not poisoned, unlimited) conditions - this is the sphere of aesthetic feelings, aesthetic perception of the child.

So, educating children in love for nature, the ability to perceive its beauty is one of the important tasks of kindergarten. In this work, his first helpers should be his parents.

After familiarizing the parents with the environmental process and obtaining consent to work with their children, I began environmental education for children under the author's program "Friends of Nature", which is designed to work with children from 2 to 7 years old. The very name of the program contains the main idea and goal: to help the child learn to be friends with nature, to let the child understand that nature is our health, our life, without which everything else means nothing.

The long-term work plan of the environmental center "Friends of Nature" was drawn up taking into account the age characteristics of children on the principle from simple to complex with a developmental component. When drawing up the plan, I relied on the developments of M. D. Makhaneva, I. V. Tsvetkova, L. I. Grekhova, S. N. Nikolaeva, and others. The plan is based on the principle of repeatability. Each age group includes the following sections:

    Animals, birds and insects.

    Vegetable world.

    Inanimate nature.

    Seasons.

    relation to the natural world.

    labor in nature.

Classes in ecology are held once a week in subgroups (8-12 people), simple and complex. The concept of preschool education aims at the use of non-traditional forms of activities with children (travels in the forest, KVN, “What? Where? When?” “Field of Miracles”, “Ecological Kaleidoscope”, etc.). Combined and complex classes are interesting, in which the knowledge of nature is combined with artistic activity (speech, music, visual arts).

I use a variety of forms and methods of working with children. These are excursions, observations, viewing pictures, classes - conversations of a cognitive-heuristic nature, various role-playing, didactic and educational games, game exercises, experiments and experiments, environmental tests and tasks, video and audio recordings.

As far as possible, depending on the topic, I include corrective exercises, exercises to relieve emotional and muscle tension (“Flower”, “Cubs Recovered”, “North Pole”, etc.) in the classes. Using different types of classes, in my work on environmental education, I give priority to in-depth cognitive and generalizing classes, which are aimed at identifying causal relationships in nature, at forming generalized ideas. The classes with children on experimental activities in the “Laboratory of Nature” are very interesting. I ask children questions: “Which sand is lighter - dry or wet?”, “What sinks in water - stone, sand or wood?”, “What happens to salt, sugar, sand when they are immersed in water?”, “What will happen to a lit candle if you cover it with a jar? etc. After the children answer the questions, we conduct experiments.

A conscious, correct attitude to nature is based on the initial knowledge about the living. Systematic observations show that the difficulties in forming a humane attitude towards living things in nature are the result of insufficient knowledge of children about plants and animals as living organisms. This information should be provided in the form of a system of knowledge about plants and animals, a living organism based on the central connection - the interaction of the organism and the environment. Such a program contains knowledge about the complex of essential features of the living (the ability to eat, breathe, move, grow, develop, reproduce), its morpho-functional integrity, the specific relationships of plants and animals with the environment, the features of existence in an ecosystem (forests, meadows, reservoirs).

In order to activate and consolidate the environmental knowledge gained in the classroom, together with the music director, we hold musical and environmental entertainment and holidays (“Priceless and necessary water for everyone”), leisure evenings (“I love the Russian birch”), puppet theaters for kids on environmental topics.

The skillful organization of work with children in caring for animals in a corner of nature allows us to solve the problem of educating children in a humane and caring attitude towards the natural world.

Thus, in the work on the environmental education of children, it is necessary to use different forms and methods in a complex, correctly combine them with each other. The choice of methods and the need for their integrated use is determined by the age capabilities of the children, the nature of the educational tasks that the educator solves.

The effectiveness of solving the problems of environmental education depends on their repeated and variable use. They contribute to the formation of clear knowledge about the world around preschoolers.

The development of systematized knowledge about plants and animals as living organisms forms the basis of ecological thinking, ensures the maximum effect of the mental development of children and their readiness to learn ecological knowledge at school.

In preschool institutions, a good organization of diagnostic work on environmental education is necessary. Diagnostic work is included in the annual and calendar plans, there are diagnostic programs and conclusions on the analysis of diagnostic results. Psychodiagnostic examination of children is carried out using diagnostics containing game tasks.

To determine the level of formation of environmental knowledge of preschoolers, I use control tasks proposed by the candidate of pedagogical sciences O. Solomennikova. Analysis of the diagnostic results allows us to draw the following conclusions:

Firstly, at the present stage, the problem of environmental education of preschool children is relevant, which allows preschool teachers to be creative in solving this problem.

Secondly, the analysis of indicators of the greening of the pedagogical process in kindergarten, the results of testing and questioning among teachers and parents, the success of instilling an ecological culture at different age periods of the educational process and at all stages of preschool childhood allows us to conclude that all ongoing work on ecology efficient and gives positive results.

Thirdly, preschool children have become more literate in the field of ecology, namely: preschoolers have formed a system of knowledge about the environmental problems of our time and ways to solve them, motives, habits, the needs of ecological culture, a healthy lifestyle, the development of a desire for active protection environment within the kindergarten, their village.

Thus, it is clear that the ongoing work on the topic “Peculiarities of environmental education of preschool children” is effective.

Well, the most important thing in environmental education is the personal conviction of the teacher, his ability to interest the whole team, to awaken in children, educators and parents the desire to love, protect and protect nature and thereby be a role model for preschoolers.

Environmental education is officially recognized today as one of the priority areas for improving the performance of educational systems. Ecology is currently the basis for the formation of a new way of life. The leading activity in preschool age is the play activity of children. At the same time, more and more doubts about the correctness of this assumption are accumulating. For many years, science has been looking for truly children's activities that would be richly developed in preschool childhood without the help of adults and even thanks to their actions. Such activity, according to modern researchers, turned out to be children's experimentation.

Therefore, the problem of the formation of cognitive interest in children through experimentation is relevant. It is especially important for children of middle preschool age. Today's children live and are brought up in the era of informatization, in connection with situations of rapidly changing life, when a person is required not only to possess knowledge, but also, first of all, the ability to obtain this knowledge himself, operate with it, think independently and creatively. We want to see our children inquisitive, sociable, able not to get lost in the environment, solve problems that arise, independent and creative individuals.

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ESSAY

discipline: preschool psychology

on the topic: ENVIRONMENTAL EDUCATION IN KINDERGARTEN

INTRODUCTION 3-4

1. Ecological education of a preschooler as an important factor in the development of preschool children 5-9

2. Environmental education in kindergarten within the framework of GEF 10-15

CONCLUSION 16

LITERATURE 17-20

Introduction

Modern society needs a constructive personality, capable of cognitive and activity self-realization, of showing initiative and creativity in solving urgent problems. The fundamental principles of such a personality must be laid already at preschool age. The main problem of the work of preschool teachers is the development of the personality of a preschooler, his readiness for schooling.

Environmental education is officially recognized today as one of the priority areas for improving the performance of educational systems. Ecology is currently the basis for the formation of a new way of life.

With the adoption of the Law of the Russian Federation "On Education" and the Federal Law of the Russian Federation "On Environmental Protection", the prerequisites for the legal framework for the formation of a system of continuous environmental education and education of the population were formed.

The problem of the development of a preschooler, preparing him for school, is complex and relevant, its development is inextricably linked with the process of forming cognitive interest in preschoolers.

Cognitive interest is a consumer attitude of a person to the world, realized in cognitive activity to get acquainted with the outside world, characterized by the presence of interest in the task and its solution, the ability to mobilize one's knowledge and reasonably use it in practical activities.

Studies of teachers and psychologists show that in the presence of interest, cognitive activity in children of middle preschool age proceeds more intensively and productively. Preschoolers get tired less, knowledge becomes an exciting activity.

It is known that the leading activity in preschool age is the play activity of children. At the same time, more and more doubts about the correctness of this assumption are accumulating. For many years, science has been looking for truly children's activities that would be richly developed in preschool childhood without the help of adults and even thanks to their actions. Such activity, according to modern researchers, turned out to be children's experimentation.

Therefore, the problem of the formation of cognitive interest in children through experimentation is relevant. It is especially important for children of middle preschool age. Today's children live and are brought up in the era of informatization, in connection with situations of rapidly changing life, when a person is required not only to possess knowledge, but also, first of all, the ability to obtain this knowledge himself, operate with it, think independently and creatively. We want to see our children inquisitive, sociable, able not to get lost in the environment, solve problems that arise, independent and creative individuals.

1. Ecological education of a preschooler as an important factor in the development of preschool children

The word "ecology" and its derivatives have firmly entered our daily vocabulary. In the formation of a person's worldview, the environment of a preschooler, the social and cultural environment, as well as his special point of view on everything from a very early age, plays a significant role.

The ecological crisis has moved humanity to understand its activities, to reconsider the significance of the results of scientific and technological progress, to rethink its role in the "man-nature-society" system. A person's attitude towards himself, his role in this world, understanding of his essence has changed over the centuries. The twentieth century is the culmination of the negativity built by human civilization. This negativity is manifested in the fact that a person considers himself the "king of nature", the pinnacle of all true. Leading domestic and foreign scientists (N.N. Moiseev, N.F. Reimers, A. Pechchei and others) believe that the origins of the ecological crisis are in the person himself - in the problem of the absence or insufficient formation of his morality. The words of the Russian philosopher N.A. Berdyaev: "A person has ceased to understand why he lives, and does not have time to think about the meaning of life, which have become an end in itself." The spiritual crisis is even more serious than the ecological crisis, because its fruit is an intellect that has gone out of control of ethical norms.

The need for morality, its understanding, development is a sign of today. There has been a tendency to identify morality with religiosity, but this, from our point of view, is unlawful - ethical norms can also be secular, outside the church. From these positions, pedagogical studies have been written that have appeared recently (N.D. Nikandrov, A.S. Novobrantsev, N.M. Romanenko and others) devoted to the education of morality in children.

Morality is a person’s inclination to know the world, to know oneself and one’s place in this world, it is the study of higher values, the desire for harmony in relationships with people, culture, nature, science, this is creation and creativity in any field of activity.

Scientist N.M. Romanenko, in his study of spiritual culture, argues that its indicators are such manifestations of personality as a high degree of emotionally positive attitude towards others and oneself (love); internal regulator of the emotional state (optimism, hope); the ability of a person to implement moral self-control - to develop moral duties for himself, to evaluate the actions performed (conscience); spiritual practice - the creation of spiritual and material values ​​that carry novelty, originality (spiritual self-realization, creativity).

Formation of the personality, its socialization are connected with social education. This concern of society for its own rising generation. Education should ensure such human behavior that will comply with the rules and norms of behavior accepted in a given society.

The biological beginning of cognitive interest is the orienting-exploratory reflex, designated by I.P. Pavlov as a reflex “What is it?”, which, according to L.I. Bozovic gains a theoretical character, ceases to satisfy organic needs and is directed to an object that is not directly given to perception. From the 2nd month of life, the child has sensorimotor activity and receptive interest in the form of concern for the perception of various impressions from the external environment. L.S. Vygotsky believes that at the age of 5-6 months. the newest forms of the child's behavior are observed (the first lively outbursts of joy, the search for lost toys); these forms indicate the manifestation of initiative that goes beyond the response to irritation.

The intrinsic value of preschool childhood is obvious: the first seven years in a child's life is a period of rapid maturation and enhanced development, a time of continuous improvement of mental and physical abilities, the beginning of personality formation.

The achievement of the first seven years is the formation of self-awareness: a preschooler distinguishes himself from the objective world, begins to understand his place in the circle of acquaintances and close people, meaningfully understand the surrounding objective-natural world, highlight its values.

During this period, the beginnings of interaction with nature are laid, with the help of older children, the preschooler begins to realize it as a common value for all people.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Comenius saw nature as a source of knowledge, a means for developing the will, feelings and mind.

K.D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development.

Of great importance in the scientific substantiation of the method of familiarization with nature was the research that began to be carried out in the 1950s at the departments of preschool pedagogy of pedagogical institutes. One of the first - a study by E. I. Zalkind, which is devoted to familiarizing preschool children with birds, showed how important the correct organization of the sensory perception of natural objects is: balanced supervision of observations gives preschoolers a lot of impressions that are converted into specific and generalized ideas, contribute to the development speech.

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

The implementation of this idea in the field of preschool education, which was supposed to ensure the proper preparation of children for school, was carried out by A.V. Zaporozhets, N.N. Poddyakov, L. A. Wenger (Research Institute of Preschool Education of the APS) . Psychologists have proven the position that preschool children can master a system of interrelated knowledge that reflects the patterns of a particular area of ​​reality, if this system is accessible to visual-figurative thinking that dominates at this age.

In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I A. Khaidurova, S.N. Nikolaeva, E.F. Terentyeva, etc.) and inanimate (I. S. Freidkin, etc.) nature . In studies devoted to living nature, a regularity was chosen as the leading one, to which the life of each organism is subject, namely, the dependence of the existence of plants and animals on the external environment.

At present, the system of continuous environmental education has reached the highest level of development in its initial link - the sphere of education of preschoolers. There are many programs (“Our home is nature” by N. Ryzhova, “We are earthlings” by N. Veresov, “Young ecologist” by S. Nikolaeva and others), which give teachers the opportunity to implement this direction in any preschool institution. The leading comprehensive programs (“Rainbow”, “Origins”, “Childhood”, “Krokha” and others) also include sections that allow children to get involved in the correct - from an ecological point of view - forms of interaction with nature.

The fundamental meaning of environmental education is as follows: “In the period of preschool childhood, in the process of purposeful pedagogical influence, children can form the beginnings of ecological culture - a consciously correct attitude to phenomena, objects of animate and inanimate nature that make up their continuous environment during this period of life.” This is noted by S.N. Nikolaev, author of many programs on ecology. Ecological attitude to the world develops and develops throughout a person's life. The ability to live with nature, the environment should be developed as early as possible. After all, it is known that real beauty lies in nature, and the task is to help the child see it, learn to appreciate it. As a result, when children get acquainted with nature, vast opportunities for moral education open up.

2. Environmental education in kindergarten within the framework of GEF

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. 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 outside world, and a desire to preserve and increase the wealth of one's country.


Environmental education of preschoolers according to the Federal State Educational Standard is a continuous process of development of children, aimed at shaping their ecological culture, which is expressed in the presence of:

  • sustainable knowledge about nature and its relationships;
  • respect for nature;
  • correct understanding of the concept of "healthy lifestyle";
  • moral and environmentally valuable attitudes, behavioral skills;
  • emotional responsiveness to wildlife;
  • positive aesthetic sensations from admiring nature;
  • ability to recognize the features of the surrounding world.

The issues of the implementation of environmental education in a preschool educational institution are especially important. After all, just at the age of 3-5 years, the foundations of attitude are laid. On the other hand, the child's knowledge of nature is an important factor in the educational process.

Environmental education of preschoolers, taking into account the GEF, can be implemented through the following activities:

  • observations;
  • experiences;
  • research;
  • games;
  • work;
  • artistic and aesthetic practice;
  • acquaintance with natural history literature;
  • physical education and sports.

An important point is the need for environmental education in two directions:

  • in training sessions;
  • in everyday life.

It is necessary to strive, as far as possible, to consolidate the theoretical knowledge gained in the classroom in the process of subject-transforming activity in nature. Children should be involved in caring for plants and animals, maintaining a favorable ecological environment. As a result, preschoolers form a personal experience of influencing nature, cognitive interests are activated, and a need for activities in nature is formed.

Forms of environmental education

The kindergarten teacher has a wide range of forms of environmental education:

  • collective;
  • group;
  • individual.

Among collective forms the most popular are the ecological holidays “Gifts of Nature”, “Autumn Ball”, “Hello, summer”, “Oh, winter-winter”, etc. Also often practiced is joint labor activity for cleaning and landscaping, work in flower beds and the site. Children should be encouraged to participate in trainings, conferences, lessons of kindness, environmental marathons and festivals.

TO group forms of work include excursions, research and experiments. An effective form of group work is to involve children in the development of projects. In addition, for small groups of pupils, it is recommended to organize such events as the performance of the propaganda team, role-playing games, the activities of circles or clubs of an environmental orientation, and participation in environmental campaigns.

IN individual form observing nature. Positive emotions are evoked in children by such types of individual activities as participation in competitions, artistic and aesthetic activities: making crafts, modeling, creating drawings, etc.

Particular attention should be paid to the existing forms of interaction with parents:

  • consultations;
  • contests;
  • family meetings;
  • exhibitions of children's works;
  • methodical bulletins;
  • holidays.

The participation of parents in joint work with children increases the interest of preschoolers in the task, helps to establish contact between family members, bring them together emotionally, and contributes to the formation of an ecological culture among adults. The main thing is to interest parents in such activities, to offer them personally significant environmental information.

Methods of ecological education of preschoolers

Determining the most effective methods of environmental education of preschoolers, taking into account the Federal State Educational Standards, it is necessary to give preference to games, visual-effective and project-based ones.

Observation

The main method of environmental education is observation. It allows you to carry out sensory knowledge of objects of nature. In this case, all forms of perception can be involved.

Most often, preschoolers are invited to observe the state of nature and plant life. Such observations should be made regularly throughout the year. This type of work is an indispensable element of daily walks. In addition, birds, domestic animals and insects become objects of observation from time to time. Approximately 1-2 times a month, children observe social objects, features of the work activity of adults.

When organizing surveillance, it is important to observe the following rules:

  • the object of observation must be accessible to perception;
  • the time for observation should be 5-10 minutes;
  • it is necessary to take into account the age and individual characteristics of children, their interests.

The main thing is that observation should not be an end in itself. It is necessary that this process be multi-stage:

  • perception of objects of nature;
  • study of the characteristics of a given object, its relationship with other objects or phenomena;
  • creative display of the received information.

The teacher should direct the activities of preschoolers in the process of observation, ask questions, and set problem tasks for them. The main thing is to evoke an emotional response in children and a desire to continue such activities on their own.

A game

The game provides children with freedom of action, looseness and the opportunity to take the initiative. However, in order to use gaming activities in the process of environmental education, it is necessary to organize it in such a way that there is no threat or harm to wildlife.

An obligatory attribute of children's life are toys that depict objects of nature. Playing with them, preschoolers imitate the habits and lifestyle of animals.

A separate type of work on environmental education is the manufacture of toys from natural materials. Children will get acquainted with the characteristics of natural objects, and the fact that as a result of such an activity a beautiful bright toy will turn out increases interest in these activities.

Story games, practice games, illustration games and dramatizations are practiced in kindergarten. It is very useful to offer children practical games with objects such as sand, water, clay. The purpose of these games is not only to have fun and make a figure or make a house (splashing with water, blowing soap bubbles, etc.), but also to learn the properties of these natural materials.

Project activity

A great way to combine a variety of activities aimed at understanding the world around us is the project method. It provides for the implementation of practical purposeful activities by preschoolers and contributes to the formation of their personal life experience in interaction with natural objects.

Working on a project gives the child the opportunity to consolidate theoretical knowledge, feel like a tester, and participate “on an equal footing” with adults in joint cognitive activities. With preschoolers, you can implement research, practice-oriented, role-playing, creative projects. Usually these are short-term group or individual projects.

Creation of ecological environment

An important educational aspect that influences the formation of ecological culture among preschoolers is the creation of a favorable ecological environment in kindergarten. This is a continuous process that involves the organization of a special ecological space and the implementation of regular actions aimed at maintaining the conditions necessary for wildlife in it.

The most common varieties of this form of work are the creation of a "living corner", the cultivation of indoor flowers, the design of a flower bed. The educational effect will be achieved only if children do not just observe animals and plants, but take an active part in caring for them.

The relevance of environmental problems in modern society brings the issues of environmental education to the fore. In a preschool institution, an important task is being solved - not only to reveal the beauty of nature to children, but also to teach them to notice and appreciate it on their own.

Preschool age is characterized by increased curiosity in various fields, but children show particular interest in nature. Therefore, environmental education in kindergarten occupies an important place in the development of knowledge of the surrounding world, the development of a humane attitude towards all living things and the formation of conscious behavior in the natural environment.

The purpose of environmental education is:

  • formation of knowledge about nature, natural phenomena, flora and fauna;
  • development of aesthetic feelings: love, respect, respect for the natural world;
  • stimulating in children the desire to take care of nature and animals, to protect and preserve natural resources.

The relevance of environmental education

The formation of a humane attitude towards nature is the main task of environmental education, which is realized through the development in children of compassion, empathy and sympathy for all living beings on the planet. Man is a part of nature, but often it is he who has a detrimental effect on the world around him. The formation of an active position of a “protector and friend” of the natural world is the basis for the education of the ecological culture of preschool children. Children are especially impressionable and responsive, therefore they are actively involved in all measures to protect those who need it. It is important to show children that people take a stronger position in relation to the natural world (for example, plants will wither without watering, birds will die from the cold without food in winter). Therefore, we should make every effort to ensure that all life on earth develops and brings joy (for example, the morning singing of birds under the window will please those who fed them in winter, and a blooming flower on the window will please those who watered it).

The acquired knowledge about the world around should be supported by practical activities and illustrative examples so that children see the positive result of their activities and have a desire to improve their achievements.

Forms and methods of environmental education

Excursions are of great importance in the ecological education of the individual, thanks to which children get acquainted with the diversity of the natural world and observe natural phenomena. Excursions are also important for the accumulation of knowledge about the peculiarities of the nature of the native land and orientation in the area: the ability to find relationships in nature, observe folk signs, predict the consequences of human activity, both favorable and negative. During the excursion, children learn to interact with the outside world. To do this, the educator pays special attention to the fact that a person is only a guest in the natural world, and therefore must follow the commandments: keep silence, be patient and attentive.

The role of fairy tales in the upbringing of preschoolers can hardly be overestimated, and ecological fairy tales are interesting, first of all, by the novelty of the plot and the introduction of unusual characters. Thanks to fairy tales, children can be told in an accessible form about complex phenomena in nature, about the relationship between nature and man, and the importance of human labor. A special place is occupied by fairy tales invented by the children themselves.

One of the main types of teaching preschoolers are didactic games on environmental education. Thanks to the game, the child learns to highlight the signs of phenomena and objects, compare them and classify them. Children learn new information about the natural world, developing memory and perception, talk about the life of animals and plants, developing thinking and speech. Didactic games contribute to the application of the acquired knowledge for joint games, improving communication skills in children.

Of course, the ecological development of children in the garden will be especially effective if it is interconnected with ecological education in the family. Therefore, educators should encourage parents to create favorable conditions for an eco-developing environment at home.