Methods of ecological education of preschoolers according to the Federal State Educational Standard. Ecological education of preschool children, taking into account the Federal State Educational Standards. forms and methods of environmental education

Ecological education within the framework of the Federal State Educational Standard preschool education.

In accordance with law about education, which was adopted in December 2012 preschool education becomes first level of general education and therefore, like all other levels, should be carried out on the basis of the standard.

The Ministry of Education and Science of the Russian Federation has developed and already approved (17 October 2013, no. 1155) The Federal State Educational Standard for Preschool Education (FSES DO), which came into force in January 2014 (the document was published V magazine "Preschool education” № 2 for 2014 G.). This document defines work kindergartens as educational organizations of the first stage of the general education and guides teaching staff for preservation uniqueness and self-worth childhood and all-round development of personality child.

An important provision of the document is "combining education and upbringing into an integral educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, and society." By generally accepted and the definition of scientists (philosophers, ecologists, educators), nature belongs to the absolute values ​​of the highest order, because it is the basis of human existence on Earth and determines not only physical, but also spiritual well-being. The nature of our country performs a special function: for the entire planet, Russia is a region of compensation for global anthropogenic disturbances. The forests of Russia are the lungs of the planet, they have the highest comprehensive indicator of their contribution to maintaining the stability of the biosphere - 10% of the planetary balance. On the one hand, this circumstance can be proud of, but on the other hand, it should be understood that the Russians are responsible for maintaining and preserving a full-fledged life on Earth. namesButtherefore, environmental education of the entire population is necessary, starting from a contented childhood and throughout life.

At the end of the last and at the beginning of the new century, a system of continuous environmental education developed in the country, which has alreadyonstages of preschool childhood aims to form the beginnings ecological culture and development of ecological culture of adults, I educate themshchih.The new document makes it possible to include environmental education in the system of general educational and upbringingbotswith children, carried out on basis standard.

The environmental education of preschoolers in accordance with the Federal State Educational Standard can be implemented in two ways: through the main program, which is developed by the institution itself, based on one or another exemplary educational program(on6o% of study time is allocated to it),orthrough a partial program that complements the main one and can calculateon40% of study time. ANDin that and in anothergomcase of environmental education deteicarried out in the system throughout school year.

An important provision of the Standard istargets,which are defined by the document as "possible achievements of the child" - not mandatory, but possible and desirable achievements in his intellectual and personal development. Achievements in communication with nature are formulated as follows: “The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, tries to independently come up with explanations for natural phenomena ... tends to observe, experiment. Possesses basic knowledge about himself, the natural and social world ... He has elementary ideas from the field of wildlife, natural science. Under these formulations, the system is deployed environmental education.

An explanation and reminder is necessary: ​​the content of environmental education is based on the leading concepts of ecology as a science, adapted to psychological and pedagogical the specifics of the preschool child and kindergarten as an educational organization. The main concept of bioecology (a branch of natural science) is “the relationship of an organism with the environment”, which means: no living creature can live (remain alive) outside the conditions that ensure its vital activity and allow satisfying its needs. Each plant, any animal has a morphological and functional adaptation to its (and only its) environment. Each ecosystem (natural community) has the necessary combination of inhabitants inhabiting it, which are adapted to live together in the same conditions of inanimate nature and interact with each other. Therefore, any ecosystem has such a property as equilibrium, which ensures the circulation of matter and energy.

In order to treat nature correctly, interact with it consciously, and not disturb the natural balance, people must know these simple laws.Elementary knowledge of the basics of ecology is a mandatory component of the ecological culture of any person.It has been proven that the formation of this knowledge is easier to start in preschool childhood on concrete examples the natural environment closest to the child.

Implementation of the Kindergarten and educational activities with children, as provided for in the Standard, is carried out through special structural units - educational areas, which are "certain directions for the development and education of children." This means that environmental education must fit into these educational areas and be carried out through them. Consider how a well-known workerfor kindergartens the author's system of ecological education of children (cm.: Nikolaev S.N. The system of ecological education of preschool children. Moscow: Mosaic-Synthesis, 2011; she is. Young ecologist. The system of work in the kindergarten preparatory group for school. To work with children 6-7 years. M .: Mosaic-Synthesis, 2010; she is. Teaching aids to the program for all age groups. Moscow: Mosaic-Synthesis, 2010 ) can be put into practice through the educational areas designated in the Federal State Educational Standard.

Educational area " cognitive development»

In accordance with the Young Ecologist program, preschoolers receive a variety of knowledge from the field of natural science.The first section of the program - "Inanimate nature - environment plant, animal, human life » - aimed at the formation of elementary ideas about the universe, about solar system and that the planet Earth is unique in its conditions - only plants, animals and humans live on it. Children learn the properties of water, air, soil and that they are the main factors of life on Earth; gain knowledge about seasonal phenomena of nature.

The second section of the program - "Diversity of plants and their relationship with the environment » - this is information about the plants that surround the child from birth in any place, wherever he lives. Children get acquainted with the variety of indoor plants and those that grow on the territory of the kindergarten and in the immediate environment. They get ideas about their external structure (morphology) and about the functions of organs - they learn why plants need roots, leaves, flowers, etc .;

how plants are adapted to life in a variety of climatic conditions, how they endure the change of seasons.

The third section of the program - "Variety of animals and their connection with habitat » - similar to the second: children observe those animals that are in their living space - the inhabitants of a corner of nature, domestic animals, birds and insects on the site. They get acquainted with various wild animals from pictures and books, learn about the forms of their adaptation to life in different environments (on earth and in soil, in water and air, in the forest and in the desert, in the Arctic, etc.). Learn how wild animals are adapted to seasonal living conditions.

The fourth section of the program - "Growth and development of plants and animals, their connection with the environment a habitat » - dedicated to that unique area, which distinguishes all living things from inanimate objects of nature and artificially created objects. Through hands-on activities and observations, children learn how and under what changing conditions plants grow, developing from seed to seed, how birds raise their chicks, and how animals raise their newborns and helpless babies. Preschoolers receive solid elementary knowledge that is significant for the development of a careful, kind, truly humane attitude towards living things, towards nature as a whole.

Fifthprogram section - "Plant and animal life in the community » - aims to show the connections that exist in nature. They will learn about the connection of a single organism with the environment from the previous sections, but now they must understand that in nature all living things do not live separately, but in communities (forest, meadow, etc.). Children will learn about food chains - who eats what and who eats whom, they will understand that there is nothing superfluous in nature. These ideas will help children comprehend the rules of behavior in nature: you should not, for example, collect bouquets of wild flowering plants in the meadow, as insects feed on their juice, and bees collect nectar and process it into honey; in places where there are a lot of insects, birds, lizards, hedgehogs, frogs, etc.

Sixth section of programss - "Human interaction with nature ” - reveals three important positions.First position : a person is a living being, and all the diversity of animate and inanimate nature is for him a habitat in which he feels good, does not get sick, looks beautiful. Children learn that plants enrich the air with oxygen, which is necessary for health; mushrooms, berries, nuts, medicinal herbs grow in the forest; man needs clean water to drink.Second position of this section tells that, interacting with nature, a person widely uses it in his hoeconomy: builds wooden houses, heats them with wood and coal, extracts oil, minerals from the bowels of the Earth, builds power plants on rivers that generate electricity for all equipment, including home appliances (TV, iron, refrigerator, computer, etc.).third position - about protectionnature: man not only uses the natural resources of the Earth, but also protects and restores them. Children learn that there are "Red Books" where endangered plants and animals are listed, learn about protected reserves, national parks, forestry enterprises, whose task is to monitor the well-being of forest inhabitants, grow young trees in nurseries (for example, spruce).

Thus, through the educational area "Cognitive Development", children receive elementary, but very detailed knowledge from the field of natural science, which becomes the basis for a conscious attitude to natural objects that are part of the space of life of preschoolers in kindergarten and family.

Educational area "Speech development"

AndIt is known that knowledge of the surrounding world is carried out through visual images (pictures, books, television, theater, excursions) and practical activities. It is also known that all these forms of cognition are accompanied by speech (conversations, discussions, questions and answers, reading, stories), i.e. in parallel with the cognitive and in full unity with it, the educational area "Speech development" is being implemented. Learning about nature, children intensively expand their vocabulary through the designation of objects and natural phenomena, their various features and qualities. For example, sensory examination of vegetables and fruits, traditional for kindergarten, encourages children not only to memorize, but also actively use in their speechestheir names and the names of their characteristics (green, elongated, smooth or with pimples, hard, tasty, with a fresh smell - cucumber; orange, round, large, soft, heavy, with an aroma - orange, etc.).

Looking at pictures of domestic or wild animals, children learn storytelling, coherent speech, practice building sentences and the correct use of grammatical forms. Children learn to understand the question and accurately answer it, to hear the answers of other children. Of great importance for the development of thinking, explanatory speech are discussions of facts that reflect relationships in nature. Answering the questions “why?”, “Why?”, preschoolers establish cause-and-effect relationships, learn to build a logical sequence of natural phenomena and events. For example, when watching birds on a feeder with children during winter feeding, the teacher asks questions: “Who flew to the feeder? Why did the birds come? Why should they be fed in winter? Why can birds fly? Why do they need wings? Why a tail? Why are sparrows clearly visible in the snow and hard to see on the ground, in bushes, in withered grass? Answering such questions, preschoolers look for causes, make assumptions, and establish the interdependence of phenomena.

Educational area« Socio-communicativedevelopment"

WithThe system of environmental education is in good agreement with the educational area "Social and communicative development". Growing plants, caring for the inhabitants of a corner of nature together with adults, children at a specific level learn moral and ethical values ​​(the value of life, the need for careful, careful handling of any living creatures), learn the rules of behavior in nature, learn work aimed at maintaining living conditions plants and animals, for the conservation of natural ecosystems. Collective work on the site, garden, flower bed or winter garden, room of nature, i.e. in the natural space in which children live, contributes to the development of social and emotional intelligence, emotional responsiveness, volitional self-regulation, readiness for joint activities and communication.In the technology of environmental education for a group preparatory to school (see:Nikolaeva S.N. Young ecologist. The system of work ...) provides for various socially significant events. This"Panorama of good deeds", in which from December to April, in individual lines with a photograph of the child, the educator makes all his good and kind deeds. A month and a half (from early December to mid-January) lasts for the action "Green Christmas tree-living needle, during which children watch the spruce on the site, draw posters in defense of live Christmas trees, celebrate twice New Year: first around the artificial Christmas tree in the hall, and then around the living spruce in the area. In April on the DayEarth adults together with children carry out the action "Decorate the Earth with flowers!": they plant grown flower seedlings on the site. On this day, a holiday is held in honor of the Earth, and the guys receive the first document- "Testimony of a young ecologist".

All these activities in unity with the cognitive area by the end preschool age they form the beginnings of ecological culture in children - a socio-cultural new formation of the personality, allowing them to correctly navigate and interact with the immediate natural environment.

« Artistic and aestheticdevelopment"

nthere is no doubt that the educational area "Artistic and aesthetic development" is very important. The emotional response of children to the beauty in the world arises, in particular, if they have the opportunity to contemplate the beauty of nature, presented in nature and in works of art. It should be borne in mind that the beauty of wildlife is an ecological phenomenon: objects that are in ecologically complete living conditions are beautiful, in which they feel good, show their adaptability, vitality. Observation of beautiful phenomena, objects of nature encourages children to artistic and creative activities (drawing, modeling, etc.), in which they meaningfully reflect their experiences of beauty.

The system of environmental education in technologies for children of senior preschool age provides for complex events at which children comprehend the beauty of landscapes presented in reproductions of paintings by famous artists. These events take place at the end of each season and build on children's experiences of the beauty of nature, which is observed every month during the week of observation of seasonal phenomena and work with the nature calendar.

A complex event consists of several parts: first, the children look at the model of the season presented on three pages of the calendar (three months of one season), discuss how the trees, shrubs, land cover looked like, what the weather was like, explain the reasons why nature looks that way, let down result - make a generalization about the season. Then they go to the exhibition hall, where the best landscape works are presented, the children admire the beauty of the natural phenomena of this season, express value judgments. And finally, they go to an art workshop in order to reflect on paper the beauty of nature of this season captured in observations.

Thus, artistic and aesthetic development has a deep connection with environmental education - its good staging ensures the mutually enriched development of the child's personality.

Educational area "Physical development"

uhThis area is also related to environmental education, but in a completely different way - through the subject-developing environment in which children live in kindergarten. But this aspect requires a separate discussion.

Educational areasStandard ("Cognitive development", "Speech development", "Social and communicative development" and "Artistic and aesthetic development") allow to fully implement the entire system of environmental education of preschoolers. More specifically, this aspect of the work of a preschool institution is presented in a previous article. The purpose of this article is to show the connection between the ecological education of children and the educational area "Physical development".

First of all, let's turn to the main provisions of the document. The standard is aimed at solving a number of problems, one of which is the protection and strengthening of the physical and mental health of children, their emotional well-being. Another task is to "create favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations." Another important task is the formation of a common culture of the personality of children, including values healthy lifestyle life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility, the formation of the prerequisites for educational activities.

Important is the provision of the Standard on the creation of a developing educationalenvironment, which shouldpretend to besystem of socialization conditionsAndindividualizationchildren. Main componentsuch aenvironment is subject-spatialarrangement of kindergarten,allowingimplement all educationbodyareas, form a system ofsheniyachild to the world around, to otherspeople andto yourself. Such a substantiveWednesdayshould contribute to the decisionsettasks, professional developmenttiyuteaching staff, ensuring the openness of the institution, creating conditions forparticipationparents in educational activities.

The FSES DO (clause 3.3) emphasizes: "The developing subject-spatial environment ensures the maximum realization of the educational potential of the space of the organization, group, as well as the territory adjacent to the organization or located at a short distance, adapted for the implementation of the program." And further: such an objective environment should create conditions for communication and joint activities of children, children and adults, it should be rich in content, accessible and safe.

What the Standard wants from the kindergarten is understandable, now let's turn to nature as an obligatory component of the organization's developing object-spatial environment.What should be the ecological-developing environment in order to ensure the solution of the tasks set?

First of all, it should be noted that there should be a lot of nature in kindergarten, a lot! Eco-developing environment should be enriched. This approach is due to a number of important, objectively existing circumstances.

Firstly,nature is an absolute value of the highest order (see the first article about this).

Secondly,now a planetary phenomenon of ever-increasing urbanizationtions- Intensive resettlement of people in cities - tears them away from nature, deprives them of the opportunity to communicate with it. In Russia, more than 70% of citizens live in cities wherelyayutsyaintensive development of any freedomsnyhterritories, expansion of road-transtailorshighways, organization of parking andparking lotsfor cars, which together displace nature from cities at high speed.

Third,great and unreasonable damage to the nature of the kindergarten in last years in our country, it was inflicted by the sanitary and epidemiological service: corners of nature were removed from the kindergarten groups. The penultimate version of SanPiNs - a document that defines the sanitary and epidemiological conditions of the life of children (see: Sanitary and epidemiological requirements for the device, content and organization of the work regime in preschool organizations. Sanitary and epidemiological rules and regulations SanPiN 2.4.1.2660-10. M.: School press, 2011), prohibits the content in the group of the last of the objects of the corner of nature - aquariuma (other objects were previously banned). The same can be said about houseplants, which are, in fact, ousted from group spaces. The document gives permission to allocate a special room for objects of nature ( winter Garden, room or study of nature). But at the same time, without any explanation, children are forbidden to work, i.e. they are deprived of practical activities in nature - a very valuable component of the general system of education. It can be argued that the reference to children's allergies is a screen behind which officials hide, who do not burden themselves with the need to reveal the true state of affairs and do not realize the full significance of environmental education and upbringing. In kindergartens, there are indeed children with allergies, but these are individual children, mainly with food allergies that occur against the background of poor nutrition of people in general. In this situation, SanPiNami should offer a differentiated (individual) approach to children, and not deprive all children of communication with nature in the group room and interesting practical activities.

One of the developers of the concept of a developing subject environment is S.L. Novoselova (cm.:Novoselova S.L.Developing subject environment. Method, recommendations for the design of variable design - projects of a developing subject environment in kindergartens and educational complexes. M., 1995) special attention is paid to designing an environment in which children can communicate with nature: enjoy the beauty of plants and the behavior of animals, observe their modifications, participate in the rearing of young animals, in caring for all living things that live and grow on the territory educational institution. The project of the courtyard-park, according to the author, may include not only the traditional flower garden, garden, but also park areas (avenues, lawns, curtains), as well as forests and forest glades, a reservoir with aquatic inhabitants. Particularly interesting is the attraction of fauna - with rich and diverse vegetation, special creation of feeding and sheltering places on the territory of the courtyard-park, various birds and insects, hedgehogs and squirrels, lizards, toads and frogs can live. At the same time, one must agree with the author that nature is perceived by a child through the prism of human culture, the level of which determines the attitude towards it as an aesthetic and moral value. Such a project of a green zone of an educational institution, inhabited by various living creatures, is especially significant for urban children, truly cut off from nature. But he will be dead if there is no adult next to the children who will reveal to them the beauties and secrets of the nature around them. The subject environment becomes developing due to the communication of children with adults in this environment. That is, the enrichment of the kindergarten with nature encourages teachers to develop in this direction, which the Standard sets as a task.

It should be noted that with the advent of an ecological approach to familiarizing children with nature, preschool pedagogy has made significant progress - there have appeared A New Look on the developing environment and new forms of its organization.

All the indicated circumstances put forward the need to create at the present time in preschool organization a full-fledged, enriched ecological-developing environment. Detailed recommendations on the organization of such an environment for the program "Young Ecologist" aboutwell presented in the methodological and teaching aids (cm.:Nikolaeva S.N.Young ecologist: Ecological education program in kindergarten. M.: Mosaic-Synthesis, 2010; Methods of ecological education of preschoolers: Proc. allowance for students. avg. ped. textbook establishments. 4th ed. M.: Information Center "Academy", 2009). Here we will briefly name and characterize the "ecological spaces" in the premises and on the territory of the preschool educational institution, which allow us to solve the tasks set by the Standard.

Group corner of natureincludes a variety of indoor plants (floor, wall, in floor lamps) and an aquarium with aquatic inhabitants (the aquarium must be returned to the groups!). Care is provided by adults together with children. main feature corner of nature: it is located in the space of life of children and adults who bring them up, creates conditions for constant contact and interaction with living beings. It should be specially noted: the presence of an aquarium in the pedagogical space has great importance for environmental education and even for health improvement. A large, properly designed aquarium is an artificially created ecosystem in which all its components (water, plants, fish and snails, lighting, food, soil, etc.) arein balance.Such an ecosystem, like nothing else, allows you to understandboth adults and childrenthe laws of ecology, the relationship of the organism and its environment, to understand the life of the natural community as a whole. In addition, the aquarium is a beautiful object, which, in combination with plants, creates a wonderful design for the room where children live; it is an object of aesthetic pleasure and a place of relaxation for a tired teacher and a hyperactive child.

Room of nature, or winter garden, or study of naturelocated in a separate room of the kindergarten, they may contain big variety living objects: large plants, decorative birds in aviaries, various aquatic inhabitants in large aquariums. Collectible selections of plants (eg moisture-loving, drought-resistant, fruit-bearing) and animals can be made.

Care for objects of nature is carried out by a special person with the obligatory planned participation of children. It should be borne in mind that the designated "ecological spaces" are removed from children and teaching staff, so a thoughtful organization of their use in the pedagogical process is required.

Ecological Museum (museum of nature)located in a separate room, contains collections of objects of inanimate nature, models, panoramas of natural landscapes and ecosystems, geographical maps, photographs, drawings and works of art on the theme of nature; a museum can be part of an environmental cabinet or laboratory.

A special stopon landscaping the inner space of the kindergarten: groups, corridors, halls, offices.Floor and wall plants can be anywhere where there is good natural light (there should not be only thorny and poisonous plants).

It must be borne in mind that plants create a special microclimate in the premises and are a factor that has a beneficial effect on the physical and mental health of people, i.e. meet the task set in the Standard: in the daytime (in the light) enrich the air with oxygen;humidify the air, reducing its dryness (this is especially significant during the heating season);collect dust on themselves, which is important for a room where children and adults move a lot;many plants secrete phytoncides that absorb pathogenic bacteria. These plants are especially important for groups;

some plants (for example, chlorophytum) absorb harmful substances from the air emitted by synthetic materials;floor, wall plants, phytomodules (compositions in floor lamps and decorative boxes) create the beauty of space, which has a beneficial effect on emotional condition of people.

On the territory surrounding the kindergarten, it is advisable to create the followingecological spaces:

overall good landscaping (variety of tree and shrub species) andmany flower beds - general and group. Care is provided by the gardener with the occasional participation of the preschool staff, parents and children;

Orchard And garden - traditional objects of the natural environment of a preschool organization; currently in painwhat pollution environment can be arranged in preschools, which are significantly remote from industrial facilities and transport routes. To use the crop of vegetables and fruits for food, periodic soil replacement is required. The gardener, preschool staff, parents and children participate in the arrangement and care of the garden and vegetable garden;

bird pole - a pole with a feeder, a watering hole and a birdhouse specially arranged in the free space of the territory of the preschool educational institution; it functions all year round, as it is suitable for winter feeding of wintering birds and their shelter in the cold, spring nesting, summer watering places for birds;

corner of untouched nature is created in those preschools that have a large territory and free space; various wild herbs and shrubs grow there. It can be combined with coniferous mini-boron; no economic activity is carried out in this corner (grass mowing, leaf collection), which creates conditions for the settlement of animals and the formation of an ecosystem (for example, meadow);

mini-fields for growing cereals, industrial crops, plant beds, on which medicinal plants can grow. They require a small space, are created by teachers and children;

mini farm: a house-shed with a fenced range for keeping and raising any farm animals during the warm season (chicken with chickens, duck with ducklings, rabbits, piglet, kid). They are cared for by a special person with the participation of teachers and children;

ecological path - this is a route through the territory of a kindergarten, well landscaped and with interesting natural objects; it is developed by a senior educator or environmental teacher.

Joint organizational and economic, labor activity in the green zone of the kindergarten can take on various forms and take place with varying degrees inclusion and participation of both adults and children. The labor of children, no matter how large it may be, every time becomes meaningful and environmentally expedient, if the dependence of the life and condition of plants and animals on the conditions in which they are found is traced, if preschoolers strengthen the understanding that these conditions are created by the labor of people.

Thus, an environmentally-developing environment is the most important condition for the implementation of the system of environmental education for preschoolers and the achievement of program educational and educational results determined by the Standard. Such natural conditions allow organizing various types of educational activities:cognitive(observation, modeling of natural phenomena in calendars, experimentation),communicative speech(conversation, discussion, narration),artistic and aesthetic.Only enriched natural conditions will be able to ensure the achievement of targets - to form in children elementary representations about wildlife and natural science.

It should also be noted the following: each ecological space created in a preschool educational institution can have a wide meaning in general for the environmental education of the population (and not just kindergarten students). Nature room, ecological path, mini-farm, nature playground, ecological museum can serve asvenue for various events: parent meetings, seminars preschool professionals, holidays with the participation of veterans, practical exercises students from the nearest school and students of a pedagogical college or university.Kindergarten is an open social system, and the more it is open to partnership and external contacts with society, the more intensive and interesting its own development is.

Ecological education of preschool children in everyday life, taking into account the Federal State Educational Standard.

The concept of everyday life provides for the process of raising children at different regime moments. From the point of view of environmental education, the most important are the morning hours (before breakfast), when children come from home - this is the most suitable time for activities in a corner of nature, the interval between classes and lunch, and the evening after lunch. Two recent period more often they are taken for a walk on the site - they are especially important for children to communicate with the nature of the immediate environment.

Throughout the school year, the teacher conducts daily care for the inhabitants of the corner of nature with the children. Creation and maintenance of ecologically necessary conditions for plants and animals is the most important event of everyday life. In the morning, the teacher involves the children in joint activities, which in different age groups take on a different form and organization.

The correct pedagogical communication of the educator with the children in this event has a particularly deep meaning: preschoolers learn to see what conditions are necessary for this or that living being, learn to determine what he lacks at the moment, learn to practically perform labor actions, master tools for the first time. The communication of the teacher comes down to a benevolent explanation, a clear demonstration, and help in every case when the child finds it difficult. And it is imperative that when communicating, the teacher must find an opportunity to praise the child, and not just once, but several times throughout the entire event: at the beginning, praise inspires confidence in the child, in the middle it is praise-support, at the end - the main praise as the result of a good deed, which the child has done. Such pedagogical communication in joint activities to create conditions for the inhabitants of a corner of nature very quickly increases the ecological education of children.

Observation cycles for the inhabitants of the corner of nature and the kindergarten site are another regular event of everyday life that takes place throughout the school year. Each meaningful cycle includes a number of observations of one object, different in meaning, their number depends on the age of the children: in the older groups - 8-10 observations. Observations of one cycle are carried out sequentially one after another with a gap of 2 - 3 days.

A single observation is a short (5-12 minutes) pedagogical activity of a cognitive nature, which is carried out with a small group (4-7) of children in a corner of nature or with the whole group on the site. Depending on the content, observations can be carried out at different regime moments: before and after breakfast, during a walk, before dinner and in the evening. For example, observations of the feeding habits of animals are always carried out in the morning, since it is best to observe hungry animals, but keeping them without food until dinner is inhumane. Watch how fish sleep, birds, of course, better evening at dusk. Watching how a guinea pig happily eats dandelion leaves brought to her by children from the street should be after a walk.

During the academic year, the following cycles of observations are carried out: for flowering plants of the site and sand in the sandbox (September); behind aquarium fish(October November); behind the spruce, night sky (December); for wintering birds on the site and a bird in a cage (January - February); behind the growth of onions on the windowsill, tree branches in a vase (February - March); for the awakening of the mother-stepmother and dandelions on the site (April - May); for a ladybug (in spring and summer). The indicated cycles of observations are typical for the vast majority of preschool institutions in Russia, their implementation creates in children a solid foundation of specific knowledge about the nature of the immediate environment, develops the ability to interact with it.

Weather observations are systematically carried out in everyday life - one week a month, children look at the sky every day, clarify the nature of precipitation, the presence of wind or its absence, determine the degree of heat and cold by clothing.

The surrounding nature is a source of development not only of the mind, but also of the moral feelings of the child. It is very important to arouse in the child a positive attitude towards objects and natural phenomena. by the most effective means for this there will be frequent, direct observations.

Caring for and watching a bird, fish, squirrel, hedgehog, children learn caring and careful attitude to them, learn what and how to feed them. The response of the animal to the care and affection of the child, its attachment to the child brings up kindness and cordiality in children. Communicating with animals, children learn a lot of new, interesting things from their lives.

With the right direction of observation of the environment, the child begins to understand what is good and what is bad; with all his heart he experiences good and evil; learns to feel the beautiful and the ugly, learns to "speak" to the bird and the flower, the sun and the wind, and love them.

Nature is the first aesthetic educator of the child. Observing nature, the child will learn to see, understand and appreciate its beauty.

Any observation is a cognitive activity that requires children's attention, concentration, mental activity, so it is short-lived. The pedagogical communication of the educator with the children takes on a cognitive coloring: the teacher asks clear, specific questions that mobilize children to search for information, listens to their answers, and responds kindly to each message. And most importantly - praises for the correct answer, encourages further search for information with praise. Cycles of observations, accompanied by cognitive communication between the educator and children, develop their powers of observation, a strong interest in nature, form distinct concrete ideas about the morphological and functional characteristics of plants and animals and their relationship with the environment.

Filling in nature's calendar is another activity of daily life that goes hand in hand with observations. The teacher with the children regularly records the weather and the state of wildlife when observations are made. In the younger and middle groups, an adult helps the children after a walk to find pictures with natural phenomena that were observed on the street. Together they put on a cardboard doll, just as the children themselves were dressed, "release" it for a walk. In older groups, the teacher teaches the children to find and paint over the days of the week on the calendar, designate weather phenomena with icons, depict the tree and the cover of the earth in full accordance with their seasonal state at the moment.

In the midst of winter feeding, the teacher uses a birdwatching calendar: kids find pictures of birds that they saw on the site, and older children designate them with icons - checkmarks of the corresponding color.

Another type of calendar is drawings that sequentially display the growth of a plant. It can be an onion in a jar, planted in water to germinate greens; tree branches placed in a vase at the end of winter to observe the bud break, the unfolding of young leaves; germination of seeds, growth and development of any garden or flower crop. In all cases, the drawings made at the same time interval reflect the sequence of growth and development of the plant, its dependence on the external conditions of life.

Filling in the calendar is an important joint practical activity, during which the teacher teaches children to find the right cells, to designate with icons or drawings those natural phenomena that they observed, teaches children the ability to use and understand symbols. It is especially valuable that the calendars reflect natural changes in nature: the growth and development of plants under appropriate conditions, seasonal changes in living and inanimate nature. The completed calendar becomes a graphical model that simultaneously presents all the changes.

Teaching children, filling out this or that calendar with them, the educator carries out cognitive communication with preschoolers - shows where and what needs to be depicted, explains, corrects, - in general, kindly helps them to master this matter. There is no doubt that such joint activities and business communication develop the intelligence of children and the personality as a whole.

Communication of children with nature is a separate interrelated activities that allow children to learn spiritual contact with plants and animals. Communication with nature is not so much an intellectual as an ethical form of interaction between children and nature, bringing joy, developing humane feelings and a correct attitude towards nature, towards all living things.

In everyday life with preschoolers, you can carry out detailed activities that are saturated with various types of activities and are of great developmental importance. Useful and interesting for children going out into nature in the immediate environment. The teacher can take short walks with the children that have one specific goal, or can organize a half-day hike.

A hike is an interesting complex event, during which various pedagogical tasks are solved: health-improving, cognitive, environmental, aesthetic. A hike is a complex event not only in terms of the combination of tasks and activities, but primarily in terms of its organization. It is planned, prepared, thought over by several adults - an ecologist, a physical education teacher, a nurse, a methodologist and a group teacher. Together they develop a plan and scenario for the trip, determine the route and solve various problems as it passes. The educator, together with the ecologist and the methodologist, think over what observations can be made with children at this time of the year in this place, what significant environmental objects to show on the route, how to diversify activities. The physical education instructor and the nurse are considering the safety of the hike, physical education and health inclusions, organization of rest and nutrition.

Health-improving, educational and developmental value for children are only those trips that are properly prepared and organized. The natural environment should be well surveyed and studied by an adult, which will allow you to accurately draw up a route, plan the time and place of stops, rest, rest, and determine the content of observations and other activities. Preparation for the trip begins in a few days: the teacher tells the children where they will go, for what purpose. Properly planned and organized training creates good mood for all participants of the campaign (teachers, children and their parents), and the event itself leaves a deep emotional trace for each participant.

Excursions differ from a hike in a smaller volume of all its parameters: the duration of stay in nature, the number of pedagogical tasks, activities, the level of training and equipment. They are easier to organize, so they can be done more often than hikes.

Hiking and excursions with children in nature give them incomparable living and vivid impressions about the beauty and aroma of flowers, grass, autumn foliage, about the discordant singing of birds, about the bizarre shape of white cumulus clouds, about emerald raindrops sparkling in the sun, etc.

Older preschoolers can be included in environmental actions - socially significant events that can be carried out in a preschool institution jointly by employees and children, and possibly with the participation of parents. Actions, as a rule, are timed to coincide with some dates, messages that have public importance Therefore, they have a wide resonance, a strong educational impact on preschoolers, and serve as good environmental propaganda among parents.

Children of senior preschool age can take part in such actions that they understand, affect their interests, life activities. These include, for example, green fir tree- a living needle" - an action to save a living tree, against their senseless mass cutting down for the New Year.

Actions accessible and understandable for children can be held for such significant international events as Water Day, Earth Day. Children use water a lot and by the senior preschool age they can already understand its value, significance for the life of all living beings. Therefore, the action in defense of water, its careful and economical use will have an impact not only on them, but also on their parents.

The pedagogical meaning of holidays and leisure is to evoke in children a positive emotional response to natural content. Emotions give rise to attitudes, affect the personality of the child as a whole, so holidays and leisure should be held regularly, completing the season or any meaningful block with them (but not more than once every 1.5 - 2 months). The scenarios for these activities use the material that the children are familiar with.

One of the most significant is the holiday, dedicated to the day Earth: it creates the scale of the general vision of the planet, its significance for people, gives rise to love for their homeland and nature, as an important part of it.

Great opportunities in the education of ecological feelings in relation to the world around us are laid down in games, primarily didactic ones.

To satisfy children's curiosity, to involve the child in the active development of the surrounding world, to help him master the ways of knowing the connections between objects and phenomena, it is the game that will allow. Reflecting the impressions of life phenomena in the images of the game, children experience aesthetic and moral feelings. The game contributes to the in-depth experience of children, expanding their understanding of the world. The more varied the content of the game actions, the more interesting and effective the game techniques. When inventing them, the teacher focuses on the children's knowledge of life situations and the behavior of humans and animals. Game tricks teaching, as well as other pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of the game in the classroom. The teacher plays with the children, teaches them how to play and follow the rules of the game as a leader and as a participant. The game requires the child to be included in its rules: he must be attentive to the developing in joint game with peers to the plot, he must remember all the designations, must quickly figure out how to act in an unexpected situation, from which it is necessary to get out correctly. However, the whole complex set of practical and mental actions, performed by the child in the game, is not realized by him as a process of deliberate learning - the child learns by playing.

Playing games in natural conditions has its own difficulties: children are easily distracted, switch their attention to foreign objects, people, etc. Therefore, in such games it is advisable to use visual artistically designed material, come up with interesting game moments, actions, occupy all children with a solution to a single tasks. In their practice, educators resorted to the help fairy tale hero- Mushroom-forester, in whose outfit the teacher changed clothes. With the help of a fairy-tale hero, you can play any game, for example, "Mushroom meadow", " Autumn forest", "Build a house for an animal", "Prepare medicine", etc. The game can be designed and musical accompaniment. Children really like games, participating in which they can win, relying on their knowledge.

An important role in the environmental education of preschoolers is played by practical, research activities in natural conditions. Unfortunately, modern children, especially urban ones, have a very limited opportunities to communicate with nature. But environmental education should begin with the objects of the immediate environment that the child encounters in everyday life, including because the learning process will be ineffective without emotional perception trees, grasses, sunsets, sunrises: But this will not happen if you study nature from pictures and photographs of even the best quality.

In any city, village there are natural objects interesting for observation: trees, grasses, insects, birds. It is better to study them in the process of design and research activities.

An ecological project is, first of all, the solution of certain problems in the process of research. The scale of tasks can be different, it is determined by the timing of the project, the age and, accordingly, the capabilities of the children, the content of the educational programs of the preschool institution (any project must fit into the general educational space).

Typically, a project consists of three main phases:

1st - preparatory: setting goals and objectives, determining research methods, preparatory work with teachers and preschoolers, selection and preparation of equipment and materials.

2nd - actually research: search for answers to the questions posed.

3rd - final: generalization of the results of the work, their analysis, formulation of conclusions.

Projects can be short-term and long-term: their duration is determined by the teaching staff of the preschool institution, depending on the tasks to be solved.

The knowledge gained by children in the classroom helps them, during observations, to independently understand the processes and phenomena occurring in nature, to conduct their own research, to summarize the material; contribute to the formation of environmentally competent, safe for nature and human health behavior.

The methodology for working with children within the framework of an environmental project is being developed on the basis of an integrated approach. During the project, children observe, experiment, draw, sculpt, play, listen to music, get acquainted with literary works, compose their fairy tales and stories. Any preschool institution, regardless of its type and specialization, can work according to the methodology of an environmental project. The project can be considered as an addition to any general educational, comprehensive programs and partial programs ecological direction.

Children of middle, senior and preparatory groups for school can participate in the project. The teacher chooses the forms and methods of work depending on their age characteristics. Children of middle preschool age will naturally do less work, use the simplest methods of observation, generalize the results of their research, mainly in the form of drawings and short stories. The older the children, the less the leading role of the teacher, the greater the volume of research, which, like the forms of generalization of the material, become more diverse. Parents are involved in the project.

The timing of the environmental project is at least a year, since the child should be able to trace the changes in the life of the object under study in different seasons. The regularity of observations and research depends on the season: most often they are carried out during the change of seasons, for example, in August - September, October - November, March - April (in different regions this time falls on different months). It is during these periods that seasonal changes in the life of nature are most pronounced.

Working with children on the topic "Environmental Education", educators teach each child to love and protect the world around them and believe that achieving this goal is impossible without the help and support of the family.

Visiting a child at home is a long-forgotten form of work, and how it brings the caregiver closer to the family! Such a visit helps to plan and conduct conversations with parents: about the importance of educating children in love for animals, for nature, for their native land, for advice on what books, encyclopedias, postcards, audio recordings (voices of birds, forest noise, etc.) .), various filmstrips.

It is very important to involve parents in competitions, entertainment, exhibitions. In preschool institutions, a bright, colorful message about the event is posted in advance. Parents do not remain indifferent: they collect drawings, photographs, prepare handicrafts from natural and waste materials together with their children. The participation of each family is not left without attention. Adults and children are awarded with gifts, thank you letters. Exhibitions can be held: "The best autumn bouquet", "Gifts of autumn", "A fairy tale has come to us", "It will help nature", etc.

Taking care of wintering birds can become a good tradition. In this work, a certain system may develop:

1. Tips for parents are placed in the ecological corner: how to attract the attention of children using material on the topics "Help the tits", "Birds and people", "They stayed to spend the winter, we will help them."

2. Every year it is necessary to hold an ecological holiday "Day of Birds". The program of the holiday includes the contest "The best house for birds"; exhibitions "Food for different birds", "Forest canteen", "Whose food is tastier". Parents draw posters, bring food for birds, hang houses and feeders made by them on trees together with their children. Children are happy, and adults, helping them, showing interest, raise their authority.

To help parents, an "Ecological stand" is drawn up, where articles, poems, riddles on the topic, signs, word games for learning and practicing with children at home.

Educators prepare consultations for parents, for example, about the medicinal properties of wild berries: "How to make jam, juices without losing vitamins", "Blackberries are a source of health", "Raspberries are in every home", etc. You can start a folder-piggy bank, in which, together with your parents, collect recipes for medicinal drinks, "grandmother's advice."

To find out the attitude of parents to the problem of environmental education, you can conduct a survey.

What is ecology?

Do you have indoor plants, and which ones? If not, why not?

Does the family have a dog, cat or other animals?

Have you planted a tree?

Have you ever made bird feeders?

Do you read nature books to your child?

Does your child watch filmstrips, slides, TV shows about nature?

Does your child like to be in the forest?

How often do you go to the forest with your child?

Does your child know the names of trees, flowers, berries, etc.?

Do you tell your child about the benefits of trees, medicinal herbs, berries, insects, birds?

Does your child know poems, riddles, sayings, proverbs about nature?

Does your child show caring attitude towards animals and plants?

How do you think your child will get knowledge about nature in kindergarten?

Parents' answers will help identify the hobbies of adults and children, identify problems that require pedagogical assistance, and form the basis for the creation of the book "Nature and Us", which every family can get acquainted with.

We constantly need to look for new ways of cooperation with parents. After all, we have one goal with them - to educate future creators of life. What a person is - such is the world that he creates around himself. I would like to believe that our children, when they grow up, will love and protect all living things.

One of the priority areas in the modern standard of preschool education has received environmental education. The child begins to learn about the world from birth, and along with the study of the environment, he must get an idea of ​​​​its fragility, learn to love, protect and protect nature, learn what human actions cause irreparable harm to it. Classes on environmental education in kindergarten are designed to solve these problems.

Theoretical aspects of environmental education in preschool educational institutions

We are all children of the same ship named Earth, which means that there is simply nowhere to transfer from it ... There is a firm rule: get up in the morning, wash yourself, put yourself in order - and immediately put your planet in order.

Antoine de Saint-Exupery

https://ekolog17.jimdo.com/

The basics of environmental education have been included in programs for preschool institutions since the 1960s. But if then the main emphasis was on instilling in children the elementary foundations of environmental literacy, now it is on the formation of environmental culture from early childhood.

This provision is reflected in the “Kindergarten Education and Training Program”, which formulates two main tasks:

• fostering love for the nature of the native land, the ability to understand and feel its beauty, take care of plants and animals;
• creation of conditions for pupils to receive elementary knowledge about nature and the formation of a number of ideas about the phenomena of animate and inanimate nature.

Preschoolers, due to the characteristics of their age, very organically perceive all the knowledge that is associated with nature. After all, small children feel like a part of nature, they have not yet developed a consumer attitude towards it. Therefore, the main task is to make sure that the feeling of inextricable connection with the outside world, which arose in early childhood, remains for life.

A child at preschool age feels like a part of nature, and the task of the teacher is to strengthen this connection.

Forms of classes in ecology

Various forms of education are used in environmental education classes. Main activities:

1. Specially prepared lessons. Here leading role the teacher is playing. It can be:
   • excursions,
   • conversations with the teacher about nature, animals, plants,
   • reading fiction,
   • stories about the peculiarities of animal care.
2. Joint activities of preschoolers and educator. Children take an active part in everything that happens in the classroom. These include:
   • various themed games
   • quiz,
   • drawing and design,
   • surveillance,
   • answers to children's questions
   • discussion of books read, viewed filmstrips and cartoons,
   • live work,
   • Preparation ecological holidays etc.
3. Independent work of children. Application of environmental knowledge received by preschoolers in practice. For example, they can independently (but under the supervision of a teacher) water flowers, feed animals in a living corner, collect herbariums or collections.

Environmental education begins with children taking care of plants and animals.

Didactic and visual materials for ecology classes

Preparation for classes in ecology in kindergarten provides for the widespread use of a variety of didactic and visual materials. And some of them can be cooked together with children. So, in the preparatory and senior groups, you can prepare visual aids for kids. For example, in design classes, children can make visual material on the topic "Garden". Only at the beginning of the lesson it is necessary to warn that their crafts will be used as visual material for kids. It is very important! Children (and people in general) love when their work is needed by someone, and not in vain.

A visual aid on the topic "Garden", made by preschoolers of the middle group, will delight the smallest pupils of the preschool educational institution

At the beginning of classes, you can watch filmstrips and cartoons (“Red Cat”, “The Train from Romashkov”, “Treasure”, “Butterfly”, “The Tale of the White Ice”, “On the Forest Path”, “Shapoklyak”), and then discuss what you have watched . So, using the example of the cartoon “Treasure”, you can discuss the meaning and value of ordinary drinking water, and after watching the cartoon “The Train from Romashkov”, you can talk about how important it is to stop from time to time and observe nature, enjoy the amazing world around.

Examining pictures and paintings is one of the techniques used in the classroom. In the first and second junior groups, simple pictures are used depicting plants, animals, vegetables, fruits. In the middle, senior and preparatory groups, you can view reproductions of paintings by famous artists (“Rooks Have Arrived” by A. Savrasov, “Morning in a Pine Forest” by I. Shishkin, “Beetle” by I. Kabakov, “Golden Autumn” by I. Levitan) and ask the children tell what they see on them.

Ecological lotto allows you to generalize children's ideas about various types of plants and animals

Games can also be used in environmental education classes, both desktop (for example, various lotos, Find a Pair, Where Does Someone Live, Tops and Roots) and mobile (for example, Rescue Tree, Gnomes in the Forest”, “At the Zoo” and the beloved nursery rhyme “A deer has a big house”). As didactic materials and manuals, you can use posters, models, diagrams, calendars of nature, designed for ecological and living corners, exhibitions of drawings, rooms of nature.

The ecological corner in the preschool educational institution should be colorfully designed and attract the attention of children

Video: nursery rhyme "The deer has a big house"

Environmental Education Programs

There are 2 types of programs for preschool institutions: integrated and partial. Comprehensive programs prescribe actions aimed at the development of preschoolers in all areas, while partial ones consider one or more thematically related areas in depth.

Comprehensive programs

The most complete environmental aspects are provided in the programs "Childhood", "Rainbow" and "Baby". They have special sections devoted not just to obtaining elementary knowledge about nature, but about the relationship between the surrounding world and man.

"Baby" is dedicated to the development of young children, so the tasks here are simple: to contemplate, observe, learn. According to this program, it is recommended to equip a living corner in preschool institutions. Visiting it is especially useful for those children whose parents do not allow pets at home.

The part of the program "Childhood" "The child discovers the world of nature" includes 4 blocks that take into account age features children:

• information about plants, animals as representatives of the living in the natural world (features of the external structure and vital functions, the relationship of living beings with the environment, their uniqueness);
• mechanisms of adaptive relationship of living organisms with the environment (properties of various environments, ideas about groups of animals living in a homogeneous environment);
• knowledge about the growth, development and reproduction of plants and animals familiar to children (ideas about successive changes in organisms, the cyclical nature of the process);
• ecosystem knowledge (children get acquainted with plants and animals living in the same community, their interconnectedness).

The section of the program "Rainbow" "The World of Nature" provides for the study of the ecosystem different regions world, geographical concepts, historical and archaeological facts. Its disadvantage is that children receive many interesting facts about the world, but do not learn to comprehend them. The "Origins" program has a section on the study of the surrounding world, but it does not meet modern requirements, and the "Development" program does not set the goal of environmental education for pupils of preschool educational institutions at all.

A living corner in preschool allows children to join the world of wildlife and take care of pets

Partial programs

Partial programs for the environmental education of preschoolers approved by the Ministry of Education of Russia include:

• "Our home is nature"
• "Young Ecologist"
• "Life around us"
• "Nature and the Artist"
• "Semitsvetik",
• "Spider web",
• "We are earthlings"
• "Open yourself"
• "Hope".

Any of these programs is interesting in its own way, so each teaching staff has the opportunity to choose, depending on their own conditions.

The first environmental education programs in kindergartens, which began to be developed back in the 90s of the last century, include "Young Ecologist". Its author is S. Nikolaeva. It should be clarified that the "Young Ecologist" includes 2 programs: environmental education of children and advanced training of educators. Thus, the complex task of educating the principles of environmental literacy in children and raising the ecological culture of adults who are called upon to educate these children is solved.

Since great importance is attached to environmental education, preschool teachers across the country are developing their own programs, based on their capabilities, geographical location and social conditions. The following programs are noteworthy:

• "The enduring values ​​of the small homeland", developed by a teacher from Ivanov E.V. Pchelintseva;
• "I'm in the big world", created by a pedagogical team from the city of Seversk;
• "ABC of Ecology" L.I. Grekova (section of the program "Planet of Childhood", used in the territory of the Stavropol Territory).

How to conduct an environmental lesson in kindergarten

Environmental education programs provide for a wide variety of forms of activities with children, from games to serious projects.

ecological trail

One of the most entertaining forms of outdoor environmental activities is the ecological trail. In each kindergarten, it is desirable to have 3 types of paths and use them according to age groups. The first path is located in the premises of the preschool educational institution; it may include specially designed stands, a nature room, and a living corner. The second passes through the territory of the preschool institution and is used during daily walks. And the third path is for travel. She leads the children to the territory adjacent to the garden. It can be a square, a park, a forested area, a meadow or even a real forest.

An ecological trail is a specially equipped route, along which preschoolers acquire knowledge about the natural environment.

Ideally, throughout the route along the trail, children should meet both wild and cultivated plants growing separately and crowded, different trees and shrubs, birds living in nests, on trees or specially equipped houses, anthills, stones, reservoirs ... In general, the more diverse, the better. Of course, for each age group it is necessary to draw up its own route. It is advisable to draw up a plan of the ecological trail and place it at the beginning of the route. While traveling along the ecological path, children listen to the stories of the teacher, observe, ask questions, learn to draw conclusions, collect herbariums, collections, etc.

Project activities on ecology in kindergarten

In the process of environmental education in kindergarten, special attention should be paid to the research activities of children. This can be helped by the development of various projects, which can be both short-term and long-term. Short-term projects are more common in preschools. Their topics may be different, for example, “We communicate with animals”, “What is the power of water”, “From spikelet to loaf”, “Who winters in the forest”, etc.

Encouraging children's research interest develops their thinking abilities and stimulates further cognitive activity.

Nevertheless, long-term projects are quite within the power of preschool children. You should pay attention to such topics: “Feed the birds”, “We planted a turnip”, “Garden on the windowsill”, “Aquarium is a fish kingdom”, “Let's grow a lemon”, etc.

The development of both short-term and long-term projects requires a lot of effort, preliminary preparation, study of materials and literature on the topic, observations, research and the ability to draw conclusions. It is also important to beautifully design and enthrallingly present your project. All these children will have to learn.

Application "Fungus" is performed by children as part of the project "Hello, autumn!"

Sample project for the second junior group

Name	"Hello, autumn!"
Tasks	To expand the knowledge of children about autumn as a season, about the weather at this time, about the natural gifts that autumn gives. Expand the vocabulary of children on the autumn theme. Learn poems and songs about autumn. Learn to draw autumn in drawings.
materials	Drawings, cards, images of vegetables and fruits; models of vegetables and fruits; autumn leaves; flowers; poetry; paper, paint, plasticine.
The activities of the educator	Selects poems and songs; selects games; conducts classes with children.
Parents activities	Select photographs, literature; participate in the holiday.
Activities during the project implementation	Outdoor games; didactic games; reading poems, stories and fairy tales about autumn; learning songs about autumn; creation of the application "Fungus"; draw autumn; conversations about the weather; story about autumn gifts: vegetables, fruits, mushrooms, nuts; arrangement of bouquets autumn leaves and flowers; watching cartoons.
Project Summary	Drawing exhibition device autumn bouquets and applications. Holding festive matinee"Hello, autumn!". Festive table with autumn gifts.

You can learn more about conducting classes on ecology in the first and second junior groups from our article -.

Sample lesson plan on the topic "How bread is made" in the middle group

The purpose of the lesson: to demonstrate to children how bread is made.

Equipment and materials:

• Pictures,
• germinated wheat,
• green wheat germ,
• wheat grains and spikelets,
• slices of bread
• flour,
• eggs,
• salt,
• yeast,
• water,
• vegetable oil.

Lesson progress:

1. Children watch the cartoon "Spikelet".
2. The teacher invites the children to find out where wheat grains live, how wheat grows, how flour is obtained, how bread is baked.
3. Children look at sprouted wheat and wheat sprouts.
4. The teacher invites the children to take spikelets and find grains in them.
5. The teacher invites the children to find out what is tastier - grains, flour or bread. Children try grains, flour and pieces of bread.
6. The children are asked if they know how delicious bread is made.
7. Then the teacher kneads the dough from the prepared products, explaining the process to the children.
8. Children watch how the dough fits.
9. The teacher and the children make rolls and take them to the kitchen.
10. While the rolls are being baked, the teacher tells how the growers grow wheat, harvest, the children look at the pictures.
11. The cook brings baked rolls, and everyone tries them.

Video: cartoon "Spikelet"

Lesson in the second junior group on the topic: “Making a hedgehog”

Take toys "Travyanchik" in the form of a hedgehog. First, children water toys, grow grass, and at the same time learn how, why and under what conditions grass grows. The teacher also tells them about hedgehogs - where they live, what they eat, how they hibernate. When the grass grows large enough, a lesson on the construction of "Cut the hedgehog" is held. Before starting the lesson, you can watch a cartoon about hedgehogs, for example, “Does a hedgehog have to be prickly?”

When making a hedgehog from Travyanchik, children get cute crafts, and they treat the pets of the living corner with the remnants of the grass

Then the children cut their grasses with scissors. The cut grass is taken to a living corner and treated to pets living there.

Holding open events on an environmental theme

Ecology classes give wide opportunity various open events. Parent involvement is welcome here. Moreover, they can not only attend matinees and watch how their children perform, but also take an active part themselves. Parents can help build and hang birdhouses and bird feeders, participate in joint excursions along the ecological trail, organize picnics for children together with caregivers, take part in World Car Free Day, etc.

It is possible to generalize and consolidate children's knowledge of animate and inanimate nature in the form environmental quiz, KVN, brain-ring, etc., held together with parents.

Examples of abstracts for conducting open classes on ecology in different groups

• Belyakina E. "The Tale of Water" (second junior group).
• Savina A. "Journey to the spring forest" (middle group).
• Nashirvanova R. "Our friends are trees" (senior group).
• Polivakhina G. "Be a friend to nature" (preparatory group).

Video: open lesson "Visiting the gnome" in the second junior group

https://youtube.com/watch?v=p6PTCZW2m1g Video can’t be loaded: Open lesson on environmental education Visit the gnome in the 2nd junior group Part 2 Raised (https://youtube.com/watch?v=p6PTCZW2m1g)

Video: open lesson "Sowing seeds" in the preparatory group

If you choose the most exciting activities for preschoolers in preschool, then ecological direction out of competition, given that this component can be introduced into any educational activity. Children are inquisitive, they love everything that is connected with research, and the world around them acts as a fascinating subject for study. It remains only to form the right attitude towards him. This is the main task of kindergarten teachers in the implementation of environmental education.

The personality of each person is formed not only from a genetically determined set of individual traits, but also from the attitude of the individual to the world around him, to other people and, of course, to nature. Modern children have very specific ideas about the living, most often limited by the information provided by the Internet and relating to specific manifestations of the world of flora and fauna. But such a fragmentary study of the issue, disinterest in preserving the conditions for life, leads to a consumerist attitude towards nature in general and deprivation of oneself of an important moral and aesthetic component of life in particular. It is necessary to solve this problem as early as possible, which is what the concept of raising children, including preschool children, is aimed at.

Relevance of the issue

Ecological education of children is a concern for the future of the planet

The modern educational system recognizes the right of ecological education as one of the priority areas of the psychological and pedagogical activity of a teacher and educator, if we are talking about preschool child development. So early formation ecological orientation in the growth of the individual is explained by the fact that up to 7 years in a child

• the foundation is being created for laying a conscious attitude to the environment;
• there is an accumulation of vivid emotions;
• direct perception of information allows you to remember it firmly and easily.

This is interesting. Modern research showed that at the psychological level, the perception of the surrounding world in a child under 7 years old is formed by 70%. But after reaching this line, the remaining 30% accumulate until the end of days.

Working with kids from 2.5 to 6 years old is important for the formation of an ecological culture of the individual. This concept implies understanding and acceptance of common global problems, as well as awareness of personal responsibility for the state of the planet.

Principles, goals and objectives of environmental education

The best way to teach a child about nature is to teach her to help

The study of nature at the preschool stage, as well as in the future, affects all areas of the intellectual, spiritual and moral development of the baby, namely

• forms a sympathetic attitude towards the world around, that is, it is engaged in the formation of moral values;
• fills the system of eco-knowledge and ideas, that is, it develops the intellect;
• teaches to see the beauty of the world through an activity approach (for example, caring for plants, pets, etc.).

To do this, in every lesson devoted to the study of the world around you, you need to

• to form the simplest ideas about nature, about the interconnections of all living things;
• to attach to work, as this is an indicator of concern for the world around us;
• to cultivate respect and love for nature, as well as to instill an understanding of the importance of caring for it.

The tasks of educating ecological self-awareness should work to achieve the goals set, that is,

• to form and develop curiosity of kids;
• develop creativity;
• give elementary ideas about oneself, other people, individual components of nature (color, size, material, shape, sound, pace, causes and effects of a particular phenomenon), as well as about the relationship between them;
• to cultivate respect for the common home - the planet Earth - and treat with reverence the peoples inhabiting it.

Regulations

The Federal State Educational Standard regulates the directions of eco-education of children on different stages educational ladder

Working with children is known to be regulated legal field. As for environmental education, aspects of working with this component are regulated

• the Law of the Russian Federation “On Education”;
• Federal Law of the Russian Federation “On Environmental Protection”;
• GEF DO.

The Federal State Educational Standard, starting from January 1, 2014, the component of environmental education has undergone some processing, in particular, instead of 10 education strategies, 5 were left:

• social and communicative development
• cognitive development
• speech development;
• artistic and aesthetic development;
• physical development.

Acquaintance with the outside world in a preschool institution is now regulated by the strategy "Cognitive Development" (previously it was called "Cognition"). And all the work has acquired an intellectual and cognitive-creative character instead of a research and productive activity, which was leading until 2014. Meanwhile, the principle of individualization of education as a whole, including the environmental component, has been preserved. It lies in the fact that the learning trajectory is based on the interests of each individual child. So, if a child likes to watch birds, feed them and build birdhouses, then it is better for him to talk about the types of precipitation using signs related to birds. For example, if swallows fly low, then it will rain, and if chickens walk in bad weather, then bad weather soon to be replaced by sunshine. Thus, the assimilation of the material is easier and faster.

GEF program for environmental education of preschoolers

Much attention is paid to the practical activities of the GEF program

The program of the Federal State Educational Standard provides for a systematic approach to the education of the ecological culture of preschoolers. This means that every year the topics of the classes are repeated, but some types of work are added.. For example, applications on a given topic in the younger group are supplemented by a reading contest in the middle group, and in the older group, an illustration of a book about nature. In general, the study of topics related to

• seasonal changes in animate and inanimate nature:
• change in the way of life of plants and animals in connection with the change of seasons;
• human impact on the environment in winter, summer, autumn and spring.

The program includes theoretical and practical understanding of the topic, so work on each block is carried out in 6 areas:

• software component (in other words, the topic itself);
• regional component (an aspect of the topic that has territorial significance, for example, the protection of a local forest or river);
• a variable component of a preschool institution (implementation of the general concept of a kindergarten through a specific topic, which is especially important for specialized institutions, for others this component coincides with the program component);
• preliminary work (didactic games, reading on the topic, observing natural phenomena, modeling the change of seasons using lotto, pictures or applications);
• practical activities (experiments, for example, how quickly water freezes at sub-zero temperatures);
• related forms of work (garbage collection, creative tasks in the form of drawings, drawing puzzles, etc.).

An exemplary program of environmental education for preschoolers in the middle group

Subject classes

Approximate program

Regional component

Variable component preschool

preliminary Job

Observations, experiments

Related Forms work

Topic 1. "Inanimate nature in autumn"

"Me and nature"

To instill in children a love for nature, the desire to take care of plants and animals; to inculcate intolerance to the senseless damage to plants and the destruction of animals

To show the unique nature of Siberia, its fragility and, at the same time, severity

To form ideas about the inextricable connection between man and nature (man is part of nature)

Didactic game "Nature is not nature", "Guess what's in the bag"

Observations on the ecological trail "What is nature"

Garbage collection on the ecological path

"Our home is nature"

Bring up careful attitude to the environment

Demonstrate the joy of communicating with the nature of your area

To form concepts about inanimate nature, as a factor in the life of all living things

Reading fiction: E. Moshkovskaya “A man lived in the world”, V. Orlov “A house under a blue roof”

Compare: “A house is a human dwelling” and “A house is nature”

Application "I and nature"

Excursion to the forest during the golden autumn

Seasonal changes in the forest

The beauty of the surrounding nature. Rules of conduct in the forest

The forest is a community of plants and animals. The relationship between animate and inanimate nature

Hiking with parents in the forest. Drawing "We are in the autumn forest"

Examination of "Forest Finds"

Collection and drying of autumn leaves "Autumn palette"

Autumn phenomena in inanimate nature

Seasonal changes: the day gets shorter, it gets colder, it often rains, cold winds blow. Dependence of changes in living nature on changes in inanimate nature

Features of natural phenomena in Siberia. nature calendar

To acquaint with a complex of characteristic phenomena of inanimate nature and their seasonal changes

Reading fiction, memorizing poetry. Didactic game "When it happens"

Observation of the state of the weather and seasonal changes in the life of plants and animals "Traces of Autumn"

"Poetic pages", "Autumn" - a competition of readers.

"The sun is a big star"

Describe the Sun as a star. Clarify knowledge about the structure of the solar system

Drawing up the layout of the "Solar System"

Why are there different seasons?

The sun is like a source of light and heat. Change of seasons. Seasonal changes in nature. The role of the Sun in human life

Game "Day and Night"

Simulation "Change of seasons"

"Introducing children to the soil"

Soil as the top layer of the earth: "living earth". Soil pollution, possible consequences. The need for soil conservation

Experience: soil properties, how soil pollution occurs

Seasonal observations of fallen leaves

Campaign "Help the earth prepare for winter"

Topic 2. "Plant world in autumn"

Excursion to the meadow. "Meadow-ecosystem"

Recognize the six plants of the meadow. Fix the rules of behavior in nature

Show the beauty of the meadow. Rare, medicinal, poisonous plants

The meadow as an ecosystem. Relationship between plants and insects. The influence of light, heat, water on plant life

Reading "The Adventures of the Grasshopper Kuzi". Didactic game "Guess the plants"

Observation "Live barometers" (weather prediction)

Drawing "Meadow in autumn"

"How plants prepare for winter" (target walk)

Recognize and name 5–6 trees, 3–4 shrubs, 4–5 garden flowering plants by leaves and fruits: flowering foliage, fruits, leaf fall, fading of life

Acquaintance with local plants of the immediate environment. nature calendar

Perception of plants as living beings, sympathy for them, respect. Appointment of all organs. Influence of light, water, heat on plant life. Trees, shrubs, herbs, their characteristics

Making models "Flower", "Living conditions"

Observation of flowering plants in the flower garden brought to the group

Application « Autumn landscape» (from dried leaves)

flowering plants

Fix the names of 4-5 flowering plants

Diversity of plant species in nature. Parts of plants and their functions. Plant development. Aesthetic attitude towards plants

Sowing seeds, caring for plants

Monitoring the growth and development of flowering plants

Seed collection

Topic 3. "Animal world in autumn"

"Let's help earthworm find your home"

Soil is the top layer of the earth. Soil inhabitants (on the example of earthworms), their role in soil formation

Homework: learn about the benefits of earthworms

Watching earthworms after rain

"Conversation about the mole"

To give children an idea about the features of the appearance and behavior of the mole, about its adaptability to the underground lifestyle

Reading books "Blind diggers", V. Tanasiychuk, "Ecology in pictures"

Search for molehills

Drawing illustrations for the book "Blind Diggers"

Comparison of wild and domestic animals

Expand and deepen children's understanding of wild and domestic animals

Expand ideas about the features of the appearance of animals, life manifestations, habits, features of adaptation (molting, hibernation), conditions necessary for their life.

Living conditions for pets are created by a person (benefit, care). Wild animals take care of themselves

Reading stories from the book "Forest Mosaic" by V. Zolotov

Search for wintering places for animals, insects

Collection of animal feed. Questionnaire for parents "Your attitude towards animals"

Comparison of fish and frogs

To consolidate the idea of ​​the adaptation of wild animals in natural conditions (frog disguise)

To form a generalized idea: fish are aquatic inhabitants, frogs are inhabitants of water and land. Adaptation to life in water

Game - competition "How do fish and frogs differ from each other, how do fish and frogs look alike?"

Cycle of observations of aquarium fish

Homework: look for picture books about different aquatic animals

"By the water, on the water, and in the water"

Seasonal changes in nature

Respect for the nature of the native land

Water as a habitat for animals and plants. Adaptation to life in water conditions habitat

Consideration of illustrations, reading books about the inhabitants of the reservoir

Observation of the inhabitants of the reservoir

Excursion to the river

Seasonal changes in nature

Rules of conduct in nature. The beauty of the surrounding nature

Learn to observe and compare seasonal changes in nature (summer - autumn)

Homework: pollution of water bodies and the impact of this factor on the life of plants, animals, humans

Watching the river in different seasons

Nature protection campaign "We want to live in a clean village"

A conversation about migratory birds

To consolidate and expand ideas about birds: to give an idea of ​​migratory birds. Departure of birds is associated with the disappearance of insects, freezing of water bodies

Introduce specific bird species in your area. nature calendar

Adaptation of birds to a land-air way of life, to seasonally changing conditions of inanimate nature. Relationship between birds and their environment. Caring for birds

Production of feeders, fodder preparation

Observation of bird behavior

Campaign "Help the birds to survive"

Topic 4. "Man and nature"

"Vegetables and fruits on our table"

To acquaint children with the labor of people in collecting vegetables and fruits in gardens and orchards

To teach to take a feasible part in the work of adults; autumn crops of some vegetables, preparing a garden for winter, harvesting land for a vegetable garden on the window

Preparing vegetable salad

Monitoring the growth and development of vegetable crops

Harvesting

"Bread is the head of everything"

Expansion of ideas about cultivated plants of the field (cereals)

Wheat is grown in Siberia

The concept of "Cultural plants". Respect for the work of grain growers, bread. Influence of light, heat, moisture on plant growth

Consideration of different ears, their comparison

Excursion to the kitchen, observation of kneading dough for pies

"Planet Earth in Peril"

The role of man in environmental work

Give an idea about the planet Earth, about the inhabitants of the Earth. To save our planet, we must love nature from childhood, study it, handle it carefully

Looking at the globe: continents, oceans, seas, North Pole and South

Inspection of the territory of the kindergarten, garbage collection

Environmental work: clearing the clearing, "treatment" of trees, bushes

“Through good deeds you can become a young ecologist”

Encourage children to take care of the environment

Show that a young ecologist is a child who loves nature, takes care of living beings, creates for them good conditions life

To reveal to children with specific examples that there are good and bad deeds

Observation of the condition of trees, bushes of the site

Model "Dry (unfortunate) tree". Stand "Panorama of good deeds"

"Autumn Conversations"

Generalize and systematize children's knowledge about autumn

nature calendar

Establishing a connection between the length of the day, air temperature, the condition of plants, the availability of food for animals and plants and adapting them to winter

Reading fiction about autumn, changes in nature; didactic games

Observations of seasonal changes in nature

autumn holiday

Topic 5 "Ecosystem - Forest"

"Forest high-rise building"

The forest as an example of a community. The relationship of living organisms with each other. "Houses" of forest plants and animals. Respect for all forest dwellers

Homework: the forest and its inhabitants. Didactic game "Everyone has his own house"

Excursion to the forest.

"Chains in the Forest"

The interaction of the inhabitants of the forest, their food dependence on each other

Homework: pick up literature on the nutrition of the inhabitants of the forest

Drawing up "Food Chain" schemes

"Who's in charge in the forest?"

Recognize 5–6 trees, 3–4 shrubs

Plants are the main link in the forest. consequences of tree destruction. Relationships between living organisms. Caring for the forest

The game "What grows in the forest?", "Who lives in the forest?", "Deforestation"

Target walk "Identification of tree and bush species"

Topic 6. "Inanimate nature in winter"

"The water cycle in nature". "This sorceress is water"

The transition of water to a solid state and back with a sharp change in temperature

Encourage independent observations, experiments, experiences

The state of water in nature (liquid, solid in the form of ice and snow, gaseous in the form of steam). Basic properties of water, snow, ice, steam

Freezing colored ice

Research work, experiments to identify properties. Observation of snow, frost

"About living and dead water". Release of leaflets "Save water"

"Water and its pollution"

Encourage respect for natural resources

Human use of water. The need to conserve water. Water and our health

Reading the ecological fairy tale "How people offended the river"

Watching frosty patterns, clouds, icicles. "What is water"

Environmental alarm "Dirty water is a problem for everyone"

Air Conversation

Systematize knowledge about the properties of air. The importance of air in human life and other living organisms

Games with turntables, inflatable toys

Experiments to identify the properties of air

"How the wind is born"

Give an idea of ​​the movement of air (wind)

The role of wind in nature and human life. Waves, hurricanes, storms

Determining the direction and strength of the wind

Experience with candles "How the wind is born"

Introduction to the thermometer

Establishing a connection: cooling leads to changes in the plant and animal world

To introduce the thermometer: what it is used for, how it works. Air temperature measurement

Sketching signs of winter

Experiments: measuring the temperature of water, snow, air with a thermometer

Stand "window to nature". What can you do with your child while walking? "Check folk wisdom"

Conversation about winter phenomena in inanimate nature

Winter phenomena in inanimate nature: it is cold, there are often frosts, the ground is covered with snow, and water bodies with ice

Winter phenomena of the nature of Siberia (winter is long, harsh, snowy, frosty, etc.

The night is long, the day is short; the sun does not rise high in the sky, it gives little heat; cold, frost, the sky is often gray, cloudy; it snows, sometimes there is a blizzard, a blizzard

Observations of seasonal phenomena in winter; changing position of the sun

Hike in the forest "Winter Kingdom"

Seasonal changes in nature, the dependence of changes in wildlife on changes in inanimate nature

The beauty of the winter forest. Recognize traces of forest dwellers in the snow

The relationship of various components of nature (soil, water, plants, animals). Respect for the environment

Didactic game "Whose trace?"

Drawing "Winter Kingdom"

Topic 7. "Plants in winter"

How do plants adapt to overwinter?

Trees and shrubs without leaves

Difficulties in the existence of living creatures of Siberia

Diversity of plant species in nature. How plants adapt to seasonal changes in nature. Trees, shrubs, herbs: their characteristic features

Distinguish trees and bushes by trunk, branches, bud features

Composition of an ecological fairy tale "What trees dream about in winter"

Houseplant - living organism

The concept of "houseplant". Recognize and name 5–6 indoor plants by shape, color of leaves, flowers, stems

A plant is a living organism. Parts of plants and their functions. Influence of heat, light, water on plant life. Understanding the role of plants in nature and human life. Formation of plant care skills

houseplant care

Cycle of observation of indoor plants

Group exhibition of drawings "My favorite indoor plant"

Moisture-loving and drought-resistant plants. Light-loving and shade-tolerant plants

Show the dependence of the growth of indoor plants on conditions. Give an idea of ​​moisture-loving and drought-resistant, light-loving and shade-tolerant plants

Differentiated needs of indoor plants for moisture and light. Build caregiving skills according to their needs

Plant care corner of nature

Experience: the influence of light, heat and water on plant life

Determine the correct care of plants at home

Topic 8. "Animal world in winter"

How do animals spend the winter in the forest?

Sympathy for animals. Difficult conditions life in Siberia

The value of external factors in the life of animals. Animal nutrition in winter, methods of movement, habitats

Reading fiction about the life of animals in the forest in winter, looking at pictures

Observation of seasonal changes in nature

"Animals of cold countries"

Features of weather conditions. Adaptation of plants and animals to conditions, features of life

Reading fiction about the harsh climate of the Arctic, about life in a cold climate

Making a model "Animals of cold countries"

"Why don't polar bears live in the forest?"

Adaptation of animals to life in natural conditions

Describe the law of nature: all animals live in the places to which they are adapted.

Reading the book "Ecology in Pictures"

Drawing from the book "Ecology in Pictures". book making

"Conversation about wintering birds"

Recognize wintering birds appearance, behavior, sounds. Seasonal changes in the life of birds. Bird feeding

Nearby birds

Adaptation to the ground - air way of life, to the seasonally changing conditions of inanimate nature. Bird feeding

Didactic classification game

Cycle of observing wintering birds

Application "Birds on the feeder"

Topic 9. "Nature and man"

"Wintering of wild and domestic animals"

Seasonal changes in animal life

Clarify the signs of wild and domestic animals, their similarities and differences. The role of man in the life of pets

Homework: to select literature on the wintering of wild and domestic animals

Excursion along the ecological path

Complex lesson “Cold winter will pass ...”

Generalization of knowledge about winter

Nature observation calendar

The dependence of all living things on environmental conditions. Plants and animals have adapted to the harsh conditions of winter

Exhibition "Winter Landscapes". Learning poems and songs about winter

winter holiday

"Red Book"

Respect for plants and animals. Rules of conduct in nature

Rare plants and animals

Facts of negative impact on nature. Examples of the rational use of nature by man

Production of the "Red Book"

"My native land"

Respect for nature

The nature of our village

How to live in friendship with nature. Protection of rare animals and plants

Production of the "Red Book"

Excursion to the forest

Drawing (group work) "The nature of our village"

Topic 10. "Inanimate nature in spring"

How the sun gives life to the earth

The role of the sun - a source of light and heat - in the life of living beings

Search activity on the topic "Awakening of wildlife"

Cycle of observations of the sun

Holiday "Shrovetide"

"Spring phenomena in inanimate nature"

The day is getting longer, it is getting warmer, the snow is melting, the rivers are being freed from ice. The relationship of wildlife

Warming, floods, thawing of the soil

Lengthening the day and shortening the night. The sun gives more light and heat. Living conditions are getting better, so everything comes alive

Comparison of signs of winter and spring

Observations on the topic "The influence of light, heat, water on the life of plants, animals"

Subbotnik "We meet spring with cleanliness"

"Stones, sand, clay"

Sand: flowability, friability, ability to pass water. Clay: density, plasticity, viscosity. How man uses sand and clay. Distinctive features of stones - their diversity

Experiments to identify the properties of sand, clay, stones

Excursion to the forest

Signs of the coming of spring. Changes in wildlife are associated with warming and the emergence of the necessary conditions for life.

The periods of the onset of spring

Establishing links and dependencies between changes in animate and inanimate nature

Drawing up stories about spring according to reference pictures, diagrams

Cycle of observations "Awakening of nature"

Working with parents "Window to nature", "Do you know?" (folk wisdom)

Topic 11. "Plants in spring"

"Plants in Spring"

Buds swell, leaves and flowers appear

Flora of the forest: trees bloom (alder, then aspen, willow, poplar, birch, bird cherry), leaf blooming (larch turns green, followed by aspen, birch, willow)

Diversity of plant species in nature. Trees, bushes, herbs, their characteristic features. Relationship between plants and insects. Adaptation of plants to seasonal changes in nature. Aesthetic attitude towards plants

Comparison: tree - bush, bush - grass

Observation of the state of plants in different seasons

"Take care of the primroses"

Learn to recognize and name the first spring flowers by leaves and flowers

Rare, endangered plants of Siberia. Ways to save them

The role of plants in human life and the natural environment in general. All plants are alive. Features of the structure of all organs

Didactic game about colors

Cycle of observation of primroses

Release of leaflets "Take care of primroses"

"Aibolit's green service: spring care for indoor plants"

Consolidation of skills in the care of indoor plants. Dependence of plant growth on environmental conditions

The definition of good or disease state plants on external signs, identifying missing conditions, ways of care that can fill them. Light-loving - shade-loving, drought-resistant - moisture-loving

"Garden on the window". Plant care corner of nature

Experiments with seeds

Determining the health of plants at home. Help children of the younger group in the care of indoor plants

Plant propagation

Learn to transplant houseplants. To acquaint with the methods of vegetative propagation of indoor plants (cuttings, mustaches, leaves)

Propagation by shoots (geranium, fuchsia, begonia), cuttings (violet, sansevier), bushes (chlorophytum)

Stages of growth and development of plants. Influence of light, heat, moisture on plant life. New houseplants can be grown from cuttings, leaves, bulbs, dividing the bush

Transplanting indoor plants and sowing flower seeds for seedlings

Monitoring the growth and development of transplanted plants

Topic 12. "Animal world in spring"

"Features of the life of animals in spring"

Features of the life of animals in the spring. Changes in wildlife are associated with warming and the emergence of the necessary conditions for the life of plants and animals.

Reproduction of animals on the example of 1–2 species inhabiting the territory of Siberia

Reproduction of animals on the example of 1 - 2 species

Watching the Wildlife Video (Animal Growth and Reproduction)

Birdwatching during the hatching period

"About animals that are not loved"

Acquaintance with some representatives of amphibians, reptiles. Their distinguishing features. The value of external features in the life of animals. Understanding the need for the existence of all species without exception

Homework: find information about the benefits of amphibians, reptiles

Making an aquarium model

"Meet the Birds"

Improve knowledge of migratory birds. Seasonal changes in the life of birds (nesting, incubation of chicks from eggs)

The first arrival of starlings, wagtails, then waterfowl - ducks, geese, gulls

Formation of a generalized idea of ​​birds as animals that can live on the ground and fly in the air. Help for animals that live near us

Classify birds: insectivorous, waterfowl, granivorous, predatory

Observation of arriving birds, their behavior

"When there are few or many animals in nature."

imbalance in nature. The relationship of the inhabitants of the forest, food chains. The positive role of predators in the balance of the forest community

"Ecology in pictures", reading "Explosion without noise", "What to do with rabbits?" didactic game "Invisible threads"

Excursion to the reservoir

Adaptation of wild animals to life in natural conditions

Follow the rules of behavior in nature

A body of water is a community of aquatic inhabitants that have adapted to life in and near water.

Formation of ideas about certain types of plants and animals of the reservoir (drawing them, showing pictures, reading stories)

Observation of animals and plants in the aquarium

"The sea is in trouble"

Adaptation of wild animals to life in natural conditions

The idea of ​​the sea, its inhabitants. Relationship modern man with nature. Factors of the negative impact of man on nature

Reading the book "Ecology in pictures", "Oil in the sea," Why the whales died. Didactic game "Who lives in the sea?"

Experiment "Birds and Oil", "Oil River"

Drawing illustrations for reading stories

Topic 13. "Nature and man"

"Earth is a living planet"

Life in the Earth, General terms for plants, animals and people. A sense of pride in your planet: it is the only "living" planet in the solar system, it is a common home for all living things, this home must be protected

Reading fiction about the life of plants and animals in different ecosystems, the necessary conditions for life. Didactic game "Where is whose house?"

Observations of living objects, necessary conditions of life

Release of leaflets, posters "Let's save our planet"

"We are responsible for those we have tamed"

Introduce the animals of a corner of nature, tell how to care for them

A generalization of the ideas that animals and plants are living beings and need certain living conditions that satisfy their needs. Creation of appropriate conditions close to natural

Acquaintance of children with the life of animals in natural conditions. Highlighting the rules for communicating with animals

Animal Observation Cycle

Care of the inhabitants of the natural corner. Growing green fodder

"We are tourists" (excursion)

Strengthen the ability to behave in nature: do not break bushes and trees, do not leave garbage in places of rest

Ecologically competent and safe for human health behavior in nature

Making signs "Protect nature"

Operation "Beware the anthill!"

"This wonderful world of insects" (excursion)

Seasonal changes in insect life

Terms of awakening of insects: mosquitoes, beetles (May), butterflies (lemongrass, urticaria), ants

Variety of insects. The value of external features in the life of animals. Insects in different habitats. Positive and negative interconnections in ecosystems

Research activity on the topic "Search for insects in nature"

Cycle of observation of the development of insects

Quiz about insects. "Mysterious Transformations" (a game)

Excursion to the meadow

Recognize the four herbaceous plants of the meadow. light-loving plants

Studying native plants

typical representatives. Relationship between conditions and needs of plants and animals. Security rare species animals and plants. Nature as a habitat - "the house of man"

Cycle of observation of insects

Consultation "Why do children offend insects?"

Spring conversation

Seasonal changes in nature. The relationship between living and non-living nature. Spring work in the garden, in the garden, field

Keeping a calendar of nature at the local level

The sequence of spring changes in nature, dependence on weather changes

Reading fiction about spring

Cycles of observations of seasonal changes in nature, the life of plants and animals

Labor in the children's area

Environmental projects for preschoolers

Environmental projects for preschoolers are usually long-term activities, such as planting and caring for fruit trees.

One of the most relevant forms of work with children in recent years is the project. This type of activity allows you to combine the components of preliminary work, practical activities and related forms of consideration of the topic. The subject of project assignments is selected based on individual approach to learning, but also taking into account the age of the baby.

Junior group

Kids are happy to watch how the seeds germinate in crafts, the so-called "ecology"

All work of children in this age category is carried out jointly with their parents.

• "Miracle Garden". Goals: generating interest in research activities, gaining knowledge about the conditions necessary for growing plants, getting to know the variety of seeds, developing sensory skills, fostering a sense of pride in the results of one's work, as well as respect for the results of the work of other people. The essence of the project boils down to the fact that in the Red Corner of the kindergarten it is necessary to create a mini-garden, for this, each child is given the task of germinating the seeds of a certain agricultural crop. The project is long term.
• Design of the corner "World of Nature". Objectives: the formation of conscious ideas about nature, the development of skills for observing the surrounding world, the creation of conditions for the formation of the ability to foresee the results of some of their actions. The essence of the project is that children create crafts from natural materials available at different times of the year.

middle group

One of the projects in middle group is to observe and compare germinated seeds

• "Hello tree." The main goal of this project is to get acquainted with the trees of the native land. And also to form ideas about the life of trees, to develop observation, fantasy, speech, to cultivate respect for the nature of the native land. The essence of the project is that children, together with their parents, choose a tree, which they observe for 12 months, describing the changes taking place with it. These observations are presented in the form of drawings, memorization of poems, handicrafts from natural material.
• "Secrets of Water". Objectives: to form children's ideas about the importance of water in life, to show the properties of water in its different states, as well as its properties during these transitions (changes in taste, color, smell). The essence of the project: a selection of riddles, poems about water, the creation of a wall newspaper, experiments on freezing, heating water, as well as mixing with other substances (food coloring, sugar, salt).

Senior group

In the senior group, projects are aimed at visual representation rules for caring for nature

• "Wonder Seeds". Objectives: to get acquainted with the seeds of vegetables, the features of their planting, follow the process of seed germination, develop the ability to compare, draw conclusions, apply theory in practice, develop speech, instill respect for work, as well as a responsible attitude to business. The essence of the project is that children from April to May are engaged in the germination of vegetable seeds, comparing them, studying the peculiarities of caring for specific plants.
• "Clean World". Objectives: to form environmental knowledge in children, to develop practical skills in caring for the environment, the ability to creatively process waste material, to develop ideas about the nature of their native land. The essence of the project is that children regularly clean up the area, compiling a photo report on the work done, as well as doing crafts from waste material, that is, from garbage that is safe for life and health.

Didactic games

Didactic games on ecology are aimed not only at intellectual development, but also at physical

Almost all environmental projects are long-term, and, taking into account the age of children, it is impossible not to stop at one of the most favorite forms of interaction between kids and adults - the game. This form of work allows you to consolidate knowledge of ecology or present it in an accessible and entertaining way.

For the younger group

• "Mood Men"

Purpose: to develop the ability to compare emotions and the reasons for their appearance, the development of a sense of empathy, a positive attitude towards the world around.

Material: model cards "Mood Men" depicting two main emotions (joy, sadness). Move. The teacher invites the children to consider the plants of a corner of nature and determine how they feel, pick up “mood men”.

Questions to children: “How does a dry plant feel? How does a watered plant feel? (Children accompany the answers with a demonstration of cards.)

• "Flower" (accompanied by flowing music)

Purpose: removal of muscular, psycho-emotional tension, formation of the ability to express feelings and emotions.

Move. The teacher invites the children to "turn" into a seed - a warm sunbeam fell to the ground and warmed the seed in it. A sprout sprouted from the seed. A beautiful flower grew from a sprout. A flower basks in the sun, exposes each petal to heat and light.

• "Picture an animal"

Purpose: removal of psycho-emotional stress.

Topics: "Angry Dog", "Funny Puppy", "Sad Bunny", "Funny Bunny", "Cunning Fox", "Naughty Kitten", "Frightened Chick", "Clumsy Bear", "Cowardly Bunny", "Brave Hare" ”, “Sad cat”, “Cheerful kitten”.

For the middle group

• "Rain"

Purpose: removal of psycho-emotional stress, reduction of aggression, weakening negative emotions. Material: sheets of paper, scissors.

Move. The teacher invites the children to cut the paper finely - to make "raindrops" (for 3 minutes). At the end of the work, the children take turns throwing “droplets” up, showering each other. It then discusses how children feel when they are exposed to warm (cold) rain, heavy rain, drizzle, etc. (Similarly, the training game "Snow" can be performed.)

• "Walking along the brook"

Purpose: stimulation of activity, development of cohesion, removal of muscle tension.

Move. A winding stream is drawn on the floor with chalk, now wide, now narrow. Children-tourists line up one after another and put their hands on each other's shoulders. Tourists all together slowly move along the bank of the stream.

• "Conversations with Trees"

Purpose: to teach children to see and emotionally respond to the beautiful in nature; cultivate a humane attitude towards her.

Preliminary work. Reading fairy tales and stories on the topic.

Game progress. Educator. See how many trees there are in our area. Choose a tree that you like, go up to it, hug it and stand like that with eyes closed. Listen to what it tells you. Return at my signal.

Returning, the children optionally talk about "their" tree.

You can conduct a "Conversation with Flowers" using plants from a flower garden or a corner of nature; "Conversation with animals" using animals from a corner of nature.

For the senior group

• "Joys and Sorrows"

Purpose: to form their own attitude towards nature.

Material: old woodman doll; bright chips - yellow, green, red; dark - gray, brown.

Preliminary work. Excursion to the park, to the lake, etc.

Game progress. 1 option. The game is played according to the "finish the sentence" type. The teacher starts the sentence, and the children finish it at will. For example:

The most beautiful place in the park\square\…

I was happy when...

I was very upset \ es \ when ...

I felt sad when...etc.

For each answer, preschoolers receive a chip: bright - for the continuation of the first two sentences and dark - for the continuation of the last two. After the game, a summary is made - which chips turned out to be more: if there are a lot of dark \ for example, there is a lot of garbage in the park, tree branches are broken, etc. \, it is discussed what children can do to correct the situation.

Option 2. The game is played in a question-and-answer format. The old man-forester asks the children questions. For example:

What made you happy while walking?

What upset you?

For each answer, the children receive a chip of a certain color. After the game, the results are summed up (as in the first version).

• "Journey"

Purpose: to cultivate respect for nature.

Material. Pictures depicting hares, cats, flowers; chips.

Game progress. In different places of the group room, furnishings are equipped: pictures depicting hares, cats, flowers are placed. The teacher invites the children to go on a trip. At each stop talks about the image in the picture.

1 stop - "Grandfather Mazay and hares"

Once, during the spring flood, the river overflowed its banks and flooded the forest. Grandfather Mazai went on a boat for firewood, and this is what he says: “I see one small island - Hares gathered on it in a crowd. From every minute the water was getting closer to the poor animals; already under them there was less than an arshin of earth in width, less than a sazhen in length. Then I drove up: they babble with their ears, Themselves from their seats; I took one, I commanded the rest: jump yourself! My hares jumped - nothing! The teacher asks the children questions, for example: What did we learn about grandfather Mazai?

How can people help animals in need? The children answer.

2nd stop - "Cat"

A cat was meowing outside. The boy Sasha will ask his mother to give her food. He went outside, gave the cat milk and watched her eat. The cat was happy, and Sasha was happy... What can be said about Sasha?

3 stop - "Flowers"

In the spring, together with her mother, Lena planted flowers in a flower bed. In the summer they grew and bloomed. Once Lena went to the flower bed to pick flowers, but then she thought and decided: “Let the flowers grow here better, the houses will wither soon anyway, and they will have to be thrown away.”

What can you say about Lena?

• "What is good and what is bad"

Purpose: to clarify children's ideas about environmentally correct behavior. Material: plot pictures\ children plant trees, water flowers; children break tree branches, tear flowers; children make a birdhouse; children destroy a bird's nest; a boy shoots birds with a slingshot. Cards of dark and bright color - for each child.

Game progress. The teacher shows the picture. Children tell what is depicted on it, then, at the request of the teacher, they evaluate the actions of the characters - they raise a card of light (if the assessment is positive) or dark.

Useful literature

Proper environmental education is an important aspect of the development of a whole personality

• The program of education and training in kindergarten, edited by M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova.
• The program of environmental education of preschoolers "Young Ecologist" S.N.Nikolaev.
• The program for environmental education of preschoolers "Our home is nature" N.A. Ryzhov.
• Bondarenko T.M. Ecological activities with children aged 6-7"
• Bondarenko T.M. Methodological guide Walking in kindergarten
• Teplyuk S. N. Walking classes with children of primary preschool age
• Ryzhova N.A. Ecological education in kindergarten.
• Molodova L.P. Gaming environmental activities with kids.

GEF defines the main strategies for environmental education of preschoolers. The task of methodologists and educators, taking into account the individuality of each toddler, is to find the right approach to the baby in order to show how important it is to live in harmony with nature. And if from an early age children understand the need to take care of the world around them, if it becomes natural for them, then in the future we will be able to talk about the peaceful and neighborly coexistence of Man and Nature as a real-life concept, and not as a distant dream.

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Oksana Grigorieva
"Modern approaches to the environmental education of preschoolers, taking into account the implementation of the GEF doo"

Subject:

« Modern approaches to the environmental education of preschoolers, taking into account the implementation of the GEF ECE»

The interaction of man with nature is an extremely urgent problem. modernity. Every year its sound becomes stronger, too much damage has been done to wildlife.

An important aspect in solving the issue of nature conservation is ecological education of the entire population, starting with the younger generation.

The beginning of the formation ecological personality orientation can rightfully be considered preschool childhood, since during this period the foundation of a conscious attitude to the surrounding reality is laid.

The relevance of our problem is that environmental upbringing and education children is an extremely urgent problem of the present time: only ecological outlook, ecological the culture of living people can lead the planet and humanity out of the catastrophic state in which it is now.

Ecological education of preschoolers continuous process of upbringing and development of the child, aimed at the formation ecological culture which manifests itself in an emotionally positive attitude towards nature, the world around, in a responsible attitude towards one's health and the state of the environment, in observance of certain moral standards, in the system of value orientations.

Target:

(our DOW is as follows) Education from the first years of life of a humane, creative personality, able to understand and love the world around, nature and take care of it.

Tasks:

1. Development of cognitive interest in the natural world.

2. Formation of ideas about the relationship between the components of living and non-living species.

3. Education ecological consciousness, moral attitude to the world.

System of work on ecological education of children in our preschool educational institution consists of interrelated components, each of which performs its function in implementation of education

Professional development of teachers

It is one of the important factors influencing the formation of the foundations ecological worldview of the child, is the professional training of teachers.

In our preschool educational institution implemented in the work various forms of advanced training employees: advanced training courses, RMS, pedagogical councils, seminars, master classes, exhibitions, competitions.

Contests: "Garden on the window", "Our planet", "Gifts of Nature", competition for best design group plots, flower beds, competition environmental projects, competition for the best bird feeder and others.

Through consultations, seminars, workshops, educators receive ecological knowledge get acquainted with programs, methods environmental education of preschoolers.

Forms of work with children: GCD (simple and complex, play activity, walking, target walks, excursions, observations, holidays, entertainment, leisure activities, quizzes, crossword puzzles, experimental activities, work with parents.

GCD is systematically carried out directly educational activity by area in accordance with GEF. In their work, educators constantly use didactic games, theatrical performances, role-playing games with environmental content.

Subject-developing environment

One of important conditions educational - educational work on environmental education of preschoolers – proper organization developing subject environment in preschool.

Wednesday in our preschool institution promotes:

Cognitive development of the child

ecological- aesthetic development

Improving the child

Formation of moral qualities

Formation environmentally competent behaviour.

The development environment consists of various elements, each of which performs its own functional role.

In each age group there is a mini-center ecology in accordance with the preschool program and the age of the children.

Collections zone - designed to introduce children to objects of nature, to teach classification according to various criteria.

Cognitive pyramids: "Nature and Us", "Animals". Made together with children, help to consolidate knowledge about natural objects and phenomena.

Center of water and sand. Designed for experimenting with water and sand, for relieving static and emotional stress, developing hand motor skills.

Window garden - created in each age group to observe the growth of plants.

Variety of activities, integrated approach to learning, contributing to the formation of not only environmentally literate, but also a comprehensively developed person - these are the main aspects of the work of a teacher with children.

Therefore, we are striving for greening everything educational process and this requires the close cooperation of the entire team.

For example, music director develops scenarios ecological holidays, selects musical accompaniment for educational activities in ecology, a physical education instructor includes exercises that imitate the habits of various animals, plants, organizes trips into nature, participates in organizing sports - ecological holidays.

Much attention is paid to communication with nature, organizing various forms of work during walks and excursions. DOW has ecological trail, a bird pole located on the territory of the kindergarten, a mini-weather station, a garden, walking areas with flower beds, trees and shrubs grow throughout the territory of the preschool educational institution.

Working with parents

It's no secret what to do environmental education parents are much more difficult than children. However, this issue needs to be dealt with, since we cannot do without the support of parents.

The main tasks that we set for the parents of our DOW:

Encourage children's interest in nature

Encourage them environmentally conscious actions,

Show interest in the content of kindergarten classes,

And, of course, be an example in everything.

In addition to educational work with parents (consultations, parental environmental meetings, booklets, memos, etc., much attention is paid to the joint activities of children and adults, since it is through activity that a person influences the world around him. In addition, such an approach promotes cooperation, emotional, psychological rapprochement between parents and children.

We have held joint stock: "Let's keep our property clean"(collection of garbage, snow in the areas of preschool educational institutions, "Toys - fantasies from waste material"(crafts from waste material, "We are friends of nature"(contest environmental poster, Action - plant a tree!, "Birds are our friends" (manufacturing of feeders, birdhouses, providing food) and others. Parents willingly participate in the life of our kindergarten. Thematic exhibitions are very popular with both children and parents. photos: "My a pet» , "Family and Nature" and others.

Parents assist in the collection of collections, exhibits from natural material, in the design of sites preschool, weather stations, a bird pole were also made.

Our creativity

Exhibitions of children's art are regularly arranged on environmental themes according to temporal changes in nature.

nature observation center

In the kindergarten there is a relaxation zone designed for children to relax and take care of indoor plants and aquarium inhabitants.

Observation of the growth of green onions, legume seeds.

Circle "Florick"

Ecological circle"Florick" works on the program environmental education of preschool children age Nikolaeva S. N. "Young ecologist» .

flower care

Children in older groups help the teacher take care of the plants.

Our garden

Words by V. A. Sukhomlinsky

I would like to believe that the existing system of work in the preschool educational institution will not stop there, ahead is the introduction of new environmental education technologies, development teaching aids, improvement of the subject environment, creation of an experimental platform for environmental education. May love for the native nature remain in the hearts of our pupils for many years and help them live in harmony with the world around them.

Thank you for your attention!

Bibliography:

1. From birth to school. Approximate general educational program of preschool education / Ed.. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - 3rd ed., Rev. and additional - M .: Mosaic-Synthesis, 2014 - 368 p.

2. M. G. Agavelyan E. Yu. Danilova, O. G. Chechulina. "Interaction of preschool teachers with parents". - M., 2009

3. A. A. Vakhrushev, E. E. Kochemasova, Yu. A. Akimova, I. K. Belova "Hello World". environment for preschoolers. Guidelines for educators, teachers and parents. - M: Balass, 2006

4. V. N. Volchkova, N. V. Stepanov, “Summaries of classes in the preparatory group of the kindergarten. Development of speech. A practical guide for educators and methodologists of the preschool educational institution "Teacher", Voronezh, 2004

5. T. N. Doronova T. N. et al. Together with family: interaction guide doshk. form. institutions and parents / - M .: Education, 2005.

educators and methodologists preschool shopping center "Teacher", Voronezh, 2004

6. Komarova T. S. School aesthetic education. - M.: Mosaic-Sintez, 2009. - 352 p.

7. Molodova L. P. Gaming environmental activities with children: Educational method. manual for kindergarten teachers and teachers. - Mn.: "Asar"- 1996. - 128 p.

8. T. A. Shorygina. "What animals are in the forest!". Journey into the world of nature and the development of speech. Moscow, 2000

9. T. A. Shorygina. "What kind of birds are they?". Series "Acquaintance with the outside world and the development of speech". Moscow, 2007

10. Internet resources.