The problem of upbringing the ecological culture of preschool children. Theoretical analysis of the problem of ecological education of preschoolers

13.08.2019

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Introduction

Conclusion

Introduction

preschooler parenting humanity

The problem of ecological education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work. In modern conditions, when the sphere of educational influence is significantly expanding, this problem becomes especially acute and urgent.

The ecological education of children is understood, first of all, the education of humanity, i.e. kindness, a responsible attitude to nature, and to people who live nearby, and to descendants who need to leave the land suitable for a full life. Environmental education should teach children to understand themselves and everything that happens around them.

It is necessary to teach children to behave correctly in nature and among people. Often, due to lack of knowledge, they cannot choose the correct line of behavior. Educational work should be done discreetly and attractively for children.

Mastering ecological knowledge, the child learns about the inextricable connection of a living organism with the external environment, leads to adaptation to certain elements of the environment. Through the cognition of the living, the spiritualization of being, the aesthetic perception of nature takes place, the ethics of human interaction with the world is formed. That is why it is very important that children, already at preschool age, receive correct information about nature, in particular about fish and their habitat.

1. Theoretical aspects of the formation of preschoolers' ideas about the aquarium

Currently, the software and methodological support of the preschool education system continues to improve. When choosing educational programs, it is necessary to focus, firstly, on the child, his full-fledged development as an individual, on the desire to help him enter the modern world, to join his values. Secondly, for the family, for the opportunity to provide it with quality educational services, protecting it from incompetence. Thirdly, for the practical implementation in kindergartens of emotionally comfortable conditions that contribute to the development of the personal potential of each pupil, strengthening his health. Finally, fourthly, to preserve and develop the unique preschool educational system in Russia - a system that, in accordance with the Convention on the Rights of the Child, guarantees the rights of young citizens.

Preschool educational programs implemented in the unified educational space of Russia must comply with the Law of the Russian Federation "On Education", the Model Regulations on Preschool Educational Institutions, regulatory documents on certification and accreditation. Programs addressed to state institutions should be secular in nature and comply with the general state policy in the field of education and the general thrust of the concept of modernization of Russian education. The content of the program should take into account the socio-economic, national-cultural, demographic, climatic conditions of the region.

The list of programs that have passed the examination of the federal level and received the stamp of the Ministry of Education of Russia is gradually expanding. Currently, a number of new generation domestic programs are used in the work of preschool institutions, in which there is a section of environmental education for children.

Specialized programs of environmental education are being introduced: "Young ecologist" (SN Nikolaeva), "Web" (Zh.L. Vasyakina-Novikova); “Our home is nature” (N. Ryzhova); “We are Earthlings” (NN Veresov); "Nature and the Artist" (TA. Koptseva); "Seven-colored flower" (V.I. Ashikov, S.G. Ashikova), "Beauty - joy - creativity" (TS Komarova and others); “I am a man” (SA Kozlova); "Heritage" (M.Yu. Novitskaya, E.V. Solovieva) and others.

ON. Ryzhova divides environmental education programs into three groups: environmental (bioecological), aesthetic-cultural-environmental and socio-environmental programs.

The first group includes programs: S.N. Nikolaeva "Young ecologist", N.N. Kondratyeva "We", Zh.L. Vasyakina-Novikova "Web", A.V. Koroleva "Ecological path", A.I. Ivanova "Living Ecology: Program of Environmental Education for Preschool Children" and a number of others. These programs are characterized by an emphasis on the issues of classical ecology (familiarizing children with some of the relationships between living objects and the environment, ecosystems, etc.).

The second group included programs: V.I. Ashikova, S.G. Ashikova "Sevensvetik" (cultural and ecological); I.G. Belavina, N.K. Naydenskaya "The planet is our home", T.N. Popova "The World Around Us". They are characterized by an emphasis on the aesthetic and moral education of children, the issues of ecology itself fade into the background.

Programs of the third group: N.N. Veresova "We are Earthlings", T.V. Potapova "Kindergarten of the XXI century" (the second version of the name - "Hope"), L.M. Clarina "Economics and Ecology". Their content is dominated by issues of social ecology, economics, civics, valeology, etc.

Let's analyze some of the programs.

The sub-section "The World of Nature" of the "Rainbow" program is a component of the cognitive development of children, within the framework of which they are given information, develop cognitive processes, and form an attitude towards the world around them - all together according to T.I. Grizik, creates an image of the world for children, a holistic view of the environment.

The teaching material of the program contains a significant number of classes devoted to plants, animals, the planet Earth and the structure of the solar system. Children are given a lot of geographical knowledge and exotic information (the nature of Africa, dinosaurs, etc.), based on seasonal observations, "portraits" of each month are made, children are introduced to the history of clocks, calendars, and globes. Preschoolers get a lot of interesting knowledge, but not enough - environmental. They learn to contemplate nature, to emotionally respond to its state, but it is also important to comprehend what they see. The program includes cognitively attractive facts about the world and about nature, but they cannot help children develop a valuable attitude towards it. Nor can this be facilitated by the private use of the verbal method - the teacher's story, explanation instead of observation.

The creative search of teachers and psychologists in a number of programs is aimed at developing in children an aesthetic attitude to nature and the world around them.

V.I. and S.G. Ashikovs "Sevensvetik" is aimed at the cultural and ecological education of children, the development of spirituality in them, a rich, creative self-developing personality. The authors consider how a child learns to think and feel the surrounding natural world, how he perceives the values of world culture, depends on how he will act, what actions he will perform. The program offers joint activities for children and adults in kindergarten, children's studios and in the family. There are two basic themes in the program:

"Nature" and "Man". The theme of nature includes not only her four reigns on Earth (minerals, plants, animals and humans), but goes beyond the planet - into near and far outer space.

T.A. Kobcheva "Nature and the Artist" combines the formation of ideas about nature as a living organism in children 4-6 years old and the development of their creative activity. By means of fine arts he solves the problems of ecological and aesthetic education of children.

The culturological aspect of ecological education is also presented in the program of I. Belavina, N. Naydenskaya "The planet is our home", as well as in the program of T.N. Popova "The World Around Us".

Of great importance in the ecological education of preschoolers are programs aimed at the formation of the principles of ecological culture through the knowledge of the ecological laws of nature. N.A. Ryzhova "Our home is nature" is aimed at educating a humane, socially active and creative personality of a child 5-6 years old, with a holistic view of nature, with an understanding of the place of man in it. In accordance with the program, children get ideas about the interconnections of nature, which help them to acquire the beginnings of an ecological worldview and culture, a responsible attitude to the environment and their health. One of the first in the 90s appeared the program of the author of the article "Young ecologist", created on the basis of his own concept of ecological education of preschoolers. "Young Ecologist" includes two programs - a program for environmental education of preschoolers and a program for advanced training of preschool workers in the field of environmental education of children.

Recently, there has been an intensive creative process in the regions of Russia: teachers, ecologists are developing programs for the environmental education of children, taking into account local natural and social conditions (in St. Petersburg and the region, in Yakutia, Perm, Sochi, in Lipetsk, Nizhny Novgorod).

Thus, a review of a number of domestic environmental education programs for preschoolers demonstrates the great creative activity of specialists - understanding the environmental problems of the planet, the need to solve them, the value of nature and life on Earth in all its manifestations, the need to change and tactics of introducing humanity on the planet, ways of its interaction with nature. ... And this requires intensive environmental education of all people, starting with preschool childhood.

2. Features of familiarizing preschoolers with the aquarium and its inhabitants

Ecologically correct keeping of animals is the creation of individual conditions for them that maximally copy their natural habitat: the allocation of a sufficiently large space (ground, air, soil, water); equipping the premises (aviary, aquarium, terrarium) with appropriate attributes from natural materials; creation of the required temperature regime; selection of the right feed. Such conditions are the most humane way of keeping animals, which is important from the point of view of the moral education of children. In such conditions, animals are active, therefore, it is possible to organize observations of different spheres of their life: nutrition, nest building, movement, raising offspring, etc. In such conditions, children can trace the adaptive characteristics of animals: camouflage coloring, storing food, caring for offspring, nesting, etc.

The most common object in kindergarten is an aquarium with fish. Children of all ages can be involved in supervision and care. A properly selected, decorated and populated aquarium is a model of a natural reservoir, a mini-ecosystem in which all components (water, lighting, plants, animals, etc.) are in the right ratio and create an ecological balance.

The main condition for creating such a mini-ecosystem is a large aquarium with a capacity of 60-100 liters. An even larger aquarium, 150-500 liters, can be installed in the nature room, hall, winter garden or in another specially designated place. It should be remembered: the larger the aquarium, the faster the balance is created in it, the easier it is to maintain. In a large volume of water, fish (for example, goldfish) continue to grow and reach large sizes. The aquarium with water must not be moved: this can lead to distortion of the frames and walls, the formation of cracks in the seams, and the appearance of leaks. Therefore, first a place is carefully chosen, a sturdy stand is installed, and then a tested, prepared aquarium is placed on it, ready for charging.

The purity of the water and the health of the fish are highly dependent on the soil. The aquarium is a model of a freshwater reservoir, therefore the soil must be appropriate. Sea stones and shells are not suitable for this purpose. The best soil is riverine: coarse sand or small pebbles. Fine quarry sand (which is used in sandpits) is not suitable for an aquarium: there is a lot of dirt and clay in it. It is very important that the soil is thoroughly flushed from the very beginning.

From above, the aquarium is tightly covered with glass: the water evaporates less, does not become dusty, does not become covered with a film, and the fish have enough air that is between the water and the glass. The glass should consist of two parts - the main one, which covers almost the entire aquarium, and an additional plexiglass strip, which covers the edge of the aquarium where the feeder is located. Children can safely remove this strip for themselves and put it back while feeding the fish.

Lighting is an essential component of biological balance in an aquarium. Its excess leads to the rapid development of greenery (plants, algae), which ultimately becomes a hindrance to fish, and with a lack of lighting, plants develop poorly, turn brown, stretch, and become less in the water; oxygen, which makes it difficult for fish to breathe. Reflectors (one or two) must be installed on each aquarium - they make it possible to adjust the degree of illumination. Reflectors with lamps of 25 candles are switched on on cloudy days at any time of the year; in the morning and in the evening - in the autumn-winter period, when the daylight hours are short; during the day - in all cases when the plants do not have enough light. The lighting makes the aquarium look beautiful and provides a good viewing environment.

River stones and driftwood are used for decorative purposes. (Sea shells, grottoes are an artificial props that only distract the attention of children.) Stones and driftwood must be cleaned. Driftwood taken from the ground should be boiled in salt water to remove harmful bacteria from it. It is recommended to decorate the aquarium with plants of one or two types. It looks more natural than the messy interweaving of various plants. You can plan your landing in different ways, but with some general rules in mind. Large plants with long leaves are placed in the background and middle planes, small plants - closer to the front glass. The space directly at the front glass and the center of the aquarium is left free. Large plants, for example, the Amazon, are planted one at a time, and the hornwort, ludwigia, hygrophila are placed close to each other so that they form a bush.

The aquarium should not be overcrowded - this is one of the main conditions for the normal life of its inhabitants. It is advisable to adhere to the following norm: either 1-2 large fish (for example, golden ones), or 15-18 small fish (such as guppies, swordtails) can live in a 60-liter aquarium.

A properly equipped and populated aquarium, in which a biological balance has developed, is both a beautiful sight and a harmonious ecosystem in which all living things feel good. In such an aquarium, clear water, green bushy plants, walls slightly covered with green bloom, stones and driftwood, fish are healthy, swim calmly, do not frantically swallow air from the surface. Such an aquarium decorates the interior of the room and requires a little attention. Good condition can last for years. General cleaning, when the water is drained, the soil is washed, is done once a year (and even less often).

In addition to the most general design requirements that ensure balance in the aquarium, it is necessary to take into account the species composition of its inhabitants. The different way of life of different fish leaves an imprint on the creation of conditions for them. This is a very important point. The ecological education of preschoolers is precisely about showing them the uniqueness of the structure and behavior of iodine inhabitants, their adaptability to different conditions of the aquatic environment.

A goldfish (and its varieties: a telescope, a veil tail, a lion head, etc.) is an excellent object for a kindergarten: it is large, bright, swims slowly, and is not afraid of humans. It shows the general adaptability of fish to life in water, pronounced decorative qualities (hanging, very large fins, bright color, protruding eyes, growths on the head). Getting to know her, children learn: decorativeness is the loss of a whole range of adaptive qualities (a goldfish cannot swim about the metro, is clumsy, sees poorly, is too noticeable, not fearful), which makes it impossible to live in natural conditions. The goldfish is a good example of the domestication of a wild animal for aesthetic purposes.

In kindergarten, it is advisable to have several varieties of goldfish. To keep them, you need a very large aquarium (at least 100 liters) with a temperature of 20 ° C, so that there is no shortage of oxygen and the fish could grow.

Guppies and swordtails are the most common fish. Their niche and aquarium are the upper layers of water; they are well adapted to them: the mouth and eyes are directed upward, the back is straight, the abdomen is convex. These fish show viviparity, growth and rearing of fry, camouflage (gray) color of the female guppy and her fry. Brightly colored swordsmen and handsome male guppies demonstrate decorative qualities that are bred by humans. When kept, the water surface should be relatively free of plants.

Lineatus (pike) is a small predatory fish that lives in the upper layers of water, has a camouflage (greenish) body color, a pronounced way of hunting (hiding and throwing) for small animals (worms, crustaceans) and surface insects. It is necessary that in the aquarium, in some places near the surface of the hearth, there are thickets of plants, among which the fish hides. the aquarium should be covered with glass: when hunting for insects, the pike can jump out of the water.

Speckled catfish. Its niche in the aquarium is the lower layers of water, it has pronounced adaptive features of the bottom fish: camouflage (under the bottom) body coloration, small I hole and outgrowths around the mouth, a convex back and a flat abdomen, "a solitary lifestyle rides. there may be more than 2-3 fish of this species.On the sandy bottom, river stones of small size can lie in places - among them the catfish is completely lost from sight.

Fire barbs, tetragonopterus (tetras), neons, danshrermo are beautiful aquarium fish. Neons stand out with very bright glowing blue and red colors; Denmark is attracted by a combination of blue-yellow stripes; rather large barbs and tetras have a bronze tint (they live in the middle layers of water). All of them are schooling fish, so they must be kept in 6-16 pieces; there should be a lot of water space free from plants in the aquarium. On these fish you can show a gregarious way of life: synchronized swimming, quick finding of food, scattering in different directions when frightened. Tetras and barbs live in the water column, so they have uniformly convex backs and abdomen, mouth in the middle (it is interesting to compare them with bottom ones and with fish swimming in the upper layers of water).

Keeping small cold-water fish of local water bodies, which have no commercial value and are classified as weeds, is even more interesting from the point of view of ecological education: they can show a variety of camouflage colors, harboring, defensive behavior, fearfulness and other adaptive features. However, keeping them is more labor-intensive than keeping warm-water fish, since they need cool, clean water enriched with oxygen, low temperatures in winter, and much more. In those cases when it is possible to create ecologically correct conditions for them, older preschoolers are interested in observing crucian carp, three-spined stickleback, and rotan.

Crucian carp - the ancestor of the goldfish, shy, swims quickly; the dark back and light abdomen make it difficult to see when hidden. It is good to compare him with goldfish.

Rotan (goby) is a ubiquitous fish that leads a predatory lifestyle, changes body color to match the color of the soil. To keep it in the aquarium, there must be large stones, driftwood, which serve as a shelter: rotan hides behind them, because of them it attacks prey with lightning speed. A large head, mouth, camouflage, hiding, quick attack are typical signs of a predator that children can become familiar with during the observation process.

The three-spined stickleback is interesting not only in the way of protection from enemies (using the needles of the fins), but also in the peculiarities of raising offspring, where the male plays the main role. During the mating season, it acquires a bright color; builds a nest from different materials, makes females lay eggs in it, protects the nest, their territory, and then raises fry, hiding them in their mouths at the moment of danger.

Other small fish of reservoirs (gudgeon, loach, heather) are also interesting for observation; their maintenance in special aquariums can be organized in the summer, by releasing them and thus into their permanent habitats.

In a properly equipped aquarium, planted with a sufficient number of plants, where the fish are not overfed and the lighting is adjusted, a state of biological balance is established: crystal clear water, overgrown bright green plants, healthy moving fish, and individual green algae dots on the glass. To maintain a state of biological balance in the aquarium, one should not allow sudden temperature fluctuations (by 4-5 ° C). If this condition is met, caring for the aquarium is simple and time-consuming.

Daily maintenance of the aquarium is as follows: turn on the light, see if all the inhabitants are alive and well, feed them.

It is very important to establish a daily feed dosage. It is determined empirically for each aquarium. The fish should be given enough food to be eaten in 20-30 minutes. At first, when the rate has not yet been determined, it is imperative to remove excess feed from the bottom and from the surface of the water. If this is not done, the water will immediately start to deteriorate, become cloudy, and the fish will begin to suffocate. Then you will have to devote much more time to the aquarium - collect all the debris from the bottom, replace some of the water with fresh, settled water, put in a compressor.

Once a week, routine cleaning is done in the aquarium: remove the film from the surface of the water with a sheet of paper; remove dirt from the bottom that has accumulated over a week; cut off dead and yellowed plant leaves with scissors; clean the front glass from algae; add settled water; wipe the outer walls of the aquarium and the glass with which it is covered.

At the end of each month, in addition to this, you need to do the following. Rub the leaves of large-leaved plants with your fingers, shake off plaque from small-leaved plants. Remove excess plants if they are overgrown and interfere with watching the fish. Remove excess snails. Use a scraper to scrape off any whitish salt deposits on the top of the walls that protrude from the water.

Once a year, you should do a general cleaning of the aquarium with a partial change of water, with flushing of plants and soil.

Feeding fish. It is necessary to feed the fish with a variety of food. They willingly eat raw meat and fish; some of them (varieties of goldfish, crucian carp, verkhovka, barbus, tetra) eat raw or boiled oatmeal "Hercules", washed from powdery particles, boiled semolina, small crumbs of dry biscuits such as biscuits.

Meat and fish are given in highly crushed form. A piece of several grams is cut with scissors, rinsed in water to remove the juice, and given to the fish in small portions. Every opportunity should be used to feed them live food: tubifex, bloodworms, daphnia, cyclops. Among live food, there is one that is easy to breed, so it can be recommended for kindergarten. This food is small, whitish enchitrea pot worms that are found in the soil of flower pots and vegetable gardens. They can be bred in a special soil box. In the summer, the food of the fish can be diversified by giving them various small insects, their larvae, and medium-sized earthworms. Large fish are especially eager to eat this food.

The correct maintenance of fish (under conditions of biological balance) largely prevents the occurrence of diseases in them.

3. Practical aspects of the formation of preschoolers' ideas about the aquarium

Lesson summary: "Exploration of the underwater kingdom of the aquarium."

Purpose: To develop the cognitive activity of children in the process of forming ideas about the aquarium, its inhabitants.

Tasks of shaping environmental awareness:

Develop associative thinking and creativity.

Promote the development of observation, the ability to reflect the results of observation in the exact word.

To form elementary ideas about the relationship and interaction of new living organisms with the environment.

To foster independence, creative search in research work.

To instill in children love, a careful and caring attitude towards fish, snails, a desire to help them.

Speech development tasks:

To develop coherent speech, the ability to clearly convey your thoughts and give them in grammatically correct form.

Make complex sentences.

Teach children to listen carefully to each other's answers and make informed additions.

Enrich the speech dictionary.

Objectives of the development of constructive activities (origami):

To consolidate the ability to create different figures of fish from one sheet of paper by folding it repeatedly.

Cultivate attentiveness, perseverance and self-confidence.

Musical development objectives:

Strengthen in children the ability to convey imaginary images in motion.

Promote positive, emotional experiences.

Preliminary work.

Reading works, encyclopedias, viewing illustrations about aquatic life. Observations of living objects of the aquatic environment. Experiments and experiments with aquarium inhabitants. Excursion to the pet shop. Watching TV programs on this topic.

Observing aquarium fish should be a complete series and demonstrate different aspects of fish life (fish nutrition, care for offspring, habits, adaptation to the environment). During the observation process, it is important to create a positive background through the inclusion of the playable characters.

The following observations of aquarium fish are used:

Observation 1. What and how does the fish eat?

Target. Show children dry fish food (color, odor, flowability), a container for storing it. Demonstrate a way to feed a fish, a feeder. Learn to observe the behavior of the fish during feeding: how it reacts to the actions of people, to the appearance of food, how it swims up, how it opens its mouth and grabs food. Notify that the fish in the aquarium must be fed every day, as it is alive and without food can die.

Observation 2. How does the fish swim?

Target. Teach to observe the behavior of the fish - the way it moves in the water. The fish swims in the water throughout the entire body of water - forward, backward, up and down. She swims easily (dense water is not an obstacle) and quickly, turns her whole body in any direction. A smooth, elongated and streamlined body, fins and tail help the fish to swim, while its back is always at the top, and the abdomen is at the bottom. If a fish swims sluggishly, sways, falls on its side, it means that it does not feel well, is ill, it needs to be treated, it needs to be sympathetic.

Observation 3. How does the fish rest?

Target. To acquaint children with different behavioral features of aquarium fish, teach them to observe its manifestations. The fish is alive, therefore it needs rest. She sleeps in the evening and at night (when there is no bright light), standing still in the water column - near the bottom, under a bush of grass. The fish sleeps with open eyes, it has no eyelids. At this time, she does not need to be disturbed: turn on the light, make noise.

Before observations, preliminary work, conversations, classes are carried out with children to update and replenish children's knowledge about aquarium fish necessary for observation.

Conversation 1. In what conditions does the fish live?

Target. To acquaint with the conditions necessary for the life of a goldfish: a large aquarium and a lot of water (large body of water); water at room temperature (not cold and not hot), clean (transparent), there is air in such water - it is easy for the fish to breathe; at the bottom of the aquarium, sand and stones, plants. Show that the goldfish lives in favorable conditions, so it feels good, does not get sick.

Conversation 2. The fish is alive - you need to take care of it.

Target. Talk with children about the fact that a live fish cannot live in bad conditions (dirty water, little water, dirty aquarium), it will begin to suffocate, get sick and may die. In dirty water, the fish has nothing to breathe, it often swims to the surface, sticks out of the water and grabs air. You need to take care of the fish: remove dirt from the sand, add clean water, wipe the glass of the aquarium, cover it from above.

Equipment for the lesson: researcher's folders, sheets of white paper, magnifying glasses, the "Fish Kingdom" panel, living inhabitants of the aquarium: snails, goldfish, Vallisneria seaweed, illustrations for the didactic game "Who lives where?", Hoops-models of reservoirs, musical accompaniment (audio tapes), costumes for dance.

Materials: colored paper, pencils, plain and colored, scissors, glue

The course of the lesson.

Educator: Guys, I invite you to visit the wonderful underwater world that is in our homes! Want to? Close your eyes. (Music sounds). Here surprises await us. We are met ... guess:

She sailed to us from a fairy tale

There was a queen

This fish is not simple

This is a fish (Gold).

All day I give birth along the path,

I will release, then I will hide the horns.

I'm in no hurry to go home.

Why rush me in an empty way?

I carry my house with me

And that's why I'm always at home. (Snail).

The simplest plant found in water? (Algae). Breathes, grows, but cannot walk? (Plant). - Guys, can you and I live in the underwater world? (No) - I agree, all living things need air.

I. Statement of the problem. - Oh, fish, snails, aren't they alive? I propose to become scientists and explore this underwater world. Who are Research Scientists? Ready? - Here are the topics for your research, choose and go to the laboratory. Your task, researchers, is to prepare a report, a report. But to do this, you need to collect all the available information and process it. Researchers' folders are on the tables (attached). This is the research plan. Together with the children, we remembered all the stages, research methods. She recalled how to record the collected information on the pieces of paper.

II. Research activities. Children examining goldfish, snails, algae with a magnifying glass. Fixing simple information with icons and symbols. - Ready? - Let's give the floor to the scientists who studied the goldfish. - Child's message. Questions to him. - A word to the scientists who studied snails, molluscs. “A word from the plant research center. - We did a good job. Now let's summarize the results. What conclusion can we make? (Fish, snails, aquatic plants have adapted to this habitat, they cannot live on land). - Do you think our aquarium with inhabitants can live independently, without our intervention? (No). - Why? (Answers of children about the rules of caring for the aquarium). - If you love nature, be observant, inquisitive, then it is quite likely that you will someday invent something useful and useful to people.

III. Ecological game "Who lives where" Purpose: Correctly populate the habitat with plants and mollusks. Material: marine, river (freshwater), aquarium inhabitants and plants (pictures), three hoops. Children take one picture at a time and find their place in the desired hoop-pond and stand around it. Each child names his own picture.

IV. Paper construction. - Guys, I suggest you, as scientists, create and breed your own fish. Do you agree? Independent work - making origami fish (2 types - goldfish and carp). - Let's let the fish go to their "Fish Kingdom". To the music "The Sound of the Sea" children glue the fish on the panel. We have created our own aquarium.

V. Dance "Aquarium". - So our magic aquarium has come to life. Are you in a good mood? Pass it to each other, to your friends with a touch of your elbows, palms. - Now tell me, what did we do today? Presenting each child with a certificate of conferring the honorary title "Honored friend of aquarium fish and snails".

Conclusion

This test was devoted to the study of the peculiarities of the formation of ideas about the aquarium as a mini-ecosystem in older preschool children.

A properly designed aquarium gives children a variety of ecological knowledge about:

1) an aquatic ecosystem (its components, their relationship and interdependence, the role of labor in maintaining balance in it);

2) the adaptability of the structure and behavior of fish to the aquatic habitat;

3) variety of lifestyle and behavior of fish (predatory, peaceful; schooling, solitary);

4) different ecological niches of one ecosystem (fish of different water layers: bottom, middle and upper water layers);

5) differences between domestic ornamental fish and wild fish of various water bodies;

6) the variety of aquatic inhabitants (for example, fish, frogs, shrimps, snails), their adaptability to the aquatic environment;

7) reproduction by caviar (live birth), growth and development of fry, in some cases, parental care for offspring;

8) fish as living creatures, their similarity to each other.

In the practical part of the test, a summary of the lesson on teaching senior preschoolers to research activities is presented. The lesson has an integrated character and solves the problems of cognitive-speech, constructive, musical development of the child, the formation of ecological consciousness.

In this lesson, the cognitive activity of older preschoolers develops in the process of forming ideas about the aquarium and its inhabitants.

The practical significance of the lesson lies in the fact that in the process of creative search, children master the ability to record simple information using icons and symbols in the researcher's folders, using the research plan and applying certain research methods.

List of used literature

1. Zenina T.N. Ecological holidays for older preschoolers. Study guide. - M .: Pedagogical Society of Russia, 2006. - 128 p.

2. Komarova I.A., Nikolaeva S.N. The game in the environmental education of preschoolers. - Minsk: Polymya, 1998.-79 p.

3. Metpdi? And pzna? Pmenya with pripdpy in kindergarten. / Ppd ed. P.G. Sampru? Pvpy. - M .: Prpsveshenie, 2009 .-- 240 p.

4. Pavlpva L.N. I know a kid with a guiding world. - M .: Prpsveshenie, 2007 .-- 224 p.

5. Ryzhova N.A. I and nature: study guide. set on ecology, education of preschoolers / N.A. Ryzhova. - M .: Linka-Press, 1996 .-- 56 p.

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Problems of ecological education of preschoolers

In our time, the problems of environmental education have come to the fore, and they are given more and more attention. Why have these problems become urgent? The reason is human activity in nature, often illiterate, incorrect from an ecological point of view, wasteful, leading to a violation of the ecological balance.
Each of those who brought and brings harm to nature was once a child. That is why the role of preschool institutions in the environmental education of children, starting from an early age, is so great.

Environmental education is the education of morality, spirituality, intelligence. Man and Nature: Philosophers, poets, artists of all times and peoples have paid tribute to this eternal and always relevant topic. But, perhaps, it has never been so acute as in our days, when the threat of an ecological crisis, and perhaps even catastrophes, hung over mankind and the problem of ecologization of material and spiritual human activity has become a vital necessity, one of the conditions for preserving what is common to all.

Nature reacts in a peculiar way to the violent intrusion of man into its territory: various species of animals and plants are rapidly disappearing on the planet, and the vacated places are filled with harmful and dangerous organisms, including pathogens; the recent increase in allergic and neuropsychic diseases is characteristic, the number of children with congenital anomalies is growing.

For centuries, man has been a consumer in relation to nature: he lived and used its gifts, without thinking about the consequences. And I had a desire to protect nature from its unjustifiably barbaric destruction and pollution, to educate people to respect it. And you need to start with the smallest. It is in preschool age that the assimilation of the basics of environmental knowledge is most productive, since the baby perceives nature very emotionally, as something alive. The influence of nature on the child is enormous: she meets the child with a sea of sounds and smells, secrets and riddles, makes him stop, take a closer look, and think. The beauty of the surrounding world gives rise to a feeling of affection for the place where you were born and live, and, ultimately, love for the Fatherland.

"A fish - water, a bird - air, an animal - a forest, steppes, mountains. And a man needs a Motherland. And to protect nature means to protect the Motherland." This is what the Russian writer Mikhail Prishvin said.

Environmental education of preschool children involves:

- education of a humane attitude towards nature (moral education);
- formation of a system of environmental knowledge and ideas (intellectual development);
- the development of aesthetic feelings (the ability to see and feel the beauty of nature, to admire it, the desire to preserve it).
- participation of children in activities that are feasible for them to care for plants and animals, to preserve and protect nature.

All components of such an integrated approach to environmental education in a preschool institution do not exist in isolation, but are interconnected. So, a humane attitude towards nature arises in the process of realizing that the world around us is unique, unique, needs our care, and is consolidated in the process of practical activities for caring for indoor plants, inhabitants of a living corner, etc.

Revealing the beauty of nature to a child and teaching him to see it is a difficult task. For this, the teacher himself must be able to live in harmony with nature, and children must be ready to imitate his every movement. They are very observant and attentive to the words of the teacher, they are good at distinguishing between positive and negative in the actions of adults. Environmental education, sincere love for nature means not only a certain state of mind, the perception of its beauty, but also its understanding and knowledge.

Thus, the most important condition for the successful implementation of an integrated approach is the creation of an environment in which adults, by personal example, demonstrate to children the correct attitude to nature and actively, to the best of their ability, participate in nature conservation activities with children.

METHODOLOGICAL SUPPORT

To solve the problems of ecological education, we rely on the following programs: "Young ecologist" by S. N. Nikolaeva, "Open yourself" by E. V. Ryleeva, "Our home is nature"
N. A. Ryzhova, "We" N. N. Kondratyeva.

In our kindergarten, a lot of work is being done on the environmental education of preschoolers.

The methodical office has:

natural history literature;
benefits;
diagrams, tables;
didactic aids;
games of ecological content.

I BLOCK. WORK WITH CHILDREN

The groups have created corners of nature that introduce children to indoor plants, the conditions necessary for their growth and development, for observation and work in nature.
On the territory of the preschool educational institution there isecological trailwith a description of natural objects and speech material to them. The ecological trail has a cognitive, developmental, aesthetic and health-improving function. When creating the trail, we used as many interesting objects as possible. As viewpoints, we chose trees, shrubs of different species, different ages, and different shapes. There is also an old tree stump, moss-covered soil, mushrooms, ant paths and their passages, a congestion of "soldiers". A meadow with medicinal plants: coltsfoot, yarrow, chamomile and various insects living on it: butterflies, ladybugs, caterpillars. There is a nest on one high birch.

Blooming plants in the flowerbed are very pleasing to the eye. And they are selected so that during the season, some flowers are replaced by others. The guys in the flowerbed took care of the flowers: they loosened, watered, watered, sprayed. On the example of weeds, many biological characteristics of plants, human influence on plant communities were explained. For the same purpose, small trampled areas were left on the path. Comparing them with those that were not trampled, we clearly showed the children how the vegetation cover changes under the influence of trampling, and explained about the rules of behavior during a walk, on vacation.

The ecological trail allows you to more productively use ordinary walks with children for ecological activities and at the same time for improving the health of children in the fresh air. The same sites were visited many times, especially in different seasons of the year.

On the trail, we carried out: observations, games, theatrical activities, excursions. It is very important to remember the integrated approach: on the trail, the children and I observed, examined, discussed, analyzed, etc. They expressed their impressions of what they saw in music lessons, visual arts, theatrical activities, and outdoor games.

Excursions - one of the main types of activities and a special form of organization of work on environmental education. One of the very time consuming and difficult forms of education. On excursions, children got acquainted with plants, animals and, at the same time, with the conditions of their habitation. Thanks to excursions, children develop observation skills and interest in nature. Being in the forest, on the bank of the river, the children collected a variety of natural material for subsequent observations and work in a group, in a corner of nature. With our children we tried
organize interesting excursions: "Walk in the spring forest", "Golden meadow", "Winter's tale". The beauty of nature surrounding them caused deep feelings, contributed to the development of aesthetic feelings.

Walking widely used for environmental education of children. We introduced children to the seasonal changes in nature (length of the day, weather, changes in the life of plants and animals, human labor). During walks, games were organized with natural materials (sand, water, snow, leaves, fruits). For such games, the following equipment was used on the site: a box of sand, a pool, scoops, molds, seals. It is during a walk that children can get acquainted with the properties of sand, earth, clay, snow, ice, water. In addition, we used a variety of game exercises "Find by description", "What grows where?" does it happen? "," Riddles about animals "to recognize trees, shrubs, flowers, animals (by sounds, footprints, etc.). The children really enjoyed playing games with toys set in motion by the wind "Sultans", "Colored ribbons". Through games, they learned to determine the strength and direction of the wind, its contrast.

Experiments were used to establish the causes of phenomena, connections and relationships between objects and phenomena. An experience should always be built on the basis of existing ideas that children received in the process of observation and labor. (Experiments are carried out most often in the older groups, and in the younger and middle groups, separate search actions are used). In each experiment, the reason for the observed phenomenon was revealed, the children tried to independently approach their judgments and conclusions. Refined their knowledge of the properties and qualities of natural objects (about the properties of snow, water, plants, about their changes, etc.). The experiments contributed to the formation of a cognitive interest in nature in children, developed observation, mental activity.

Often used in the classroomfiction.Fiction about nature deeply affects the feelings of children. (You must use the literature recommended by the kindergarten program). These are the works of A. Pushkin, F. Tyutchev, A. Fet, N. Nekrasov, K. Ushinsky, L. Tolstoy, M. Prishvin, V. Bianki, N. Sladkov and others. After reading, I had a conversation with the children and asked questions. You could see sympathy, empathy, or joy, delight in their eyes. It is very pleasant when the children asked questions, where they showed care and love for our little friends: "Will someone save him?", "And they will not freeze?" In these cases, it is important to convey the meaning of the work to the children.

During thematic sessionsfor drawing "Sun", "Firefly", applications "Apple tree", "Ladybug", modeling "Cherries", "Caterpillar" and others used the tape recording "Sounds of Nature". Children listened with affection to the "sounds of nature" and the work turned out much better. In the kindergarten, monthly competitions of children's drawings "How I spent my summer", "Seasons", "The world through the eyes of children", "Leaf fall", "Zimushka-winter", "The snow is melting, the meadow came to life" were held. We took part in various competitions "The best craft from natural material", model "Nature of Bashkortostan" (Shikhan, Shulgantash cave). Children tried to involve parents, grandmothers, grandfathers, sisters and brothers at home in making handicrafts.

In the fall, a competition was held on the theme: "Unusual Harvest of the Year", where children brought the most crooked potato or the longest cucumber or the largest sunflower. Fairs were held for the "Harvest Day". For joint work, children and parents received gratitude and surprises.

Children of senior and preparatory groups arequizzes, crosswords,Mind games"Connoisseurs of the nature of the native land", "Save nature", "Day of the birds", "Underwater kingdom". These methods of work are aimed at the intellectual development of children, since they require reproduction, actualization of ideas about the facts of nature, patterns known to children.

One of the forms of environmental education isholidays and entertainment.The role of holidays and entertainment is to have a strong impact on the emotional sphere
the personality of the child. It is important in such holidays not so much the reproduction of familiar pieces of music, poems, games, guessing riddles on themes of nature, but the involvement of children in the experience of events, in the awareness of environmental problems that children can understand. We held holidays dedicated to the day of protection of the Earth: "Our home is the Earth", "Green planet". In the course of the plot of a fairy tale played out by children, a separate episode, we tried to evoke in children the experience of humane feelings, sympathy, an acute desire to help the heroes or to solve a problem situation that arose.

The project "Natural World" has been developed for environmental education. (Annex 1 )

Lesson on caring for indoor plants on the topic "Let's Help Dunno". (Appendix 2 )

II BLOCK. WORK WITH PARENTS

The work on environmental education with the family is being carried out very closely. Only by relying on the family, only by joint efforts can the main task be solved - the upbringing of a person with a capital letter, an environmentally literate person. In working with parents on the ecological education of children, both traditional forms (parent meetings, consultations, conversations) and non-traditional (business games, direct telephone, round table, discussions) were used. For example, when organizingparent meetingon the topic "Tasks of ecological education". We conducted a preliminary survey of parents in order to clarify their understanding of the problems associated with environmental education. An effective form of work with parents was, for example, round table "Education of kindness to nature". We started by listening to a tape recording of children's stories about their pets. (For parents whose children have shown cruelty to animals, the purpose of the conversation is not to harm. For parents whose children have shown indifference, the purpose is to interest). It is advisable to organize a separate conversation for each subgroup of parents.

Another form of family work ispedagogical screensin which parents need to be given clear, specific, practical advice on a narrow topic. Through the screens, you can acquaint children and parents with folk signs, but always with the task: why do they say so?

A form of work such as consultations , for example, "Using fiction in the environmental education of preschoolers in the family", you can start by watching an exhibition of books on nature for children. They showed their parents a scene, for example, "Forest Courtesy Lessons," in which fairy-tale characters talked about how to behave in nature. After watching, we talked with the parents, gave each of them specific advice, recommended that the children make sketches about nature at home, look at pictures and illustrations, get to know the nature of their native land through the media, etc. Such forms of work make it possible to demonstrate to parents what knowledge about nature they have children, to show that this knowledge is necessary to form the foundations of ecological culture.

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

- formed the beginnings of ecological culture in children;
- consciously correct attitude to objects and natural phenomena, ecological thinking was formed;
- children learn practical actions for nature conservation;
- the mental abilities of children develop, which are manifested in the ability to experiment, analyze, draw conclusions;
- the children have a desire to communicate with nature and reflect their impressions through various activities.

Introduction

Chapter 1. Scientific and theoretical foundations of ecological education of children of senior preschool age

1 Basic concepts, goals and objectives of environmental education of preschoolers

2 Forms and methods of environmental education of preschool children

3 Features of work on environmental education of older preschool children

Chapter 2. Increasing the efficiency of work on environmental education of senior preschoolers

1 Experimental study of the formation of ecological knowledge

2 System of work on environmental education of preschool children

3 Analysis and evaluation of work results

Conclusion

References

INTRODUCTION

At the present stage of development of society, the issue of environmental education is becoming especially acute. The main reason for this is total environmental irresponsibility. In this regard, it is necessary to pay more attention to the environmental education of children from the very first years of their life.

The severity of modern environmental problems has put forward before the pedagogical theory and practice the task of educating the young generation in the spirit of a careful, responsible attitude to nature, capable of solving issues of rational nature management, protection and renewal of natural resources. In order for these requirements to become the norm of every person's behavior, it is necessary to purposefully cultivate a sense of responsibility for the state of the environment from childhood.

Environmental education has already become an integral part of preschool pedagogy. In recent years, the attention of scientists to the study of this problem has increased significantly. Of particular interest are the works of N.M. Verzilin, A.N. Zakhlebny, I.D. Zverev, B.G. Ioganzen, V.S. Lipitsky, I.S. Matrusov, A.P. Mamontova, L.P. Pechko, V.A. Sukhomlinsky and others, who consider various aspects of ecological upbringing and education of children in the educational process and in the organization of socially useful work for the protection of nature. Today, the ideas of modern complex ecology are actively being introduced into the practice of teaching and educating preschoolers.

The preschool institution today is called upon to show perseverance in the upbringing of a new generation, which has a special vision of the world as an object of its constant concern. The formation of environmental awareness is the most important task of a preschool institution at the present time. There are a lot of environmental problems now. When raising children, we must pay special attention to the following issues:

· understanding the intrinsic value of nature;

· the child's awareness of himself as a part of nature;

· instilling in him a respectful attitude towards all species without exception, regardless of our likes and dislikes;

· the formation of an emotionally positive attitude towards the world around us, the ability to see its beauty and uniqueness;

· the understanding that everything in nature is interconnected and the violation of one of the connections leads to other changes, a kind of "chain reaction" occurs;

· understanding that it is impossible to destroy what we cannot create;

· mastering the basics of environmental safety;

· assimilation of the initial information about the rational use of natural resources on the example of the use of water, energy in everyday life;

· the formation of skills for environmentally competent and safe behavior in everyday life.

Children of older preschool age are characterized by a unique unity of knowledge and experience, which makes it possible to talk about the possibility of forming reliable foundations of a responsible attitude towards nature in them.

For a more successful assimilation of the material, it is advisable to use such forms of work as integrated classes, experimental activities, watching videos, television programs, an ecological path and ecological holidays. The information that children receive must be scientifically reliable and at the same time accessible to their understanding. Systematic and consistent acquaintance with the surrounding world develops speech, memory, thinking, imagination and contributes to the all-round development of the child. In a preschool institution, all the conditions necessary to familiarize preschoolers with nature should be created: in the group room - a corner of nature, on the territory of the kindergarten - a small vegetable garden, a flower garden, a corner of a forest, a field and a garden. It is advisable to organize an ecological trail where you can acquaint children with various natural phenomena, with living and inanimate objects, conduct observations, organize a game, etc.

In the scientific and methodological literature, such a definition as environmental education and environmental culture is more common. The term "environmental education" began to be found in the literature on preschool pedagogy relatively recently. In Russia there are many programs on environmental education, education, in our republic, where the problem of environmental education is just as acute, this problem is still urgent.

Object of study:the process of ecological education of senior preschoolers.

Subject of study:methods and techniques for the implementation of environmental education for older preschool children.

Research hypothesis:environmental education of older preschool children will be more effective under the following conditions:

· the teacher knows the goals and objectives of environmental education, when organizing work with preschoolers in this area, he is guided by the principles of selecting environmental content;

· in working with children to form their environmental knowledge, skills and abilities, a variety of methods and techniques, forms of organization of the educational process are used, and all work is carried out in the system;

· an individual and differentiated approach to children is carried out;

· the necessary conditions are created for the environmental education of preschoolers.

Target:theoretically substantiate and experimentally substantiate the possibilities of implementing environmental education for older preschool children

Tasks:

1.To analyze the scientific-methodical and psychological-pedagogical literature on the problem of environmental education of preschoolers.

2.To reveal the basic concepts associated with the problem of environmental education of senior preschoolers, goals and objectives.

.Determine the most effective methods and techniques of environmental education and upbringing of older preschool children

Research methods:

1.Theoretical analysis of psychological and pedagogical literature on the research problem.

.Pedagogical experiment (at different stages of the study), including:

· diagnostics of the level of awareness of senior preschoolers in the field of environmental education;

· comparative analysis.

CHAPTER 1. SCIENTIFIC AND THEORETICAL BASES OF ECOLOGICAL EDUCATION OF ELDER PRESCHOOL CHILDREN

.1 Basic concepts, goals and objectives of environmental education of preschoolers

The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously orient himself in the surrounding objective natural world, isolate its values. During this period, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people.

Wildlife has long been recognized in pedagogy as one of the most important factors in the education and upbringing of preschoolers.

Communicating with her, studying her objects and phenomena, children of senior preschool age gradually comprehend the world in which they live: they discover the amazing variety of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that stimulate them to take care of the preservation and enhancement of natural resources.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of mind, feelings and will. KD Ushinsky was in favor of "leading children into nature", in order to inform them of everything accessible and useful for their mental and verbal development. EI Tikheeva made a significant contribution to the development of the content and methods of acquainting preschoolers with nature. She considers nature as one of the conditions or as an element of the environment in which "children live their natural childish life." The research of V.G. Gretsova, T.A. Kulikova, L.M. Manevtsova, S.N. Nikolaeva, P.G. Samorukova, E.F. Terentyeva and others.

The research of N.N. Kondratyeva, which is devoted to the development of the content and structure of the program of systemic knowledge about a living organism for children of older preschool age, is of value for the development of the methodology of environmental education of preschool children. Referring to numerous philosophical and pedagogical studies, the author identified the components of the system of knowledge about living things for preschoolers. These are views reflecting:

· the integrity of the living, which is a consequence of the interaction of structure and functions and the most important condition for the existence of a living organism;

· systemic properties of an integral living organism: specific metabolism of a living organism with its environment, manifested in nutrition, respiration, movement, etc .; the ability to develop as self-renewal and self-reproduction, represented in the growth, development and reproduction of living beings; the adaptability of a living thing to the conditions of existence (environment), both relatively constant and changing;

· determinism of the living by the inanimate, their close relationship and interdependence; at the same time, living things should be considered as an open system that exists and functions only in conditions of constant interaction with the environment;

· systemic organization of living things: living things of any level of organization should be considered as a system that is a morphological and functional unity of its constituent components, and as an element of the system of the next level of organization, into which it is included in the process of life.

· The works of S.N. Nikolaeva, N. Fokina, N.A. Ryzhova.

Let's consider the basic concepts related to the problem of environmental education of preschool children.

Ecology- the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment.

"Methodology for environmental education of preschoolersis a science that studies the features and patterns of the organization of pedagogical work with preschool children, focused on the formation of the foundations of their ecological culture and skills of rational interaction with the natural environment. The subject of this science is the study of the laws governing the upbringing, training and development of preschool children by means of nature, the formation of the foundations of their ecological worldview, the upbringing of a value attitude towards the natural environment "

The theoretical basis of the methodology for environmental education of preschool children is formed by the basic provisions of general and preschool pedagogy on the patterns and means of development of preschool children. Methodological - the science of the laws of natural processes and phenomena and the specifics of their knowledge and transformation.

The main goal of ecological education: to teach a child to develop his knowledge of the laws of living nature, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state. Educational and educational tasks are gradually determined:

· deepen and expand environmental knowledge;

· instill basic environmental skills and abilities - behavioral, cognitive, transformative,

· to develop cognitive, creative, social activity of preschoolers in the course of environmental activities,

· to form (educate) feelings of respect for nature.

In preschool pedagogy, there is still no consensus on the goals, objectives and terminology of environmental education. Unlike other stages of the system of continuous environmental education, the authors of programs and manuals for preschoolers most often use the terms “environmental education” and “environmental culture”. The term "environmental education" has come into the use of preschool teachers only in recent years and is usually used as a synonym for environmental education.

Term "Ecological culture"in some cases, it is used as a synonym for the first expression, in others, the formation of ecological culture is seen as the ultimate goal of environmental education. It seems to me that V.A. Yasvina: "Ecological culture is the ability of people to use their ecological knowledge and skills in practice." People who have not formed an ecological culture may have the necessary knowledge, but not apply it in their daily life

Education- this is the creation of a person as a person. It presupposes, firstly, the assimilation of systematized knowledge, the development of the simplest skills and abilities - a necessary condition for preparing a person for life in society, and secondly, inseparable from the process of forming an image, a spiritual image of a person, his worldview - moral attitudes, value orientations, i.e. .e. goes alongside and coincides with the upbringing process. Environmental education also includes a cognitive component. The successful formation of environmental culture is possible only as a result of a single - cognitive and educational process of environmental education. Environmental education of a preschooler is capable of fulfilling this leading role only if it is adequately formulated in terms of content and organization, if it is continuous and encompasses (directly and indirectly) all aspects of a child's life.

The components of the environmental education process are:

.Goals, principles, objectives

.Methods, forms, means

Conditions

results

Target

environmental education- purposefully organized, planned and systematically carried out process of mastering ecological knowledge, skills and abilities.

The formulation of goals and objectives largely determines the content of education. As rightly noted by the well-known expert in the field of environmental education I.D. Zverev, until now "there is no unambiguous and acceptable definition of the main goal of environmental education." This issue is especially relevant for the environmental education of preschoolers as a new direction (including the education of children, parents, teachers). I. D. Zverev proposes to consider environmental education as "a continuous process of training, upbringing and personal development, aimed at the formation of a system of knowledge and skills, value orientations, moral, ethical and aesthetic relations that ensure the environmental responsibility of the individual for the state and improvement of the socio-natural environment." He emphasizes that the pedagogical tasks of environmental education relate to: learning (mastering knowledge about the relationship between nature, society and man; the formation of practical skills to resolve environmental problems); education (value orientations, motives, needs, habits of active environmental protection); development (the ability to analyze environmental situations; assess the aesthetic state of the environment).

G.A. Yagodin has repeatedly pointed to the ideological nature of environmental education, since it "must develop the individual's worldview to a level at which he is able to take on and share responsibility for decisions vital for his population and all biodiversity in general." He emphasizes that environmental education is the education of a person, a citizen of the Universe, who is able to live safely and happily in the future world, without undermining the foundations of the development and life of future generations of people. From these positions, this author has identified a number of tasks in the field of environmental education, among which, in our opinion, the following are acceptable to the level of preschoolers: the development of ethics in relation to the environment, the education of citizens who understand the connections of mankind with the entire environment.

The authors of the programs, manuals offer various formulations of the goals and objectives of environmental education of preschoolers: "education of the principles of environmental culture" (SN Nikolaeva), "the formation of a certain level of conscious attitude, expressed in behavior, attitude to nature, people, oneself, place in life "(N. A. Solomonova), fostering a responsible attitude towards nature (A. V. Koroleva), fostering a child's need to preserve and improve nature, developing his creative potential (N. E. Orlikhina), the problem of consciousness ”(G. Filippova). E.F. Terentyeva suggests that "the environmental education of preschoolers can be viewed as a process of forming a consciously correct attitude to the surrounding nature." S.N. Nikolaeva believes that the formation of the principles of ecological culture is “the formation of a consciously correct attitude towards nature in all its diversity, towards people who protect and create material and spiritual values based on its wealth”.

The point of view of T.V. Potapova. This author lists a whole range of goals for child education in the field of the environment, among which he indicates the development of a child's confidence in relation to their environment; elementary knowledge about the differences between animate and inanimate nature and ideas about the role of mental and physical human labor in the transformation of animate and inanimate nature; elementary skills of non-destructive communication with wildlife and creations of the mind and hands of man; the formation of value attitudes, the foundations for further education in human rights and ethical responsibility. In a collective work under the leadership of the same author, the goal of the program is to prepare children for the environmentally conscious perception of the phenomena of the world around them and environmentally competent behavior in it, which is necessary for a full life in the 21st century.

Environmental education, with its focus on fostering a responsible attitude to the environment, should be the core and an obligatory part of the general education of students. One of the most important principles of environmental education is the principle of continuity. Environmental education and upbringing are carried out in an inextricable connection with mental education, which helps to realize the environmental beliefs of children in reality, aesthetic - developing a sense of the beauty of nature and stimulating the nature conservation activities of students, moral - forming a sense of responsibility towards nature and people. The main indicators of environmental education are children's understanding of modern environmental problems, awareness of responsibility for nature conservation, active environmental protection, a developed sense of love for nature, the ability to see beauty, admire and enjoy it.

Based on the analysis of the methodological literature, the tasks of environmental education of preschool children were identified:

· the formation of a system of elementary scientific environmental knowledge that is understandable for a preschooler (primarily as a means of developing a consciously correct attitude to nature);

· development of cognitive interest in the natural world;

· the formation of the initial skills and abilities of environmentally competent and safe behavior for nature and for the child himself;

· education of a humane, emotionally positive, careful, caring attitude to the natural world and the surrounding world as a whole; developing a sense of empathy for objects of nature;

· formation of skills and abilities of observing natural objects and phenomena;

· the formation of an initial system of value orientations (the perception of oneself as a part of nature, the relationship between man and nature, the intrinsic value and diversity of the meanings of nature, the value of communication with nature);

· mastering elementary norms of behavior in relation to nature, the formation of skills for rational use of natural resources in everyday life;

· the formation of the ability and desire to preserve nature and, if necessary, provide assistance to it (caring for living objects), as well as skills in elementary nature conservation activities in the immediate environment;

· the formation of elementary skills to foresee the consequences of some of their actions in relation to the environment.

Thus, we can conclude that ecological education of preschoolers is a purposefully organized, systematically and systematically carried out process of mastering ecological zuns, has certain goals and objectives aimed at forming a consciously correct attitude towards nature in preschoolers

1.2 Forms and methods of environmental education of preschool children

All work on environmental education is carried out in two directions: in the classroom and in everyday life. The knowledge, skills and abilities acquired by children in the classroom are consolidated in everyday life.

Based on the leading didactic principles and analysis of the interests and inclinations of preschoolers, scientists have developed various forms of environmental education. They can be classified into: a) mass, b) group, c) individual.

The mass forms include the work of children for the improvement and planting of greenery in the premises and territory of the preschool educational institution, mass nature conservation holidays; conferences; environmental festivals, role play, site work.

For group - cinema lectures; excursions; hiking trips to study nature; ecological workshop.

Individual forms involve observation of animals and plants; making crafts, drawing, modeling.

Let us consider possible options for using various types of child's activities for the purposes of environmental education using individual examples.

Along with the definition of specific tasks of working with children, solved in the process of acquainting them with the natural world, the definition of a system of knowledge about nature, a number of studies are devoted to the study of methods for familiarizing preschoolers with the natural environment. Observation is defined as one of the leading methods (B. G. Ananiev, V. T. Loginova, A. A. Lyublinskaya, P. G. Samorukova).

In modern psychological and pedagogical science, it is proposed to consider observation from different positions. Teachers talk about it as a method of introducing children to the natural environment. Psychologists propose to consider observation as one of the mental processes, and also speak of observation as one of the types of cognitive activity. Method, observation is a purposeful, systematic, more or less long-term perception of objects, objects,

phenomena of the surrounding reality. Perception is seen as the main component of observation. The systematic nature of purposeful perception makes it possible to trace the phenomenon in development, to note its qualitative and quantitative changes. Active thinking involved in observation helps to separate the main from the secondary, the important from the accidental.

Scientists have identified a number of requirements for the organization and conduct of observations with preschool children:

.Clarity and specificity of the goals and objectives of observation. In this case, the tasks should be of a cognitive nature, stimulate the development of the mental activity of children.

.A small amount of information should be selected for each observation. Ideas about objects and natural phenomena are formed in preschoolers gradually, in the process of multiple “encounters” with them (in the process of using cycles of observations of the same object by the teacher). Each subsequent observation should clarify, consolidate and concretize, expand the received ideas.

.In the organization of observations, one should think over the system, their interconnection, which will ensure that children are aware of the processes and phenomena that they observe.

.Observation should stimulate the interest of children, their cognitive activity.

.The knowledge gained by children as a result of observing objects, objects of nature should be reinforced, refined, generalized and systematized using other methods of environmental work with children (verbal and practical).

In the process of forming observation, children learn to see, notice objects and phenomena of the surrounding reality in all their diversity, richness of properties and qualities, connections and relationships. The development of observation is also one of the conditions for children to master the system of knowledge about the natural world.

Along with the use of observations as visual methods in the practice of preschool educational institutions, visual illustrative material is widely used. Visual illustrative material helps to consolidate and clarify the ideas of children, obtained in the course of direct observation. With its help, it is possible to form in children ideas about objects, objects, natural phenomena that cannot be observed at a given moment (or in a given area). In the process of using visual illustrative material, children can get acquainted with long-term phenomena in nature (seasonal changes). The use of this material contributes to the generalization and systematization of information of natural history content and nature in children.

Certain requirements are imposed on the visual and illustrative material used in the practice of working with children:

· the realism of the depicted objects and phenomena;

· clarity of the artist's intention;

· artistic expressiveness of the material, presented in unity with the cognitive value of its content.

In preschool pedagogy, play has always played an important role in acquaintance with nature.

The game direction is actively developing in the environmental education of preschoolers. Three main approaches to game methods can be distinguished: the creation of new games with an ecological (environmental) content, the greening of traditional games, and the adaptation of folk games.

Role-playing gamespresuppose the existence of natural history, conservation or ecological content and the existence of certain rules. When greening traditional plot-based role-playing games, it is important to observe the principles of scientific nature and the availability of content selection. Research by I.A. Komarova showed that the optimal form of including a role-playing game in the process of familiarizing preschoolers with nature is playing learning situations (ITS), which are created by a teacher to solve specific didactic tasks of nature studies, observations. Three types of IOS have been identified.

The main characteristic of ITS of the first type is the use of analog toys that depict various objects of nature. The toy helps to distinguish between the representations of a fairy-tale toy and a realistic character, helps to understand the specifics of a living thing, to develop the ability to act correctly with a living object.

The second type of ILE is associated with the use of puppets depicting characters from literary works that are well known to children in order to arouse interest and draw the attention of children to the didactic goal of the lesson. At the same time, it was found that the role of unknown playable characters in learning is extremely small: they mainly perform an entertainment function, and in some cases even interfere with the solution of the program tasks of the lesson.

The third type of IOS is various options for playing a journey: "Trip to the exhibition", "Expedition to Africa", "Excursion to the zoo", "Journey to the sea", etc. In all cases, this is a plot-didactic game included in the lessons, observation, labor.

Didactic gamesenvironmental content is currently very diverse. Many of these games are developed by the teachers themselves. Among them, object games can be distinguished, which involve the use of natural material: cones, pebbles, shells, etc. Natural material allows you to organize a number of games that contribute to the development of the child's thinking. For example, objects can be classified according to different characteristics (color, size, nature of origin, shape). It is important that children also participate in the collection of natural material.

Mind gamesare also very popular among educators - "KVN", "Brain-ring", "What? Where? When?". They can be successfully used for the purposes of environmental education of older preschoolers, however, provided they are adapted to the preschool level (in some cases, such games turn not into creative competitions, but into the mechanical reproduction of various, prepared texts by children).

Recently, many teachers and educators note that due to the active spread of television and video equipment, computers, preschoolers have begun to play much less on their own. Creating conditions for independent play requires special attention from the educator. A positive result of the teacher's work is the moment when children have extensive independent games of an ecological orientation.

As part of the implementation of the elements of developmental education in the practice of working with preschoolers, it is proposed to use elementary research activities (L.M. Manevtsova) and modeling activities (T.R. Vetrova).

The fundamental difference between this activity lies in the fact that the image of the goal that determines this activity itself is not yet ready and is characterized by uncertainty and instability. In the course of the search, it is refined and clarified. In our opinion, search activity from the point of view of the process of environmental education is one of the main activities of a child. As the main type of search activity N.N. Poddyakov singles out a special children's activity - experimentation, emphasizing that this "truly children's activity" is the leading one throughout preschool age, starting from infancy. In it, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena around him with the aim of their fuller cognition and mastery. N.N. Poddyakov singles out a special type of so-called "social experimentation of preschoolers in various life situations", when children (consciously and unconsciously) "test" various forms of their behavior on adults or peers in search of the most acceptable options for it. The greening of this type of activity can be manifested through the involvement of children in various situations of environmental content. This approach is of great importance for the formation of skills for environmentally literate and safe behavior of a child.

A model is a material substitute for real-life objects, natural phenomena, reflecting their signs, structure, relationships between structural parts or individual components.

When organizing work on environmental education in preschool age, teachers can use the following types of models:

.Subject models that reproduce the structure and features, external and internal relationships of real-life objects and phenomena.

.Subject-schematic models. In them, essential features, connections and relationships are presented in the form of items-models.

.Graphic models. They convey in a generalized (conditionally) way the signs, connections and relationships of natural phenomena.

The use of model material is of great importance for the development of the mental activity of children, the ability to abstract the essential features of objects, phenomena of the surrounding nature. Demonstration of models allows you to teach a child to highlight the essential features and components of the observed natural phenomena, to establish connections between them, and therefore provides a deeper understanding of the facts and phenomena of the surrounding reality. The availability of modeling activities for a preschool child has been proven in the studies of L.A. Wenger, A.V. Zaporozhets, L.M. Manevtsova, N.N. Poddyakova, I.A. Khaidurova and others.

One cannot fail to note such a form of work with children as labor in nature. This type of activity, like no other, contributes to the formation of a consciously correct attitude towards nature in preschoolers.

In the process of labor activity, a preschooler has the opportunity to apply his knowledge in practice, acquire new ones, and clearly see the existence of various interrelationships in nature (plant, animal - and the environment). He develops the necessary care skills, a sense of responsibility for living organisms.

The labor activity of a preschooler always contains an element of play, an imitation of the life of adults. In any case, “labor in nature” is traditionally considered an integral part of familiarizing preschoolers with the world around them, and in recent years, environmental education of preschoolers, and is actively used in the practice of kindergartens. In the process of labor in nature, a preschooler learns to subordinate his activities, his desires to certain social motives, to understand that his work will benefit people, preserve animals and plants.

But the organization of the labor activity of children must be carried out on the basis of the implementation of a personality-oriented approach and taking into account gender characteristics. First, the educator must take into account the individual characteristics of the child (one child loves to water the plants, the other loves to feed the animals, etc.). First of all, the child must be aware of the need for his work and make an independent choice.

To increase the effectiveness of the results of labor activity, the requirements imposed by the educator on the child in the labor process must take into account the capabilities of the child of a particular age, that is, labor in nature must be feasible for each specific child.

At the same time, it is extremely important, before starting work, to develop an emotionally positive attitude towards the object in the child, to show that this object is alive, that he needs the careful attitude of this particular child (“without your help, the plant can dry out, and the guinea pig will die if do not give food or water ").

The problem of taking into account gender characteristics in preschool pedagogy began to rise only in recent decades. Experts have proven that girls and boys have significant differences in their perception of the world around them, behavior motivation, etc. These differences are clearly manifested in the attitude towards labor in nature, but they are practically not taken into account by teachers. So, according to the observation of educators, girls are more inclined to long-term caring for plants, they are happy to wipe the leaves, transplant, water the plants, while boys prefer more dynamic activities and more often choose animals for caring, rather than plants. Taking this into account, the teacher should approach the organization of the child's labor activity from the standpoint of variability, offering children its various types:

· caring for pets, ornamental animals and indoor plants;

· work in different types of vegetable gardens;

· planting trees, shrubs;

· feasible and safe cleaning of territories (forest, park, river bank);

· repair, restoration of books, toys, etc. (economical use of natural resources);

· feeding birds and other animals, taking into account their biological characteristics;

· creation of feeders, additional habitats for animals, taking into account their natural characteristics.

Traditionally, in preschool pedagogy, it was assumed that human labor in nature has only positive results. However, this does not always correspond to reality. Many modern environmental problems are generated precisely by the illiterate approaches of people to their work. So, the same agriculture, the massive organization of unauthorized vegetable gardens, the illiterate use of pesticides, mineral fertilizers have created a lot of environmental problems. Therefore, the child's labor activity should be organized in such a way that elementary, but environmentally friendly ideas about agricultural work are formed from childhood.

Artistic and speech activities also play a positive role in environmental education: drawing, application, modeling and design, acting out performances on natural history topics, reading fiction - all this contributes to the formation of a consciously correct attitude towards nature in children, attracts them to nature conservation activities. Is one of the tasks of the Praleska program? to awaken in the child a sense of joy from the awareness of oneself as living, part of living nature; to form in him the foundations of understanding his unity with nature; to cultivate respect, interest and respect for living things, the ability to see the beauty of nature, the desire to know it. It is artistic and speech activity that contributes to the implementation of this task.

Currently, there is a certain contradiction between the child's natural need to communicate with nature as a living being and his alienation from nature, which plays a negative role in terms of environmental education. This alienation can be partially overcome by greening the developing subject environment. This process should correspond to the goals of creating a developing objective environment as such, that is, to promote the development of the child as a whole, to form him as a person, to satisfy his needs in various types of activity. The main task is to create conditions for the formation of elements of ecological culture in the child, environmentally competent behavior, the implementation of new ideas about the universality and intrinsic value of nature.

The concept of a developing subject environment was developed by S.N. Novoselova, who defines it as a system of material objects of the child's activity, functionally modeling the content of the development of his spiritual, physical appearance; an enriched environment presupposes the unity of social and natural means of ensuring the various activities of the child.

From the point of view of environmental education, the environment in a preschool institution should contribute to:

the cognitive development of the child (creating conditions for cognitive activity, experimenting with natural material, systematic observations of objects of animate and inanimate nature; the formation of interest in natural phenomena, the search for answers to questions of interest to the child and the posing of new questions);

ecological and aesthetic development (drawing the child's attention to the surrounding natural objects, the formation of the ability to see the beauty of the surrounding natural world, the variety of its colors and forms; preference for natural objects over artificial objects);

health improvement of the child (use of environmentally friendly materials for interior decoration, toys; assessment of the environmental situation of the territory of a preschool institution; competent design, landscaping of the territory; creation of conditions for excursions, outdoor activities);

the formation of the moral qualities of the child (creation of conditions for regular care for living objects and communication with them, fostering a sense of responsibility, desire and ability to preserve the surrounding world of nature);

the formation of environmentally competent behavior (skills of rational nature management; caring for animals, plants, environmentally competent behavior in nature);

ecologization of various types of child's activities (creating conditions for independent games, experiments with natural material, the use of natural material in the classroom for physical activity, etc.).

Any developmental environment consists of a variety of elements, each of which performs its own functional role. From the point of view of environmental education, we can distinguish traditional and non-traditional elements of the developing subject environment for preschool institutions. In the group room, plants and animals should be kept in accordance with natural conditions. The main thing is that they are involved in the educational process and are absolutely safe for the life and health of children. In a corner of nature, it is recommended to have natural and waste material for making crafts. It should be stored in aesthetically pleasing boxes and laid out as needed. It is advisable to create a nature room in a preschool institution (a specially allocated room for wildlife objects), as well as a nature (ecology) office, in which there are the necessary conditions for conducting classes. There you can arrange a mini-garden: plant onions, oats, peas in boxes with earth; tomatoes, cabbage, peppers, cucumbers; marigolds, asters, zinnias (in environmentally unfavorable conditions, seedlings should not be planted in open ground: children will not be able to taste grown vegetables).

There are a number of principles that need to be taken into account when choosing methods and forms of work on environmental education. They include: general pedagogical principles (humanism, scientific nature, systematicity, etc.), principles specific to environmental education (predictability, integration, activity, etc.), and principles specific to environmental education of preschoolers (formulated by Ryzhova).

Scientific principle.The teacher in his work uses only scientifically based forms and methods of work that correspond to the specific age of children, taking into account their psychophysiological characteristics.

The principle of positivisminvolves the upbringing and education of children on positive examples. Thus, in the practice of environmental education, prohibitions are widespread, with which teachers introduce children. First of all, these prohibitions are associated with the study of the rules of behavior in nature. It is also important to remember that for a preschool child, memorizing slogans and rules is not particularly difficult, but the effectiveness of this approach in terms of environmental education is zero. The task of getting to know the rules - to create in the child the motivation for a certain type of behavior in nature, moreover, the behavior of an independent, independent of the fear of punishment or praise from an adult - is not achieved in this way. In order for a child to follow certain rules, he must realize their meaning and emotionally feel the consequences of not observing them.

The principle of problematicityinvolves the creation of problem situations by the educator, in the solution of which the child is involved. An example of such situations can be the elementary search activity of children, experimentation, active observation. A problem situation is characterized by the following features: the child has a need to solve a problem, there is an unknown that needs to be found and which differs in a certain degree of generalization; the level of knowledge and skills of the child is sufficient for an active search.

The principle of consistency.The most effective is the systematic organization of work with preschoolers. Consistency is also manifested in the organization of work with parents, in the coordination of the work of the kindergarten with various institutions, in the simultaneous implementation by the kindergarten of all the main components of the environmental education system.

The principle of visibilityallows you to take into account the visual-figurative and visual-effective thinking of a preschooler. The use of this principle assumes that in order to solve the goals and objectives of environmental education, the teacher chooses objects, processes that are available for understanding and mastering by a child of a certain age, which he can observe directly in his environment. The principle of visibility also means the constant use of visual material in work with children: illustrations, manuals, videos, paintings, posters, models, layouts, etc.

The principle of humanitymanifests itself, first of all, in the choice of a humanistic model of education by teachers, which implies a transition from authoritarian education and upbringing to personality-oriented, to pedagogy of cooperation between an adult and a child, a dialogue form of education, when a child becomes an equal member of the discussion, and not just a learner. This approach is especially important for preschool pedagogy, since it is difficult for a child without the help of an adult to realize himself as a partner in communication with an adult. In the process of environmental education, the teacher should give preference to methods of work that are aimed not at the mechanical reproduction of knowledge (simple memorization of certain facts), but at the formation of the ability to think independently, evaluate the relationship between man and the environment, and understand the (elementary) relationships existing in nature. Thus, the principle of humanism presupposes a transition to a new type of relationship between a teacher and a child, when both of them participate in the educational process, while the child is given as much independence as possible to express his feelings, thoughts, independent knowledge of the world around him through experimentation. With this approach, the child has the right to make a mistake, can express any point of view. And one more important point: a teacher should not be afraid of children's questions (after all, it is impossible to know absolutely everything!). Together with the child, he can find answers to unexpected questions of children (and there are more and more of them today) in the literature.

The principle of consistencyassociated with the principles of consistency and problematicity. For example, environmental studies should be carried out in a certain logical sequence. This principle is also reflected in the system of sequential deployment of knowledge - from simple to more complex. It is applicable both to teaching children of different ages (for example, the sequence of presentation of material to children from 3 to 7 years old), and to teaching children within the same age.

Safety principlesuggests that the forms and methods of work used by the teacher must be safe for the child. Practical activity of preschoolers should exclude potentially dangerous territories and work methods. The principle of safety also implies that the educator does not forget about the call “Do no harm to nature!”. That is, in the process of the observations and experiments organized by him, objects of nature should not suffer.

Integration principle.An integrated approach involves close cooperation of all preschool teachers.

The principle of activity.In the process of acquainting a child with nature, traditionally, much attention is paid to caring for houseplants, animals in the corner of nature, and working in the garden. However, from the standpoint of environmental education, it is necessary to expand the scope of such activities through the participation of children together with adults (especially parents) or older children in various environmental actions, assessing the state of their home, yard, kindergarten area, group (for example, what plants grow around us, are there enough of them, how is water used at home, etc.). This approach allows you to make the child's activities more meaningful and necessary for him personally.

Methodological techniques bring results in those cases if the educator applies them systematically, takes into account the general trends in the mental development of children, the patterns of the formed activity, if the teacher knows and feels each child well, observes the principles of selection of methods and forms of work in environmental education of preschoolers.

environmental education upbringing preschooler

1.3 Features of work on environmental education of older preschool children

It is in the senior preschool age that the main neoplasm is the formation of internal ethical instances, the emergence of a kind of "controller" of actions, deeds, achievements, thoughts. The regulatory mechanisms of individual behavior are closely related to the mechanisms of social control and cultural stereotypes. In order for the child's knowledge of the norms not to disagree with their implementation in practice, these norms must turn into an internal urge, a motive of social behavior or a child's rational acceptance of a norm as just, necessary, expedient, and useful. An effective way to consolidate knowledge is the inclusion of the emotional sphere of the child in the processes of perception. "Not a single form of behavior," says L. S. Vygotsky, "is as strong as the one that is associated with emotions."

Psychological and pedagogical studies show that preschoolers to a greater extent carry out moral actions not because they understand the needs of others, but because goodness for them is emotionally objectified by positive assessments of adults. The emotional-value attitude to nature as a component of the ecological culture of the individual is formed in the process of the child's social development, and is, in fact, the assimilation of socio-historical experience in the process of active interaction with nature, which contributes to the formation of personal experience. A moral value attitude towards nature provides for the purposeful development of moral feelings, the formation of moral consciousness and the mastery of the skills and habits of moral behavior. Moral feelings are an obligatory component of a moral and value attitude, which manifests itself in the form of a child's experience of various aspects of interaction with other people, objects and phenomena of the environment, a humane attitude towards himself and the environment. Moral feelings are compassion, empathy, pity, fear for others. If the child has formed the principles of moral feelings, then he will understand the other, and therefore, he will regret, will sympathize and, most importantly, will try to help and protect. Nature is the bearer of the aesthetic due to its colors, sounds, forms, smells, movements. Children of preschool age, for their psychological characteristics, are emotionally sensitive to the bright, unusual, expressive. Therefore, there are ample opportunities for the education of preschoolers in a moral and aesthetic attitude to nature.

The initial stage of building the educational process is characterized primarily by the involvement of children in the subject-transforming activity among nature. The objectives of the stage are to teach preschoolers to use rational nature management, work, conserve natural resources, and assimilate the practical experience of attitudes towards the natural environment. As a result, the children develop practical knowledge and efforts of preschoolers, personal experience of influencing the environment and preserving wealth, enriching cognitive interests, and the need for activity among nature.

At the second stage of building the educational process, the educational activity of preschoolers becomes the leading one. Not being directly involved in labor, nature conservation, it helps to systematize impressions about nature and personal activity, opens up the opportunity to combine the practice of interaction with nature and education. The main focus should be on the connection of activities in nature with teaching in speech development and literature. The development of the language and speech of preschoolers, work with works of literature, fine art, music allows the preschooler to deeper reveal the spiritual value of nature, to illuminate in a new way the role of caring for the environment and its rational use in meeting the needs of society.

A special stage in the construction of the educational process is the purposeful formation of the personality of a preschooler. It is necessary to distinguish between the accompanying formation of personality traits, which occurs in a variety of activities and different relationships with people, nature, and specially organized upbringing of the personality. A special organization arises when a specific goal is set at this stage of upbringing, with the individualization of the influence of the teacher and the involvement of preschoolers in affairs among nature, who assume the formation of a worldview, beliefs, value orientations, speech, will, character. In the relationship between the educator and the child, the functions of strengthening and enriching ties with nature, the specific development of practical relations, and the organizational combination of a pedagogical and systemic approach are realized.

As you know, a child learns the world around him through various types of activity specific to each specific age. The educator must always remember that the environmental education of a preschooler is based on an activity approach, since it is activity that forms the child's psyche. For the purposes of environmental education, to one degree or another, all types of children's activities can be used, which is reflected, respectively, in the methodological approaches.

Environmental education of preschoolers can be viewed as a process of continuous parenting, aimed at shaping the environmental culture of all family members. Environmental education (enlightenment) of parents is one of the extremely important and at the same time one of the most difficult areas of work of a preschool institution. One of the primary tasks is to attract adult family members (even grandparents to a greater extent than busy dads and mothers) to work together. The preschool age of a child is a period when many of them themselves strive for contact, cooperation with teachers, which is very important for environmental education. The family as an environment for the formation of a personality has a huge impact on the formation of the foundations of an ecological worldview in a child. The foundation of moral education, which is inextricably linked with environmental education, is also laid in the family, and precisely during the period of early childhood. At the same time, contradictions often arise between the goals of the kindergarten team and the goals set by the parents. The peculiarity of parents as an object of environmental education lies in the fact that they themselves have already formed a certain worldview, as a rule, based on a consumer attitude towards the world around them. In addition, parental interest today is largely focused on learning rather than child development.

Working with parents should be a gradual and continuous process, and the environmental information that educators offer to parents is personally meaningful to them. The joint activity of an adult and a child promotes cooperation, emotional, psychological rapprochement between a child and an adult, makes it possible for a child to feel like an “adult” (for example, during a hike or nature conservation action), and an adult - to better understand a child. During excursions, hikes, children and adults show qualities and skills that are not required in everyday conditions (the ability to properly light a fire or put up a tent, behave like a team member, etc.).

The following areas of work can be used with parents:

.Environmental information:

· data on the environmental situation in their city, kindergarten microdistrict, residential area, park where they rest, summer cottage;

· information on the dependence of the child's health status on the quality of the environment;

· rules of behavior in extreme conditions (unfavorable environmental situations, disasters);

· home ecology;

· growing environmentally friendly crops;

· indoor, medicinal, food plants;

· selection of environmentally friendly places for walking with children, outdoor recreation;

· pets, their keeping in the house and their importance for the child;

· development of the child as a person in the process of environmental education;

· information of the child himself about classes in kindergarten.

Adults receive environmental information at parent-teacher meetings, in joint trips with children, in the process of visiting an ecological room, a living corner, and the territory of a kindergarten.

Environmental education can also be included in the counseling program for expecting parents, and in the programs of counseling centers that help parents prepare their child for kindergarten, and in short-stay groups.

Joint activities with children:

· participation in ecological holidays and in preparation for them;

· joint care of animals and plants: active involvement of children in caring for pets and fostering responsibility for their life and health. It is necessary for the kindergarten to show the role of animals and indoor plants in the upbringing of a child, to recommend that parents acquire, if possible, a living being. Another area is attracting adults to a corner of nature. Sometimes parents give their pet to a kindergarten for a while, take the inhabitants of the corner to their home for the summer, help acquire animals, create conditions for them;

· collection of collections of natural materials, stamps, postcards, calendars, icons for the ecological room, exhibits for the museum of nature. It is very important for a child that dad and mom support his interests.

· exhibitions of joint drawings, models, handicrafts from waste material, photographs (for example, on the themes "My family on the river", "My family in the country", "Me and nature", "Our pets");

· assistance in equipping an ecological room, a corner of nature, a laboratory, a library;

· environmental actions (cleaning the territory of a kindergarten, park, house, planting trees, decorating feeders).

Thus, on the basis of all of the above, we can conclude that when organizing work with preschool children, it is necessary to focus on the age, individual and differentiated characteristics of children. It is also necessary to properly organize interaction with the family, so that the work on environmental education continues at home.

CHAPTER 2. IMPROVING THE EFFICIENCY OF ECOLOGICAL EDUCATION OF SENIOR PRESCHOOLERS

.1 Experimental study of the formation of ecological knowledge in older preschool children

For a more comprehensive study of the problem of environmental education of preschoolers, the following research methods were applied in the work: theoretical analysis and generalization; pedagogical experiment. During the pedagogical experiment, the method of pedagogical testing was used.

The pedagogical experiment took place in three stages:

) the ascertaining experiment;

) a formative experiment;

) control experiment.

Experimental work was carried out on the basis of the State Educational Institution "Nursery Garden No. 73 in Mogilev" in the group "Fantasies".

In the pedagogical experiment, 9 preschoolers of the older group took part, making up the experimental group.

To test the practical efficiency of the work carried out with the preschoolers of the experimental group, a control group was also selected from 9 preschoolers of the older group.

The purpose of the ascertaining experiment was to determine the level of ecological education of older preschoolers.

Objectives of the ascertaining experiment:

.Determine the criteria for the level of ecological education of senior preschoolers;

.Select diagnostic material and equipment;

.To diagnose the level of ecological education of children in the experimental and control groups.

Environmental education for preschool children involves:

· Formation of a consciously correct attitude towards natural phenomena and objects.

· Familiarization of children with nature, which should be based on an ecological approach, i.e. reliance on fundamental ideas and concepts of ecology.

These two directions are inseparable: in order to teach children to relate to the natural world correctly, it is necessary to give them certain knowledge about animate and inanimate nature. It follows that the diagnosis of the ecological education of preschoolers must be carried out taking into account their age characteristics in two directions: the formation of ecological knowledge and an ecologically correct attitude towards natural phenomena and objects.

Criteria for the formation of ecological knowledge:

· knowledge about the animal world;

· knowledge about the plant world;

· knowledge about inanimate nature;

· knowledge of the seasons.

Comparing the diagnostic results of the experimental and control groups, we state:

The preschoolers of the experimental and control groups as a whole showed an average level of formation of ecological knowledge and ecologically correct attitude to the natural world.

In general, the indicators of preschoolers from the experimental group are more "scattered", they have more than those of preschoolers in the control group, both high and low marks, which complicates the work with the group.

The research results served as the basis for constructing a formative experiment.

.2 System of work on environmental education of preschool children

The goal of environmental education is achieved as the following tasks are solved in unity:

· educational - the formation of a system of knowledge about environmental problems of our time and ways to solve them;

· educational - the formation of motives, needs and habits of environmentally sound behavior and activities, a healthy lifestyle;

· developing - the development of a system of intellectual and practical skills for the study, assessment of the state and improvement of the environment of their area; development of the desire for vigorous environmental protection; intellectual (ability to analyze environmental situations), emotional (attitude to nature as a universal value), moral (will and perseverance, responsibility).

Our work was organized in three areas: work with children, work with teachers, work with parents.

First of all, consultations and a workshop on the environmental education of preschoolers, the creation of a developing environment in the group and on the site were organized with the teachers. For example, consultations were held on the topics: "The role of environmental education in the social and moral education of preschoolers", "Verbal methods in the system of environmental education of preschoolers", etc.

The next step was to work with children. Classes in environmental education were built taking into account the visual-effective and visual-figurative perception of the world by the child. Cycles of classes were held aimed at the formation of environmental knowledge (knowledge of the animal world; knowledge of the flora; knowledge of inanimate nature; knowledge of the seasons) and an ecologically correct attitude to natural phenomena and objects.

Great importance was attached to the research activities of children - to conduct experiments and observations. During the learning process, attention was paid to using all of the child's senses, not just hearing and sight. To do this, children were given the opportunity to touch, smell the objects around him and even taste them, if it is safe to do so. In particular, a cycle of observations was carried out for an inhabitant of a corner of nature - a parrot.

Much attention was paid to the communication of children with nature: with trees, birds, insects. You cannot instill an emotional attitude towards nature through books and drawings. The child needs to smell the grass after rain or rotten foliage in the fall, to hear birds singing. Therefore, we constantly took our pupils out for walks and excursions. The content of excursions conducted with preschoolers was a survey of the surrounding area to form ideas about the surrounding natural conditions, terrain, conditions, ecological situation, the presence of animals and plants. During the excursion, children collected natural material for collections, explored plants, soil, water, stones, etc.

Great importance was attached to the leading form of activity of preschoolers - play (role-playing, mobile, independent games of ecological and natural history content). Transformation games aimed at developing empathy for animals, plants, and objects of inanimate nature in the child helped to develop positive emotions in relation to nature.

In physical culture lessons, teaching children various types of movements and game exercises was carried out in the form of imitative-imitative movements and games in which the child had to reproduce the familiar images of animals, birds, insects, trees, etc. Imitative-imitative movements develop in preschoolers creative motor activity, creative thinking, orientation in movements and space, attention, fantasy, etc.

Along with the traditional classes in environmental education, we have developed and organized such forms of work with children as environmental actions, thematic weeks dedicated to a particular season.

Throughout the entire period of work with children, work was organized with parents in order to increase their professional competence in the field of environmental education. Parents were attracted to work in nature ¸ counseling, conversations, parenting meetings on the theme "Raising love for nature" in a playful way were organized with them.

As a result of the work, we noticed that parents more often began to address questions to teachers about the forms and methods of work to form children's ecological ideas, offered their help in organizing the educational process of children.

Children began to be more careful with the natural environment, they began to ask more questions, games with ecological content appeared in the independent activities of children. All this gave rise to the conclusion that the work done by us brought positive results. To prove this, a control experiment was organized.

2.3 Analysis and evaluation of work results

The purpose of the control experiment is to test the effectiveness of the developed set of measures - in the classroom and in everyday life - to increase the level of environmental education of older preschoolers. To determine the effectiveness of the work done, the same diagnostic material was used as in the ascertaining experiment.

An analysis of the results of diagnostics of the ecological education of senior schoolchildren in the experimental and control groups in the control experiment shows: the level of formation of ecological knowledge and ecologically correct attitude to the natural world increased in both groups, but the dynamics of its increase in the experimental group is higher than in the control for all five indicators - and in the levels of formation of ecological knowledge, and in the level of ecological attitude to the natural world. The level of formation of ecological knowledge and ecologically correct attitude to the natural world among preschoolers in the experimental group, who showed low results in the ascertaining experiment, significantly increased. In the control experiment, they all showed an average level of formation of ecological knowledge.

As a result of the studies, it was found that the attitude of the children of the experimental group to natural objects has noticeably changed. In the process of direct observation of nature, a clear and accurate idea of objects and phenomena of nature has developed into the minds of children, that in living nature everything is interconnected, that individual objects and phenomena interdependent on each other, that the organism and the environment are an inseparable whole, that any feature in the structure of plants, in the behavior of animals is subject to certain laws that man, as a part of nature, endowed with consciousness, by his labor actively influences nature.

During walks and excursions, children began to show great interest in the life of birds and insects. They have become more careful with trees, anthills and other living creatures while walking in the forest. Now all children know that man and nature are inextricably linked. And how a person loves, preserves and takes care of nature will determine his further existence on Earth.

CONCLUSION

At the stage of preschool childhood, an initial feeling of the world around is formed: the child receives emotional impressions about nature, accumulates ideas about different forms of life. Thus, already during this period, the fundamental principles of ecological thinking, consciousness, and ecological culture were formed. But only on one condition - if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and are worried about them, show the little person the wonderful world of nature, help the little person the wonderful world of nature, help to establish relationships with him.

Working with children presupposes cooperation, co-creation between a teacher and a child, and excluded an authoritarian teaching model. Classes are built taking into account the visual-effective and visual-figurative perception of the world by the child and are aimed at the formation of environmental knowledge (knowledge about the animal world; knowledge of the flora; knowledge of inanimate nature; knowledge of the seasons) and an ecologically correct attitude to natural phenomena and objects.

The set of measures developed by us to improve the level of ecological education of senior preschoolers in the classroom and in everyday life has shown its effectiveness: the level of ecological knowledge and ecologically correct attitude to the natural world of experimental preschoolers turned out to be higher than among preschoolers in the control group.

LITERATURE

1.N.A. RYZHOVA Environmental education in kindergarten // 17, 18, 19, 20, 23-2005 // newspaper "Preschool education" of the publishing house "First September"

.Bukin A.P. In friendship with people and nature / A.P. Bukin - M .: Education, 2004. - p. 111-113.

.Volchkova B. H., Stepanova H. B Summary of lessons in the senior group of kindergarten. Ecology. / V.N. Volchkova, N.V. Stepanova - Voronezh: PE Lakocenin S.S., 2008 .-- 128 p.

.Vygotsky L.S. Play and its role in the psychological development of the child // Questions of psychology. - 2006. - No. 6.

.Zebzeeva V. About the forms and methods of ecological education of preschoolers // Preschool education. - 2004.- N 7. - p. 45-49.

.Zershchikova T., Yaroshevich T. Ecological development in the process of acquaintance with the environment // Preschool education. - 2005. - N 7. - p. 3-9

.Kochergina V. Our home is the Earth // Preschool education. - 2004. - N 6. - p. 50-53.

.Lopatina A., Skrebtsova M. Tales of Mother Earth. Environmental education through fairy tales, poems and creative tasks / A. Lopatina, M. Skrebtsova. - 2nd ed. - M .: Amrita-Rus, 2008 .-- 256 p.

.Lopatina A., Skrebtsova M. Ecological education of preschoolers. Lesson notes, fairy tales, poems, games and assignments / A. Lopatina, M. Skrebtsova. - Moscow: Amrita, 2010 .-- 128 p.

.The world of nature and the child: Methods of ecological education of preschoolers / L. A. Kameneva, N. N. Kondratyeva, L. M. Manevtsova, E. F. Terentyeva; ed. L. M. Manevtsova, P. G. Samorukova. - St. Petersburg: Childhood-press, 2003 .-- 319 p.

.We. - Program of environmental education for children / N. N. Kondratyev et al. - St. Petersburg: Childhood-press, 2003. - 240 p.

.Nikolaeva C. H. Young ecologist: Program of ecological education of preschoolers - Moscow: Mozaika-Sintez, 2004. - 128 p.

.Nikolaeva S. N. Theory and methodology of ecological education of children: Textbook. manual for stud. higher. ped. study. institutions. - M .: Publishing house. Center "Academy", 2002. - 336 p.

.Nikolaeva S.N., Komarova I.A. Narrative games in the ecological education of preschoolers. Play educational situations with toys of different types and literary characters: A guide for preschool teachers. / S.N. Nikolaeva, I.A. Komarova - Moscow: Publishing house GNOM and D, 2005. -91 p.

.Praleska: preschool education program / comp. E.A. Panko and others? Minsk: NIO; Aversev, 2007

.Praleska: Readers for the garden and pachatkovy school / way of life. A.I. Sachanka. -Minsk, 1997

17.We work according to the Praleska program: guidelines / comp. E.A. Panko and others? Minsk: NIO; Aversev, 2007

.Salimova M.I. Classes in ecology: A guide for kindergarten teachers. / M.I. Salimova - Minsk: Amalfeya, 2004 .-- 126 p.

.Serebryakova T.A. Environmental education in preschool age. / T.A. Serebryakova. - N. Novgorod: NGPU, 2005 .-- 136 p.

.The system of work on the environmental education of preschoolers. Senior group. / Comp. P.G. Fedoseeva. - Volgograd: ITD "Coryphaeus". - 96 p.

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Olga Malyanova

Nature is the only book, each

which page is full of deep content.

I. V. G yea

Currently, the issues of nature protection, reasonable and careful attitude to the flora and fauna of our country are becoming more and more urgent. This is due to the fact that the ecological situation in our country is characterized as a crisis and boils down to the following main points: the rapid depletion of natural resources and environmental pollution against the background of a rapid increase in the population. Therefore, in order to get out of the crisis, it is necessary:

Reasonable self-restraint in the use of natural resources;

Maintaining a dynamic balance between nature and man;

Formation of environmental awareness in society.

In this regard, new scientific concepts are being developed, normative documents are adopted, which reflect the importance of environmental education, upbringing and enlightenment, the need to ensure the continuity of this process in various educational institutions. The President of the Russian Federation has repeatedly stated the need to combat environmental illiteracy in Russia. Consequently, the system of environmental education and upbringing will take an increasingly priority place in the activities of all educational institutions, the development of their cognitive activity and personality in general, preparation for an independent life as full-fledged members of society.

The theoretical significance of this article lies in the generalization of the literary material on this problem and the presentation of guidelines for the upbringing of ecological culture in preschool children.

In recent years, numerous researchers have been paying attention to the problem of the formation of the ecological culture of an individual. In the works of N. M. Verzilin, S. N. Glazachev, V. D. Deryabo, A. N. Zakhlebny, I. D. Zverev, P. G. Ioganzen, D. N. Kavtaradze, I. S. Matrusov, AA Mamontova, I. N. Ponomareva, H. A. Ryzhova, I. T. Suravegina, V. A. Levin et al. Consider the scientific aspects of the theoretical and methodological support of the process of environmental education and upbringing of children.

A theoretical analysis of the problem of ecological education of preschoolers must begin with its definition. Environmental education is an integral part of moral education. Therefore, under environmental education understand the unity of consciousness and behavior, harmonious with nature. Environmental awareness is influenced by environmental knowledge and beliefs. Environmental concepts are formed in direct educational activities, on walks and excursions, during the entire stay of the child in kindergarten. The acquired ecological knowledge is gradually transformed into beliefs, proving, with interesting examples, their need to live in harmony with nature. Knowledge translated into beliefs builds ecological awareness.

Environmental behavior, on the other hand, consists of individual actions (a set of states, specific actions, skills and abilities) and a person's attitude to actions, which are influenced by the goals of the personality's motives (motives in their minds go through the following stages: emergence, saturation with content, satisfaction).

Thus, in the essence of ecological education, two sides are distinguished: the first is ecological consciousness, the second is ecological behavior. All conditions are created for the formation of environmental awareness in modern educational institutions. And ecological behavior develops over the years.

The process of cognition takes place in various organizational forms, each of which differs from the others in the nature of the activities of the teacher and pupils. It should be noted the enormous educational value excursions: concretizes the program material, broadens the horizons and deepens the knowledge of preschoolers. There are the following types of excursions:

Into nature;

To museums and exhibitions;

To agricultural production, stations of young naturalists, experimental stations.

The most common type is nature excursions, where children can see the relationship of natural objects and their connection with the habitat. Getting into the natural environment with all its diversity of objects and phenomena, children learn to understand this diversity, to establish connections between organisms with each other and with inanimate nature. Excursions into nature are a way of concrete study of nature, that is, of genuine objects and phenomena of nature, and not of stories or books about it. Here ample opportunities open up for organizing the creative work of children, initiative and observation. On excursions, children develop skills of independent work. They get acquainted with the collection of materials and with the preservation of fees, as well as with the processing of excursion material. The systematic conduct of excursions develops the skills of studying their land in preschoolers.

The educational value of the excursions is also great. It is on excursions that children develop interest and love for nature, aesthetic feelings. They learn to see her beauty, understand the need to respect nature. This is the so-called emotional side of excursions. The knowledge gained under these conditions turns out to be very strong and fits into children's memory for a long time. Excursions contribute to the formation of environmental awareness, in addition, they strengthen conscious discipline, educate collectivist skills. Excursions are of great importance for the physical development of preschoolers. Staying in clean air, in a natural environment, helps to harden and strengthen the health of children. Excursions to museums, exhibitions, experimental stations, etc. are also essential in environmental education.

Observation is a purposeful perception of objects and natural phenomena, in the process of which the distinctive features, changes occurring in natural objects are clarified. It is aimed at expanding children's ideas about the world, developing a positive system of values and attitudes towards nature, developing imagination and aesthetic perception of the environment, understanding their own complex relationships with nature and fostering environmental ethics. It is on this basis that concepts, practical skills and abilities are formed. In other words, observation is a purposefully organized reflection of the external world that provides the primary material for scientific research. It is possible to observe not only objects and phenomena, but also their reflections and images in various teaching aids: paintings, photographs, slides, etc. However, “the highest form of visualization” (Babak A. G.) is observation in nature. These can be observations of changes in wildlife at different times of the year, of plants in a meadow, etc.

An experience- a method of studying objects and natural phenomena, consisting both in their artificial reproduction (if it is impossible to visualize in natural conditions, and in theoretical and practical transformation of the conditions of flow in order to prove a certain assumption. Compared with observation, this is a more complex way of obtaining the necessary information about natural phenomena, characterized by: a more active impact on the studied object or phenomenon of the surrounding reality; the need to correlate the phenomenon observed in the experience with its natural analogue (what happens in real conditions) and the formulation of conclusions on this basis; specially prepared conditions of behavior. observation observes what nature offers it, experience takes from nature what it wants. ”Experiments are necessary to determine the physical, chemical, biological properties of substances or bodies, to reveal and explain certain phenomena occurring in nature. study of properties and three states of water, the study of the composition and properties of air, etc.

An important method of environmental education is word, its correct use in various forms of work with children. Moreover, the conversation is of the greatest importance - a clear and flexible sequence of questions that help children understand causal relationships, formulate conclusions, make generalizations, and transfer knowledge to a new situation. It is the conversation that reveals the moral position of the child in his relationship with animals, plants, people.

Of great importance in working with children is the game... The development of ecological concepts by children is easier if play learning situations are included in the processes of cognition of nature. Especially effective are games on ecology and nature protection, which not only provide children with the opportunity to gain certain knowledge, but also educate them in ecological literacy, activate their interest in the problems of environmental protection, and form the moral qualities of the individual.

Environmental education of children also involves the use of such non-traditional forms as environmental actions, environmental quizzes and olympiads, children's issuance of environmental leaflets, etc.

All of the above allows us to conclude that the ecological education of children in a preschool educational institution contributes to the accumulation of specific - figurative ideas about the surrounding reality, factual knowledge in children, which are material for their subsequent understanding, generalization, ghosting into the system, disclosing the causes and relationships that exist in nature. As a result, children begin to understand that:

Objects and phenomena are interconnected and represent a single whole;

The world around us is not something static, it is constantly changing.

Bibliographic list

1. Law of the Russian Federation "On Environmental Protection" // Collected Legislation of the Russian Federation.

2. Law of the Russian Federation "On Education" // Collected Legislation of the Russian Federation.

3. Bondarenko AT Familiarization of children with nature: Textbook. a guide for educators. - MN. : "Asar" - 1996.213s.

4. Veretennikova SA Methods of familiarizing children with nature. M.: Education, 1996, 583 p.

5. Makhaneva MD The system of ecological development of children of preschool and primary school age. // Management of a preschool educational institution. 2005. No. 2. S. 58-67.

6. Methods of teaching natural science and environmental education: (Pedagogical education): Textbook for students. wednesday ped. study. institutions / Ed. R.A. Petrosova. M.: Publishing house. center "Academy", 2000.176s.

7. Molodova A. A. Play activities with children: Textbook. method. A guide for kindergarten teachers and teachers. - MN. : "Asar" - 1996.198s.

Introduction

upbringing preschooler ecological

An important place in the structure of the pedagogical process is occupied by the learning process, during which knowledge, skills and abilities are acquired, personal qualities are formed, which allow a person to adapt to external conditions and show their individuality. The main way of knowing the world of preschoolers is play.

Didactic play is a game aimed at developing children's needs for knowledge, an active interest in what can become their source, and improving cognitive skills and abilities.

The term didactics comes from the Greek words didaktikos, teaching and didasko, studying. This concept was first introduced into the scientific dictionary by the German educator Wolfgang Rathke (1571-1635) to denote the art of learning.

Didactic games, first of all, perform a teaching function. In the process of playing, children learn colors, shape, material properties, spatial relationships, numerical relationships, study plants, animals, etc. Didactic games contribute to the development of resourcefulness, initiative, memory, thinking, outlook, speed of reactions, etc. develop. Children learn to overcome various difficulties, children develop intelligence.

The object of the research is ecological education of preschool children with the help of didactic games.

The subject of the research is the formation of the ecological culture of preschoolers in the process of play activity.

The purpose of the study is to identify the pedagogical conditions under which the formation of the ecological culture of preschool children in the process of playing activity will be the most effective.

To achieve this goal, the following tasks are set:

.Analyze the scientific and pedagogical literature, which is devoted to the research problem;

.Formulate and analyze the essence of the concepts "ecological education of a preschooler", "play activity of preschool children";

.Select examples of didactic games for the section of the program "Introducing preschoolers to nature".

1.1Scientific basis for familiarizing children with nature

Each of us, to a greater or lesser extent, has experienced the influence of our native nature on ourselves, and knows that it is the source of the first concrete knowledge, which is often remembered for a lifetime.

Children always and everywhere in one form or another come into contact with nature. Green forests and meadows, bright flowers, butterflies, beetles, birds, animals, moving clouds, falling snow flakes, streams, even puddles after a summer rain - all this attracts the attention of children, makes them happy, and provides rich food for their development.

Playing in the forest, meadow, on the shore of a lake or river, picking mushrooms, berries, flowers, caring for and observing animals and plants give children a lot of joyful experiences.

Acquaintance of preschoolers with nature is a means of education in their minds of realistic knowledge about the surrounding nature, based on sensory experience and the education of the correct attitude towards it. In order for children to correctly perceive the phenomena of nature, it is necessary to direct the process of their perception of nature. Without bringing children closer to nature and its widespread use in the upbringing and educational work of a kindergarten, it is impossible to solve the problems of all-round development of preschoolers - mental, aesthetic, moral, labor and physical.

Here is what the Soviet teacher Vasily Aleksandrovich Sukhomlinsky writes in his work "I give my heart to children":

“The child thinks in images. This means that, listening, for example, to the teacher's story about the journey of a drop of water, he draws in his imagination both the silvery waves of the morning fog, and a dark cloud, and thunder, and spring rain. The brighter these pictures are in his view, the deeper he comprehends the laws of nature. The delicate, sensitive neurons of his brain have not yet strengthened, they need to be developed, strengthened. The child thinks. This means that a certain group of neurons in the cortex of the hemispheres of his brain perceives images (pictures, objects, phenomena, words) of the surrounding world and signals go through the thinnest nerve cells - as through communication channels. Neurons "process" this information, systematize it, group, collate, compare, and new information comes in and out at this time, it must be perceived and "processed" again and again. In order to cope with the reception of more and more new images, and with the "processing" of information, the nervous energy of neurons in extremely short periods of time instantly switches from the perception of images to their "processing". This amazingly fast switching of the nervous energy of neurons is the phenomenon that we call thought - the child thinks ... The cells of the child's brain are so delicate, so sensitive to objects of perception that they can work normally only if the object of perception, comprehending is an image that can be seen, heard, which can be touched. Switching thoughts, which is the essence of thinking, is possible only when the child has either a visual, real image, or a verbal image so vividly created that the child seems to see, hear, and feel what they are talking about (this is why children are so fond of fairy tales ). The nature of the child's brain requires that his mind be brought up at the source of thought - among visual images, and above all among nature, so that thought switches from a visual image to "processing" information about this image. If you isolate children from nature, if from the first days of learning the child perceives only the word, then the brain cells quickly get tired and cannot cope with the work that the teacher offers. But these cells need to develop, get stronger, gain strength. This is where the reason for the phenomenon with which many teachers often meet in elementary grades is: the child sits quietly, looks into your eyes, as if listening attentively, but does not understand a word, because the teacher tells and tells everything, because you have to think about the rules, to solve problems, examples - all these are abstractions, generalizations, there are no living images, the brain gets tired. .. This is where the backlog is born. That is why it is necessary to develop the thinking of children, to strengthen the mental strength of the child in the midst of nature - this is a requirement of the natural laws of the development of the child's body. That is why every journey into nature is a lesson in thinking, a lesson in the development of the mind ...

It is very important for the teacher to observe the measure in the storytelling. You can not turn children into a passive object of the perception of words. To comprehend each vivid image - visual or verbal, it takes a lot of time and nerves. The ability to let the child think is one of the most subtle qualities of a teacher. And in the midst of nature, the child should be given the opportunity to listen, see, feel ... "

A great contribution to the development of the question of the use of nature in primary education and training of children was made by K. Ushinsky (1824-1871). K. D. Ushinsky considered it impossible to carry out elementary education without nature. Nature, he said, is one of the most powerful agents in human upbringing, and even the most careful upbringing without the participation of this agent always gives off dryness, one-sidedness, and unacceptable artificiality. K. D. Ushinsky called nature "all-developing" and in his works he revealed the possibility of using it for the mental, moral, aesthetic and physical education of children.

The basis for the mental education of K.D. Ushinsky considered the development of thinking and speech. Therefore, compiling the books for elementary education "Native Word" and "Children's World", he made extensive use of the natural history material of his native nature, noting that children should not be introduced to curiosities, but should be taught to find interesting things in their everyday surroundings.

Traditions established by K.D. Ushinsky, are still alive today. Much attention is paid to the study of nature in kindergartens.

Highly appreciating the surrounding nature as a factor in the mental development of children, K.D. Ushinsky, in some of his works, revealed the methods, using which the teacher acquaints children with nature. In this he assigned an important role to visual methods. Among the visual methods, the important role of K.D. Ushinsky averted it by observation. With the aim of a more complete acquaintance with the objects of the surrounding world, K.D. Ushinsky recommended that comparisons be widely used during observations, believing that only the comparison process makes the external world a property of the mind. It is very widespread in primary education, according to K.D. Ushinsky, a story should be used. It complements other methods and is more popular with children than reading. The pedagogical qualities of the stories should be such that it is easy to remember, not dry, so that the details do not overshadow the main thing. ... In his works for children Ushinsky K.D. described interesting natural phenomena, cases from the life of animals and plants. These are "Four desires", "Someone else's testicle", "Bishka", etc.

The well-known teacher and organizer of preschool events E.I. Tikheeva (1866-1944) considered nature as an element of the environment, without which a healthy, comprehensively developed person cannot be raised. Nature, wrote E.I. Tikheeva, principal doctor and educator of a small child. It strengthens, heals, enriches knowledge.

The main way of forming specific ideas about nature, the development of the sense organs, E.I. Tikheeva considered observation. If you want to give the children an idea of the forest, she said, take the children there. Give them the opportunity to see the forest in all its beauty and diversity with their own eyes, hear the sounds of the forest, feel its smells, satisfy their need for movement in the forest environment.

It is in communication with nature, in various activities that, according to E.I. Tikheeva, to carry out sensory education of children.

Observations in nature, she emphasized, are the surest way to develop speech. It is important during observations to use fiction in time to enhance the impressions of what you are observing.

In the practical activities of kindergartens according to the method of I.E. Tikheeva had an important place in the organization of labor activity in the vegetable garden, front garden, in a corner of nature.

Highly appreciated by E.I. Tikheeva, the influence of nature on the aesthetic education of children. Nature, she wrote, is the highest esthete that represents forms, colors, materials in that harmonious relationship, in that eternal beauty that is available to her alone [5].

1.2Ecological education concept for preschoolers

The ecological environment on our planet is deteriorating, which affects the health of children and adults. Water, soil, air are polluted, people eat poor-quality products, breathe bad air, exhaust gases. Therefore, already from childhood, it is necessary to instill in children a love of nature, to give knowledge about it, to give knowledge about what patterns exist in nature, and why a person cannot ignore them.

Ecological education of preschoolers is familiarizing children with nature, which is based on an ecological approach, in which the pedagogical process is based on the fundamental ideas and concepts of ecology. In preschool childhood, visual-effective and visual-figurative forms of thinking prevail, which can provide understanding and assimilation of only specially selected and age-adapted information about nature. Indoor plants and vegetation on the street (near the house, on the site of the kindergarten), domestic and decorative animals, birds and insects that live everywhere can be presented to the child from an ecological point of view - in their direct interaction with the environment. An adult sets a goal to show this interaction and traces with preschoolers: what constitutes the living conditions of plants and animals, how they interact with these conditions.

The first ecological concept that needs to be given to children is that any living organism has needs that cannot be met by its internal resources. The needs of a living organism (living creature, individual) are satisfied by environmental factors. This is primarily the need for nutrients, water, oxygen, which, through metabolism, create vital energy and allow individuals to realize themselves in all spheres of life.

The next important concept is the adaptation of organisms to the environment. The behavior of animals is fully consistent with the features of its structure, it demonstrates what can be done by external organs (body parts) in such conditions. A small child is also attracted by the dynamic behavior of animals: a quick change of images easily focuses on itself his still unstable attention and perception, gives food for thought.

The concretization of the first concept is the concept of habitat. An adult may well discuss with children what is necessary for the life of a plant or animal (water, air, food, certain temperature conditions, etc.), what objects, materials they are surrounded by, what properties they possess.

There is no doubt that, walking with adults in the forest and in the meadow, near a pond or river, preschool children under their guidance can get to know the main inhabitants of these ecosystems, their relationship with each other and with the habitat.

1.3 The use of didactic games in the ecological education of young preschool children

Play activity is a symbolic-modeling type of activity that occurs in a child at the border of early and preschool age. The game activity is based on the use of game symbols that perform the function of replacing one object with another; taking on a role and performing a game action. Types of games: plot-reflective, plot-role, dramatization game, director's game, didactic game, traditional (folk) game.

In playing activities, it performs the following functions:

-entertaining (this is the main function of the game - to entertain, please, inspire, arouse interest);

-communicative, mastering the dialectics of communication;

-self-realization in the game as a testing ground for human practice;

-game therapy: overcoming various difficulties arising in other types of life;

-Diagnostic: Revealing deviations from normative behavior, self-knowledge during the game;

-correction function: making positive changes in the structure of personality indicators;

-interethnic communication: assimilation of social and cultural values common to all people;

-socialization function: inclusion in the system of social relations, the assimilation of the norms of human community.

It is customary to distinguish between two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, cognitive and outdoor games; this also includes developing intellectual, musical, fun games, and attractions.

The second type includes role-playing games. The rules in them exist implicitly. They are in the norms of behavior of the heroes being reproduced: the doctor does not put a thermometer for himself, the passenger does not fly in the cockpit. Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, in the role of a teacher. The listed signs are inherent in all games, but in some, some are more pronounced, in others - others. In various collections, more than 500 didactic games are indicated, but there is no clear classification of games by type. Games are often related to the content of training and education. In this classification, the following types of games can be represented:

-sensory education games;

Word games;

-games for acquaintance with nature and the surrounding world;

-on the formation of mathematical representations, etc.

-sometimes games are related to material;

-games with didactic toys;

-board games;

Word games.

This grouping of games emphasizes their focus on learning, the cognitive activity of children, but does not sufficiently reveal the foundations of didactic play - the features of the play activity of children, play tasks, play actions and rules, the organization of the life of children, the guidance of the educator. Conventionally, several types of didactic games can be distinguished, grouped by the type of student activity.

-Travel games;

Games-errands;

-Guessing games;

Puzzle games;

-Games-conversations (games-dialogues).

Travel games are similar to a fairy tale, its development, miracles. The game-journey reflects real facts or events, but the usual reveals through the unusual, the simple - through the mysterious, difficult - through the surmountable, the necessary - through the interesting. All this happens in the game, in the action, it becomes close to the child, pleases him. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous originality, to draw the attention of children to what is nearby, but not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success. Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the plot of the game, the enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, learn something, learn something. The role of the teacher in the game is complex, it requires knowledge, the willingness to answer the questions of children, playing with them, to lead the learning process unnoticed.

A journey game is a game of actions, thoughts, feelings of a child, a form of satisfying his needs for knowledge. In the name of the game, in the formulation of the game task, there should be “calling words” that arouse the interest of children, active game activity. In the travel game, many methods of disclosing cognitive content are used in combination with play activities: setting tasks, explaining how to solve it, sometimes developing travel routes, step-by-step problem solving, joy from solving it, meaningful rest. The travel game sometimes includes a song, riddles, gifts, and more. Travel games are sometimes misidentified with excursions. Their essential difference lies in the fact that the excursion is a form of direct teaching and a kind of classes. The purpose of the excursion is most often to get acquainted with something that requires direct observation, comparison with what is already known. Sometimes the travel game is equated with a walk. But the walk most often has a health purpose. Cognitive content can be for a walk, but it is not basic, but accompanying.

Mission games have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal assignments. The game task and game actions in them are based on the proposal to do something: "Help Pinocchio to place punctuation marks", "Check the homework from Dunno."

Guessing games "What would be ..?" or "What would I do ...", "Who would you like to be and why?", "Who would you choose as a friend?" and others. Sometimes a picture can serve as the beginning of such a game. The didactic content of the game lies in the fact that a task is set for the children and a situation is created that requires comprehension of the subsequent action. The game task is laid down in the very title "What would be ..?" or "What would I do ...". Playful actions are determined by the task and require the children to act in an appropriate intended manner in accordance with the set conditions or the created circumstances. Children make assumptions, ascertaining or generalized evidence. These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element: "Who will figure it out faster?"

Puzzle games. The emergence of mysteries goes back to the distant past. Riddles were created by the people themselves, were included in ceremonies, rituals, and were included in holidays. They were used to test knowledge, resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment. Currently, riddles, guessing and guessing, are considered as a kind of educational game. The main sign of a riddle is an intricate description that needs to be deciphered (guessed and proven). This description is laconic and often takes the form of a question or ends with it. The main feature of riddles is a logical task. The methods of constructing logical tasks are different, but they all activate the child's mental activity. Kids love puzzle games. The need to compare, remember, think, guess, gives the joy of mental labor. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, inferences.

Conversation games (dialogues). The conversation game is based on the communication of a teacher with children, children with a teacher and children with each other. This communication has a special character of play learning and play activity of children. In a conversation game, the teacher often comes not from himself, but from a character close to the children and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. However, the conversation game is fraught with the danger of enhancing direct teaching techniques. Educational and educational value lies in the content of the plot-theme of the game, in arousing interest in certain aspects of the object of study reflected in the game. The cognitive content of the game does not lie "on the surface": it must be found, obtained, made a discovery and as a result learn something.

The value of the conversation game lies in the fact that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imaginations of children. The conversation game fosters the ability to listen to and hear the teacher's questions, children's questions and answers, the ability to focus on the content of the conversation, complement what has been said, and express judgment. All this characterizes an active search for a solution to the problem posed by the game. The ability to participate in a conversation is of no small importance, which characterizes the level of upbringing. The main means of the game-conversation is a word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

The listed types of games, of course, do not exhaust the whole range of possible game techniques. However, in practice, these games are most often used, either in a "pure" form, or in combination with other types of games: mobile, plot-based role-playing, etc.

Each didactic game includes several elements, namely: a didactic task, content, rules and game actions. The main element of the didactic game is the didactic task. It is closely related to the training program. All other elements are subordinate to this task and ensure its implementation. The didactic tasks are varied. This can be an acquaintance with the environment: people, their way of life, work, events of social life, the development of speech, (consolidation of correct sound pronunciation, enrichment of the vocabulary, the development of coherent speech and thinking), nature: flora and fauna. Didactic tasks can be associated with the consolidation of counting skills, the size of objects, geometric shapes. Rules play an important role in the didactic game. They determine what and how each child should do in the game, show the way to achieve the goal. The rules help develop in children the ability to stop (especially in younger preschool age). They educate children in the ability to restrain themselves, to control their behavior. It is very difficult for children of younger preschool age to follow the order. Everyone wants to be the first to take out the toy from the “wonderful bag”, receive a card, name the object, etc. But the desire to play and play in a team of children gradually leads them to the ability to inhibit this feeling, that is, to obey the rules of the game.

An important role in didactic games belongs to game action. A game action is a manifestation of the activity of children for game purposes: rolling colorful balls, disassembling a turret, collecting a nesting doll, rearranging cubes, guessing objects by description, guessing what change happened to the objects placed on the table, winning a competition, playing the role of a wolf, a buyer, salesperson, guesser, etc. If we analyze didactic games from the point of view of what occupies and fascinates children in them, it turns out that children are primarily interested in play. It stimulates children's activity, makes children feel satisfied. A didactic task, veiled in a play form, is solved by a child more successfully, since his attention is primarily directed to the development of a play action and the implementation of the rules of the game. Unbeknownst to himself, without much stress, playing, he performs a didactic task. Due to the presence of game actions, didactic games used in the classroom make learning more entertaining, emotional, help increase the voluntary attention of children, create the prerequisites for a deeper mastery of knowledge, skills and abilities.

The idea of including play in the learning process has long attracted the attention of teachers. K. D. Ushinsky has repeatedly emphasized the ease with which children learn knowledge if it is accompanied by play. The leading Russian teachers A.S. Makarenko, E.I. Tikheeva, R.I. Zhukovskaya, D.V. Menjeritskaya et al. Understanding the expediency of using games in teaching preschool children posed the problem of developing didactic games, the purpose of which is to provide the best conditions for the assimilation of knowledge, mental skills and abilities. Studies by E.I. Udaltsova, F.N. Bleher, A.I. Sorokina, A.P. Usova, V.N. Avanesova, A.K. Bondarenko et al. Found that the didactic game, along with the lesson, can be used to solve various educational tasks: the formation of mental skills, the ability to use the acquired knowledge in new situations. Didactic play can be a form of teaching organization, a method of consolidating knowledge, a means of educating moral-volitional, collectivist qualities. Classes and didactic games enrich the child with new knowledge, forcing him to strain his mind to solve any cognitive task, develop various intellectual emotions in preschoolers. Surprise when meeting a new, unknown, curiosity and curiosity, confidence or doubts in their judgments, joy from the found solution - all these emotions are a necessary part of mental activity.

Table 1.1 An example of the distribution of didactic games for acquaintance with nature in a preschool institution

Group Game namePlantsAnimalsBirds of the seasons "Pair pictures", "Botanical loto", "Taste", "It grows, blooms and ripens", "Picking mushrooms", "Pets", "Kids", "Zoological loto", "Find your home "," Ku-ka-re-ku "(loto)," Cubes "," What has changed? " group Medium group "Wonderful bag", loto "Our plants", "What the farmers brought us", "Our vegetable garden" "Zoological loto", "Voices of animals", "Silhouettes" (Appendix D) "What bird is singing?" (Appendix E) "Fold the picture" Senior group "Tops and roots", "Who has grown what?" )

Game learning situation (ITS) is a full-fledged, but specially organized role-playing game. It is characterized by the following points:

-it has a short and simple plot, built on the basis of life events or a fabulous or literary work that is well known to preschoolers; equipped with the necessary toys, paraphernalia;

-spaces and subject environment are specially organized for it; the content of the game contains a didactic goal, an educational task to which all its components are subordinated - a plot, role-based interaction of characters, etc.;

-the teacher conducts the game: announces the name and plot, assigns roles, takes on one role and performs it, supports an imaginary situation in accordance with the plot;

-the teacher supervises the entire game: monitors the development of the plot, the performance of roles by children, role relationships;

-saturates the game with role-based dialogues and game actions, through which the didactic goal is realized.

Game educational situations with analog toys. Analogs are toys that depict objects of nature: specific animals or plants. There are many toy analogs of animals, they exist in a wide variety of designs (soft, rubber, plastic, clockwork, etc.). There are not so many toy analogs of plants - these are plastic Christmas trees of various sizes, trees and shrubs from the flat theater, mushrooms, sometimes foam fruits and vegetables, figurines of the heroes of the fairy tale by G. Rodari “The Adventures of Cipollino”.

Analogous toys are remarkable in that, with their help, children from 2-3 years old can form distinct ideas about the specific characteristics of living beings on the basis of a number of essential features. Young children can be shown the main differences between a toy and a living animal by organizing their simultaneous perception and comparison. With the help of such toys, it is easy to demonstrate: what can be done with an object and what can be done with a living being, i.e. show fundamentally different forms of activity with living and nonliving objects.

IOS with analog toys can be used in all age groups, and they can be compared not only with living objects, but also with their images in pictures, visual aids.

Analog toys can be included in any IOS, in any form of environmental education of children: observation, work, work in nature, you can take on an excursion, combine with reading informative literature, watching slides, videos.

Analog toys are didactic toys, they should be collected and stored in a teaching room. It is advisable to have sets of fish, birds - they will serve as handouts in the classroom in any age group. You can pick up toys of the same name, made of different materials (for example, soft, rubber, plastic hares), different sizes and different decorative designs. Large soft toys that convey nature well (lions, tigers, monkeys, crocodiles) are excellent objects for play activities.

Game educational situations with literary characters. In the ecological education of preschoolers, various characters are successfully used on the basis of their literary biography - the main events, characteristic situations, vivid features of behavior. In IOS, fairy-tale heroes "go" beyond the plot of the work, act in new, but similar situations and necessarily continue their characteristic line of behavior.

For the implementation of the goals of environmental education, such literary works are suitable, the content of which is somehow connected with nature, and the heroes have a puppet embodiment.

Each ITS taken separately solves a small didactic problem with the help of a literary character - his questions, statements, advice, suggestions and various game actions.

A literary hero brought into the pedagogical process is not just a cute toy that entertains children, but a character with a certain character and form of expression, solving didactic problems.

It is important that each literary hero in a separately taken game teaching situation can act in one of two functions: play the role of a knowledgeable hero, well-informed in any material, or, conversely, a naive simpleton who does not know anything. In the first case, the educator sets the task of indirectly teaching children - through the lips of the character, he communicates new information, teaches the rules of behavior (for example, as Dr. Aibolit does). In the second case, the educator sets the task of consolidating the material, clarifying and updating the children's ideas about nature.

One more circumstance is of fundamental importance. In a traditional occupation, the teacher is always "above the children": he asks questions, teaches, tells, explains - he is an adult and smarter than children. When using a character - a simpleton (for example, Dunno), who shows complete ignorance of events, the status of the children changes: it is no longer the teacher “above them”, but “they are standing over the doll”: they teach her, correct, report what they themselves know. Such a ratio of positions in IOS gives preschoolers confidence, they gain authority in their own eyes.

For IOS with any literary character to really perform a didactic function, it must be well played. In each such IOS, the educator plays two roles - a doll and his own. He simultaneously speaks and acts for the character and for the educator. At the same time, the success of playing the role of a doll depends on changing intonations and a variety of play actions that it performs. The doll should be "alive" - turn either to the children or to the teacher, stretch out its arms, tilt the head, make contact with the children (stroke them on the head, on the cheek, pat them on the shoulder, shake hands, etc.). The teacher must prepare for the role of the doll: the better he plays it, the more emotionally the content of the lesson will be perceived by the children, the more successfully the didactic task will be solved.

Game learning situations such as travel. Travel is the collective name for various kinds of games in visiting exhibitions, agricultural farms, a zoo, a nature salon, etc., in excursions, hikes, expeditions, trips and travels. These games are united by the fact that children, visiting interesting places, gain new knowledge about nature in a playful way, which is facilitated by the obligatory role of a leader (guide, head of the expedition, head of the farm) in the game, which is played by the educator. It is through him that preschoolers get to know new places, animals, plants, receive a variety of information about the surrounding nature and human activities in it.

In each case, the plot of the game is thought out in such a way that children, visiting new places, get to know new objects as travelers, tourists, excursionists, visitors. Within the framework of role-playing behavior, children listen to explanations, “take pictures,” and reason. In order for the game to be complete and through it the educator could realize the set didactic tasks, he carefully thinks out his role (words for contact with visitors, meaningful messages, possible game and role-playing actions). The game will captivate children if the teacher, with special techniques, constantly maintains the imaginary situation of the space in which it flows (a winter snow-covered forest, a summer forest with rubble or swampy places, a hot desert, arctic ice). These can be different words and actions: “Dear tourists, put on hats, put on light clothes so that the scorching desert sun does not burn your skin, so that you do not get sunstroke. (At the same time, the leader himself depicts how he puts on a hat, a windbreaker, checks how tourists did the same). Check if everyone has flasks of water: we have a long trek across the waterless desert, and we’ll probably want to drink. ” Walking during an imaginary excursion through a swampy place, the leader asks the tourists to raise their legs higher, walk carefully so as not to fall through (while doing what is needed himself). Etc.

A good game will work out if the educator thinks over both the main thing and the accompanying roles, assigns children to them, and prepares the necessary attributes. For example, in the game "Visit the Zoo" the teacher plays the role of the director of the zoo, the children play the role of visitors (these are the main roles). The accompanying roles are the driver of the bus on which the visitors travel; the cashier who sells tickets to the zoo; the controller, who checks and selects tickets, reminds of the rules for examining animals; barmaid who sells ice cream, sweets, etc.

The attributes in this game are the steering wheel of the bus, the ticket office, money, tickets, ice cream, sweets, the barmaid's apron and kokoshnik, the director's jackets, glasses (for his solidity). If all this is prepared, and the children know how to play the roles, then the game will become interesting, full-fledged - the program content of the lesson (familiarizing children with the animals of the zoo and the conditions of their maintenance) is not difficult for an educator in the role of a director to implement.

In IOS of this type, attributes in the form of home-made cameras, telescopes and binoculars are of great help. "Optical devices", limiting the field of view by the lens, create good visual conditions for observation, for examining new objects. Taking pictures, looking through binoculars or a spyglass are play activities that help keep children in the play space. The camera has another playful advantage: children not only take pictures of the objects of observation, but also then "show" the photographs - draw and thereby reflect their impressions of the excursion, which is valuable both in cognitive and emotional terms.

Games with rules and their role in the ecological education of children. With kids, outdoor games, very simple in content, are held, one way or another based on ideas about nature. These games reinforce the first bits of knowledge that children gain from observation. For example, the teacher draws the attention of children to flocks of sparrows, observes them several times, emphasizing: the birds are fearful, they do not let them close to them, they fly away as soon as you approach them. And then he conducts the game "Sparrows and the Car", in which children themselves reproduce the cautious behavior of birds.

With older children who have received the first knowledge about the forest and its inhabitants, outdoor games such as "At the Bear's Bor" and others are held.

Various didactic games can play an important role in consolidating knowledge about nature. A clear explanation of the rules of the game by the teacher, the development of the skill of children to observe them, make such a game interesting and do not reduce it to an exercise. With older preschoolers, the teacher can play various board-printed games ("Zoological Lotto", etc.), gives them the opportunity to play on their own only when they have learned to strictly follow the rules.

Role-playing game is the main type of the preschool child's game. What is its peculiarity? Describing it, S. Ya. Rubinstein emphasized that this game is the most spontaneous manifestation of the child and at the same time it is based on the interaction of the child with adults. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity.

The main source that feeds the child's plot-role play is the world around him, the life and activities of adults and peers.

The main feature of the role-playing game is the presence of an imaginary situation in it. The imaginary situation is made up of plot and roles.

Stages of the formation of children's play activity:

The first stage in the development of gaming activity is an introductory game. According to the motive given to the child by the adult with the help of the object of the toy, it is an object-play activity. Its content is made up of manipulation actions carried out in the process of examining an object. This activity of the infant changes its content very quickly: the examination is aimed at identifying the characteristics of the toy object and therefore develops into action-oriented operations.

The next stage of the game activity is called the display game. , in which individual subject-specific operations are transferred to the rank of actions aimed at identifying the specific properties of an object and at achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

At the turn of the first and second years of a child's life, the development of play and objective activity merges and diverges at the same time. Now the differences begin to appear and in the modes of action - the next stage in the development of the game begins: it becomes plot-reflective. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate, in a conventional form, the use of an object for its intended purpose. This is how the prerequisites for a role-playing game are gradually emerging. .

At this stage in the development of play, word and deed come together, and role behavior becomes a model of relationships between people that children understand. The stage of the actual role-playing game begins , in which the players simulate the labor and social relations of people familiar to them.

The scientific understanding of the step-by-step development of play activity makes it possible to develop more clear, systematized recommendations for guiding the play activity of children in different age groups.

To achieve a genuine, emotionally rich game, including an intellectual solution to a game problem, the teacher needs to comprehensively guide the formation, namely: purposefully enrich the child's tactical experience, gradually transferring it into a conditional game plan, during independent games, encourage the preschooler to creatively reflect reality.

In addition, good play is an effective means of correcting disorders in the emotional sphere of children who are brought up in disadvantaged families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that each child needs, the share of his mental comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.

The game is dynamic where the leadership is aimed at its stage-by-stage formation, taking into account those factors that ensure the timely development of game activity at all age levels. It is very important here to rely on the child's personal experience. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.

All of the components of a comprehensive play-building guide are interrelated and equally important when working with young children.

As children grow up, the organization of their practical experience also changes, which is aimed at actively learning about the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The emphasis of activating communication between an adult and children is shifted: it becomes business-like, aimed at achieving common goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.

And so, the formation of play activity creates the necessary psychological conditions and fertile ground for the all-round development of the child. Comprehensive upbringing of people, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between different forms of independent play and non-play activities, proceeding in a play form. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies in itself. This means that the child plays according to what he wants to play, and not for the sake of obtaining a specific result, which is typical for everyday, work and any other productive activity.

Play, on the one hand, creates a zone of proximal development of the child, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity and the formation of the ability to act collectively, creatively, arbitrarily control their behavior are born in it. On the other hand, its content is nourished by the productive activities and ever-expanding life experiences of children.

The development of a child in play occurs, first of all, due to the diverse orientation of its content.

Timely and correct application of various games in educational practice ensures the solution of the tasks set by the "Program of education and training in kindergarten" in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the manifestation of an active reflection of socially established experience in children's independent activities.

The search for answers to the arisen game problems increases the cognitive activity of children and real life. The processes of the child's mental development achieved in play significantly affect the possibilities of his systematic training in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults.

The progressive, developing value of the game consists not only in the realization of the possibilities of the child's all-round development, but also in the fact that it helps to expand the sphere of their interests, the emergence of a need for classes, the formation of a motive for new educational activities, which is one of the most important factors of the child's psychological readiness for learning at school.

The possibility of using a plot-based role-playing game in the ecological education of children is based on a number of theoretical propositions.

First, the game, according to A.V. Zaporozhets, this is an emotional activity, the understanding of which is necessary for the implementation of a full-fledged educational process. He emphasizes that the effectiveness of teaching largely depends on the child's emotional attitude to this process: to the teacher who teaches, to the task that he gives children, to the whole situation of the lesson. Undoubtedly, the inclusion of elements of role-playing games in the process of forming ideas about nature in children will create an emotional background that will provide a more effective result of assimilating knowledge. A. V. Zaporozhets asserts: emotional manifestations affect not only the level of intellectual development, but also more broadly on the mental activity of the child and on his creative abilities.

The assimilation of knowledge about nature with the help of a game that evokes an emotional response cannot but influence the formation of the correct attitude towards objects of flora and fauna. Confirmation is the research of L.A. Abrahamyan, which showed that through play, it is easy to form a positive attitude towards people around, new positive emotions and feelings. The reverse side of the phenomenon is also important: environmental knowledge that caused an emotional reaction in children will sooner enter their independent play activity, become its content than knowledge, the impact of which affects only the intellectual side of the preschooler's personality. S. L. Rubinshtein confirms this position: play is a child's activity, which means that it is an expression of his attitude to the surrounding reality.

“The motives of play activity reflect a more direct relationship of the individual to the environment: the significance of certain aspects of it is experienced in play activity on the basis of a more direct relationship to their own inner content. In the game, only actions are performed, the goals of which are significant for the individual according to their own inner content. " Secondly, teachers and psychologists have identified the structure of a plot-role-playing game (an imaginary situation, plot, role, game actions performed with certain attributes). In the developed form of independent play activity of older preschoolers, all these elements are functionally interconnected in a single play process. Researchers have shown that the first stage of game management is the formation of the necessary circle of knowledge about any side of reality, which serve as a source for constructing the plots of games. Further, through direct or indirect intervention, an adult teaches children to carry out play actions with objects, role actions and relationships.

Two points - the need to gain knowledge about nature and master the methods of their implementation in play - link play activity with environmental education. It can be argued that the roots of play activities go back to learning, in the process of which preschoolers receive information about the surrounding reality and can master patterns of building any elements of the game (playing around with toys, building plots, implementing role-playing actions, etc.). RI Zhukovskaya came closer to solving this issue in her studies, who saw a direct connection between classes and play, as well as the need for special games-classes, which were a training stage in the formation of an independent role-playing game for preschoolers. A. N. Frolova's research confirms this position.

This is also evidenced by the studies of N. Ya. Mikhailenko, E.V. Zvorygina and S.L. Novoselova, in which it is envisaged to conduct educational games as one of the means of guiding the formation of independent play activities. The complex method of game management proposed by them includes four elements, two of which (knowledge formation and educational games) are included in the field of study.

Thus, the inclusion of a plot-based role-playing game in the learning process, in particular in ecology classes, does not in any way contradict the formation of independent play activity. On the contrary, the implementation of program content through the inclusion of various elements of the game into the lesson on the initiative of an adult will serve as a game model for children, a kind of educational game, which will undoubtedly affect the content of subsequent games, on the formation of the ability to independently implement game plans. There is no doubt: the more often the teacher uses play in the classroom, the more successful and varied his findings will be, the more effective their influence on the independent play activity of children.

What elements of the role-playing game should be given preference in environmental studies? Depending on the educational task of the lesson, its program content, the plot side of the game, fairy-tale or literary characters, role relationships, etc., can equally be involved. In any case, the nature of the game is entirely determined by the logic of constructing the lesson, which is aimed at achieving a didactic goal. Therefore, from the very beginning to the end, the course of the game is regulated, it is determined by the educator: he thinks over, prepares, organizes and directs the game in advance. For any age, playing in class is a teacher's play with children (children “follow” an adult), in contrast to independent play activity (a teacher, even in the case of direct guidance of the game, “follows” preschoolers). With such an arrangement of accents, the role of the educator during the lesson is extremely responsible, because the whole process of the game depends only on him. The idea will remain unrealized if the plot does not interest children, does not evoke an emotional response from them, if role behavior is disturbed, etc.

Role-playing games include: "Farm", "Veterinary Clinic", "Zoo", etc. (APPENDIX E)

Conclusions to section i

The problem of ecological education of preschool children is one of the fundamental problems of the theory of education and is of paramount importance for educational work with children of preschool age. Outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of mind, feelings and will. KD Ushinsky was in favor of "leading children into nature", in order to inform them of everything available and useful for their mental and verbal development. The ideas of acquainting preschoolers with nature were further developed in the theory and practice of preschool education in Soviet times. EI Teheeva, a well-known teacher in the field of preschool education, considered nature as an element of the environment, without which it is impossible to educate a comprehensively developed personality.

In modern conditions, when the sphere of educational influence is significantly expanding, the problem of ecological education of preschoolers is becoming especially acute and urgent. With the adoption of the laws of Ukraine "On environmental protection" and "On education", the prerequisites for a legal basis have been created for the formation of a system of environmental education of the population.

These documents imply the creation in the regions of the country of a system of continuous environmental education, the first link of which is preschool.

Thus, we can conclude that the ecological education of preschoolers is an acquaintance of children with nature, which is based on an ecological approach, in which the pedagogical process is based on the fundamental ideas and concepts of ecology. One of the forms of acquainting children with nature is didactic play. A didactic game is a type of training sessions organized in the form of educational games that implement a number of principles of game, active learning and are distinguished by the presence of rules, a fixed structure of game activity and an assessment system, one of the methods of active learning.

Section II. The concept of Jewish education in Ukraine

1 Methodology for conducting didactic games with preschool children, taking into account Jewish traditions

The concept of Jewish education in Ukraine is relatively new. It is based on the introduction of the child to the culture and traditions of his people. The Lubavitcher Rebbe always spoke about the importance of Jewish upbringing, the need to study the Torah; on his advice, over 2000 Jewish educational institutions were opened. While the natural sciences give the child an understanding of the foundations of the material world, the Torah teaches us the interaction of a person with society, family, friends, with oneself and, above all, with the Almighty. The Torah teaches the child the existence of a higher essence and the fact that there are needs in the world that are greater than his own. You can bring a child closer to the Torah and its moral foundations by using the child's interest in games.

It is believed that Jewishness is based on three basic concepts.

The first concept is emuna. This term is most often translated as "faith", but, depending on the context, sometimes means theology and worldview.

The second concept is "maase", that is, "deeds, actions." As a rule, they are divided in accordance with the norms of "this should be done" and "this is not possible."

The third concept is "limud" - means learning or learning.

What exactly can teaching in the Jewish world be like today? There are many concepts and all of them are undeniably good, but I want to focus on one of them - "learning through didactic play."

Game learning is a form of the educational process in conditional situations, aimed at recreating and assimilating social experience in all its manifestations: knowledge, skills, abilities, emotional and evaluative activities. This type of training provides deep and not simple knowledge that is easy to learn.

In didactic games, children clarify, consolidate, expand their existing ideas about objects and phenomena of nature, plants and animals. Many games lead children to generalize and classify. Didactic games contribute to the development of memory, attention, observation, teach to apply existing knowledge in new conditions, activate a variety of mental processes, enrich the vocabulary, and help to educate children to play together.

When acquainting children with nature, they use didactic games with objects, desktop-printed and verbal ones. Object games - games with leaves, seeds, flowers, fruits, vegetables: "Wonderful Sack", "Days of Creation", "Noach's Ark", "Tops and Roots", "Whose Kids Are on This Branch", "Kosher and Non-Kosher Animals" etc. In these games, ideas about the properties and qualities of objects are clarified, concretized and enriched, the ability to examine them is formed, children master sensory standards. Object games are especially widely used in junior and middle groups, not only as a whole lesson, but also as a part of it. They enable children to operate with objects of nature, compare them, note changes in individual external signs. Such games can be carried out both with the whole group and individually, complicating the content taking into account the age. Complication includes the expansion of knowledge and the development of mental operations and actions.

Such printed games - "Zoological Lotto", "Botanical Lotto", "Four Seasons", "Kids", "Berries and Fruits", "Plants", "Pick Leaves", pair pictures, etc. They provide an opportunity to systematize knowledge children about plants, animals, phenomena of inanimate nature, to form the ability to restore the image of an object by word. Games are accompanied by a word (the word either precedes the perception of the picture, or is combined with it). Such games are used on a daily basis in work with a small number of children.

Word games ("Who flies, runs, jumps", "In the water, in the air, on the ground", "It is necessary - not necessary", etc.) do not require any equipment. They are carried out in order to consolidate knowledge about the functions and actions of certain objects, generalization and systematization of knowledge. These games develop attention, intelligence, quick reaction, coherent speech.

Learning the naturalistic word game is carried out according to the rules common to all didactic games. In younger groups, at the first stage, the teacher plays the game with the children. As the game progresses, he communicates one rule and immediately implements it. When replaying, informs additional rules. At the second stage, the teacher turns off from active participation in the game, directs from the side, directs the game. In the third stage, children play on their own.

Starting from the middle group, the way of learning to play is different. First, the educator tells the content of the game, preliminarily isolates one or two important rules, in the course of the game he emphasizes these rules again, shows the game actions, and gives additional rules. At the next stage, the children play on their own, the teacher observes the game, corrects mistakes, and resolves conflicts. When interest in the game subsides, the teacher suggests a new version of it.

Game exercises and games-lessons. Along with the above games, a large number of play exercises are used in working with children (“Find a tree by a sheet”, “Find out the taste”, “Find the same for a flower,” “Bring a yellow leaf,” etc.). Play exercises help to distinguish objects by their qualities and properties, develop observation skills. They are conducted with the entire group of children or with part of it. Play exercises are of particular importance in the younger and middle groups.

Games-activities ("Wonderful little bag", "Flower shop", etc.) have a certain program content. The form of play makes the games-lessons entertaining, the learning goes through the game rules, game actions. Games-lessons are used in younger and middle groups, in older groups they are given as part of the lesson.

As already mentioned in the first part of this course work, a role-playing game is a game specially organized by the educator and introduced into the process of learning about nature and interacting with it. This form of learning game can be called a learning game situation (ITS).

In our work, we used the following IOS: "On a kosher farm", "Sort out the fruits", "Tell Dunno about Tu-Bi Shvat".

Before the series of games dedicated to the Tu-Bi Shvat holiday, we had an introductory conversation. During the conversation, the following issues were raised:

Trees at different times of the year.

LONG DASH Seven fruits of Eretz-Israel.

Traditions of modern Israel for the holiday Tu-Bi Shvat.

The organization and management of didactic games provide for the work of the educator in preparing for the game, conducting it, analyzing the game and its results.

Preparing for the didactic game, the educator must select it in accordance with the program requirements of the upbringing and education of children of a certain age group, determine the optimal time for its implementation; prepare the necessary didactic material; study and comprehend the game; think over the methods and techniques of its management; to enrich children with knowledge and ideas necessary for solving a game problem.

Demonstration of objects, ILLUSTRATIONS, short conversations, during which their knowledge and ideas are clarified, contribute to acquaintance of children with the content of didactic games. Revealing the course and rules of the game, the educator must set the children up to comply with its rules, together with them, find out rational ways to achieve the intended result. His direct participation depends on the age, level of training of children, the complexity of the didactic task, game rules. The main thing for the teacher is to direct the players' actions with advice, a question, a reminder.

The teacher often has to explain the game rules, show the ways of action to children of early and younger preschool age. In repeated games, he monitors the implementation of the rules by each child. With the assimilation of the content and rules of the game, preschoolers begin to act independently, and the teacher observes and intervenes only to overcome difficulties that may arise.

When familiarizing with the new didactic game of children of middle and senior preschool age, the educator takes into account their experience, educational tasks that are relevant for them. Basically, he explains a few essential rules, and clarifies the rest of the rules and individual game actions during the game. The teacher introduces the children of the preparatory group to the content before the start of the game, together with them analyzes the game rules and explains their meaning.

When summarizing the results of the game, it is important that the teacher correctly and fairly assesses the children's compliance with the established rules. An objective, necessarily benevolent assessment is a prerequisite for the effectiveness of didactic games as a method of forming cognitive, motor, communicative activity of a preschooler, and fostering moral behavior.

The analysis of the game involves finding out the effectiveness of its preparation and implementation, the individual characteristics of children, the enrichment of future game ideas with new material.

The independent participation of Preschoolers in didactic games is quite appropriate and effective. It is only important that their tasks and rules are accessible to children. At first it is advisable to involve them in simple games. Basically, such games have simple rules, any number of children can participate in them, everyone can easily join. During familiarization with the game, the teacher must consider all the game elements, clarify the names of the objects, the rules, the order of the game. When proposing a new game (of the same type, but with a different content), one should rely on the acquired knowledge and skills of children. This reduces the time it takes to familiarize yourself with the game, helps to learn the rules, and teaches you a rational way of learning a new game. Gradually, children remember and become aware of the conditions for mastering any new game. Such conditions are knowledge of its content and equipment, game tasks and actions, rules, order of actions of players.

The teacher must choose games thoughtfully, taking into account the content of educational work in the group for a specific period, the preschoolers' interest in games, their personal desire for interaction, create a playful mood, replace individual games with new ones, diversify play actions, etc. At the same time, direct teaching and guidance of children's play activities should be avoided.

GENERAL CONCLUSIONS

At the stage of preschool childhood, children develop an initial idea of the objects of the world around them: the child receives emotional impressions about nature, accumulates ideas about different forms of life. Thus, already during this period, the fundamental principles of ecological thinking, consciousness, and ecological culture were formed. But only on one condition - if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the little person the wonderful world of nature, help to establish relationships with him.

In working with preschoolers on their environmental education, an integrated approach should be used, which implies the interconnection of research activities, music, visual activity, physical culture, games, theatrical activities, literature, modeling, watching TV, excursions, as well as organizing the independent activities of children, i.e. ecologization of various activities of the child.

Working with children presupposes cooperation, co-creation between the teacher and the child, and excludes the authoritarian model of teaching. Classes are built taking into account the visual-effective and visual-figurative perception of the world by the child and are aimed at the formation of ecological knowledge (knowledge of the animal world; knowledge of the flora; knowledge of inanimate nature; knowledge of the seasons).

A game for a preschooler is a child's cognition of life. If in early childhood the main point of play is the mastery of objects and methods of action with them, then in the preschooler's play, the main thing becomes a person, his actions and relationships with other people are objects of nature. The game takes on a role-playing form, the child learns to play. The main thing in this case is the observance of the rules determined by the role and plot of the game, which becomes common, collective. In a collective game, real relationships arise between the participants. While playing, the child knows that everything is pretend, but he experiences real feelings and emotions.

The positive effect of environmental education depends on the forms and methods that the teacher uses. Moreover, environmental education is in its infancy and the content, forms, methods are uncertain. From this it follows that the teacher is often guided by his choice, therefore, one of the forms of environmental education for preschoolers can be a didactic game.

The essence of the game lies in the fact that children discover in it various aspects of life, the peculiarities of the relationship between adults, clarify their knowledge of the surrounding reality, therefore didactic games can be used as a means of teaching.

List of used literature

1Ashikov V.I., Ashikova S.G. Seven-flower: Program and guidelines for cultural and environmental education and development of preschool children. M., 1997.

2Bobyleva L., Duplenko O. / About the program of ecological education of senior preschoolers. Preschool education. 1998. N 7. S. 36-42.

Bukin A.P. / In friendship with people and nature - M .: Education, 1991.

4Vasilyeva A.I. / Teach children to observe nature- Mn .: Nar. light, 1972.

5 Veretennikova S.A / Acquaintance of preschoolers with nature. Textbook for students ped. Schools specializing in "Preschool education", Ed. 2nd revised and add. Ed. "Education" 1980 - 200 s

6Ivanova A.I. / Methodology for organizing environmental observations and experiments in kindergarten: A guide for employees of preschool institutions - M .: TC Sphere, 2003. - 56 p.

7Ivanova G., Kurashova V. On the organization of work on environmental education // Preschool education. No. 7, pp. 10-12.

8Yozova O. Visual aids in environmental education // Preschool education. 2005. N 7. S. 70-73 ..

9Kameneva L.A., Kondratyeva N.N., Manevtsova L.M., Terentyeva E.F .; ed. Manevtsova L.M., Samorukova P.G. The world of nature and the child: Methods of ecological education of preschoolers /. - SPb .: childhood-press, 2003 .-- 319 p.

10Koroleva A. Earth is our home // Preschool education. 1998. N 7.S. 3

11Kochergina V. Our home is the Earth // Preschool education. 2004. N 7. S. 50-53.

12 Kolomina N.V. Education of the foundations of ecological culture in kindergarten: Scenarios of classes. - M .: TC Sphere, 2004 .-- 144 p.

13Kondratyeva N.N. et al. "We" - Children's Environmental Education Program /. - SPb: Childhood-press, 2003 .-- 240 p.

14Klepinina Z.A., Melchakov L.F. Natural science. - M .: Education, 2006 .-- 438 p.

15 Course of lectures "A brief account of didactics, or the art of teaching Ratihia"

16Markovskaya M.M. A corner of nature in a kindergarten / A guide for a kindergarten teacher. - M .: Education, 1984 .-- 160 p.

Meshcheryakov B., Zinchenko V. / Big psychological dictionary. - Olma-press. 2004.

18 Nikolaeva S.N. / Methodology of ecological education of preschoolers Textbook. manual for stud. wednesday ped. study. institutions. - 2nd ed., Rev. - M .: Publishing Center "Academy", 2001. - 184 p.

Nikolaveva S.N. / Theory and methods of environmental education of children: Textbook. manual for stud. higher. ped. study. Institutions - M .: Publishing Center "Academy", 2002. - 336 p.

Nikolaeva S.N. Young ecologist: program and conditions for its implementation in kindergarten. - M .: Mosaika-Synthesis, 1999.

21 Nikolaeva S. Acquaintance of preschoolers with inanimate nature // Education of preschoolers. 2000. N 7. S. 31-38.

22 Nikolaeva S.N. Theory and methodology of environmental education of children: Textbook. manual for stud. higher. ped. study. institutions. - M .: Publishing house. center "Academy", 2002. - 336 p.

23 T. I. Panimanskaya. Preschool pedagogy. Navchalnyy book for students - K .: "Academ-Vidav". 2004 .-- 456 p. (Alma Master)

24 Sukhomlinsky V.A. / "I give my heart to children" / Publishing house "Radianska shkola" Kiev 1971-244 p.

25 Rubinshtein S.L. / Fundamentals of General Psychology: A Manual for Universities / - 2nd ed. - M., 1946 .. - c. 590

Application

Didactic game "Planets, line up"

Purpose: To clarify and consolidate the knowledge of children about space objects: planets, comets, meteorites, asteroids. Develop memory, attention, coherent speech.

Materials and equipment: magnetic board (carpet board), planar image of small bodies and planets of the solar system on magnets (adhesive tape), screen, TCO.

Game progress:

The teacher reads a poem:

The black velvet of the sky is embroidered with stars.

A bright path runs across the sky.

Guys, what planets in the solar system do you know? Name them. Then he clarifies:

In order, all the planets will be called by any of us:

One is Mercury, two is Venus,

Three - Earth, four - Mars.

Five is Jupiter, six is Saturn,

Seven is Uranus, followed by Neptune.

He is eighth in a row.

And after him only later,

And the ninth planet is called Pluto.

Nine planets revolve around the Sun: Mercury is the planet closest to the Sun. Its surface is deserted and rocky. There is no water or air on it.

Mercury is the planet closest to the Sun.

The heat is unbearable! Fry into a cutlet! Turned to the Sun on one side

On the other - a terrible cold

and dead peace.

It has a name in honor of the god of trade,

Yes, there is no atmosphere - that's the punishment!

The surface was beaten by meteorites, And life is not there - everyone was killed!

The second planet from the Sun is Venus. The planet is covered with thick layers of clouds that hide its surface. There is a blazing heat here. Venus is the brightest planet in the solar system.

Venus is beautiful! behind a thin veil

You can hardly discern the planet of love.

It is covered by a veil of clouds.

And what is under them, what is the climate?

The climate has a huge defect.

The reason for this is the greenhouse effect.

The gas is poisonous in the atmosphere of Venus.

Impossible to breathe! The heat is beyond measure!

The sun is not visible through the clouds.

Life is impossible. But maybe for now?

The Earth is the third planet from the Sun. There is water and oxygen on Earth, which means there is life.

There is one planet - a garden

This space is cold.

Only here the forests make noise

Birds squealing migratory.

Only on her one bloom

Lilies of the valley in the green grass,

And dragonflies are just here

They look into the river in surprise ...

Take care of your planet

After all, there is no other similar one.

The Earth has a satellite - the Moon.

Faithful companion, decoration of nights

Additional lighting.

We, of course, must confess

It would be boring for the Earth without the Moon.

Mars is the fourth planet from the Sun. It is similar to Earth in that it has four seasons, polar ice caps and channels, but Mars has no life.

And in the darkness of grief with crimson light,

From the depths of cosmic ice

Mars is watching - a deserted planet,

Gloomy military star.

Jupiter is the fifth planet in the solar system. It is the largest planet in the solar system. Jupiter is composed of liquid and gas.

Jupiter is the king of the planets!

He is in no hurry to rotate in a vest of clouds.

His disposition is such!

Twelve on Earth, but here only a year will pass!

He is very heavy and swims slowly!

And there is a red spot on his chest.

Where did it come from?

Not decided yet.

And if you and I were suddenly there.

Then you would have weighed fifty kilograms there.

And it is simply impossible to step on there!

After all, a liquid planet and you can drown in it!

Saturn is the sixth planet in the solar system. It is a large ball of liquid and gas. The planet is known for its rings. Each of them consists of gases, ice particles, sand and stones.

Every planet has something different

What sets it apart the most.

You will certainly recognize Saturn by sight -

It is distinguished by a large ring.

It is not solid, from different stripes,

Here's how scientists solved the question:

Once upon a time the water froze there,

And Saturn's rings of snow and ice.

The seventh planet in the solar system is Uranus. This is the only planet that revolves around the Sun as if lying on its side. It is called the "recumbent planet".

The worlds are cold here. There is no light and no heat. Eternal winter and night ... I wanted to leave at once.

Ice-bound Uranus, Neptune, And on Pluto, a beater! Without an atmosphere, in everything, it is impossible for anyone to live

The eighth planet in the solar system is Neptune. It was named that because it is cold and blue. It is a huge planet made of gas and liquid. Neptune can only be seen through a telescope. The strongest winds blow on the planet's surface, their speed is 2 times the speed of the jet liner.

The ninth planet of the solar system is Pluto. This planet has been the least studied.

In outer space, there are also asteroids, comets, meteorites.

Spreading your fiery tail

The comet rushes between the stars.

Listen constellations

Last news,

Wonderful news

Heavenly news!

Riding at wild speeds

I was visiting the Sun.

I saw the Earth in the distance

And new satellites of the Earth.

I was carried away from the Earth

Ships flew after me.

Now we'll play. Each of you will be a planet. To do this, take one card at a time and name the planet that is depicted on it. The educator, using a projector, displays an image of the starry sky on the screen. Children run around the group to the cheerful music. At the signal of the educator, children stand in a row like planets in relation to their distance from the Sun.

The educator once again clarifies the names of the planets and their position relative to the Sun.

Didactic game Lotto "What season?"

Purpose: To form children's ideas about the seasons, to know their names, sequence, signs of each season. Develop memory, attention, logical thinking, coherent speech. Enrich the vocabulary of children with words - the names of the seasons in Russian, Ukrainian, Hebrew.

Materials and equipment: 4 playing fields in the middle of each plot picture "spring", "summer", "winter", "autumn". Small cards depicting natural phenomena characteristic of a given season.

Game progress:

The teacher shows large cards with a plot picture. Asking questions:

What time of year is shown in this picture?

Suggests to remember how this time of the year is called in Ukrainian, Hebrew.

How did you guess what is depicted ...?

The teacher explains the rules of the game:

Each of you has a large card that depicts one of the four seasons: winter, spring, summer, autumn. I have small cards that depict natural phenomena or actions of people at a given time of the year. For example, what time of year is the crop being harvested? Children take turns placing small cards on a large playing field.

The winner is the one who is the first to cover all empty cells of the playing field.

Game "Living-nonliving"

Purpose of the game: To consolidate the idea of \ u200b \ u200bthe concepts of "living - nonliving". Develop reaction and attention, memory, coherent speech, broaden horizons.

Equipment: Ball with a diameter of 20cm to 65cm.

Game progress:

Participants of the game "Living-non-living" stand on one line. At a distance of five meters, the teacher stands face to face with a ball in his hands. He names different objects of animate and inanimate nature (for example, grass, stone, scissors, flower, bird, spoon, etc.) and alternately throws the ball to each player. The players, in turn, must answer "living" or "inanimate" to the object that the teacher calls and catch the ball.

If the player answered correctly, he takes one step towards the teacher. Etc.

Whoever gets to the teacher first becomes the leader himself.

Guess the silhouette "Underwater World"

Purpose: To continue to acquaint children with the inhabitants of the underwater world. Develop logical thinking, attention, visual memory, speech, coherent speech, and outlook. Enrich the vocabulary of children with words - the names of marine life.

Equipment: Large cards with silhouettes of marine life, small cards with images of marine life.

Game progress:

Before the start of the game, the teacher examines large cards with silhouettes, what (whom) they look like. For each shape of a large card, you need to pick up a pair - an object with the same size and external outlines. Children choose any big card for themselves.

Educator: I will take pictures of marine life from the bag and name them, and you are looking for similar silhouettes on your large maps. The winner is the one who covers the entire field first.

Purpose: To enrich children's knowledge about the birds of the Dnipropetrovsk region. Introduce the sounds that birds make. Develop memory, attention, creative thinking, enrich the vocabulary of children with the names of birds.

Equipment: computer, Presentation for children "Recognize the bird by its voice".

Game progress:

Educator Today our bird concert will take place, but before getting there, you need to learn to distinguish the voices of birds in order to know which of us is singing.

Further, the voice of one of the birds sounds. Children guess the bird by its voice. If the bird is indicated incorrectly, then the teacher says what it is called and no changes occur on the screen. You need to try again. If the bird is indicated correctly, then the picture with its image is enlarged to fill the entire screen. Then the teacher moves on to the next bird.

After all the birds have been guessed, the teacher praises the children. And invites you to walk and listen to the voices of birds on the street.

Role-playing game "Zoo"

Purpose of the game:

Continue to introduce children to the animals living in the zoo. Clarify and consolidate the knowledge of children about the features of appearance, nutrition; who serves them and how. To expand children's ideas about the humane orientation of the work of zoo workers, about the main labor processes. Know that the zoo is working: zoo workers, zoo director, farm manager, guide, veterinarian, guide. Raise interest in the game, the desire to play.

Preliminary work: a conversation about wild animals, reading stories by E. Charushin, B. Zhitkov, S. Baruzdin about animals, examining illustrations. Talk about the work of adults working at the zoo.

Material: building material; toys depicting animals: camel, bear, fox, monkey, elephant; inventory: buckets, brooms, basins, rags. Cages cut out of cardboard; fake animal feed; trucks, aprons; birch, ate; robe.

Game progress:

Guys, we talked a lot about the animals that live in the zoo. Would you like to play Zoo game? But first, we need to assign roles. Tell me who we need to play? (director, builders, workers of the zoo, head of the farm, caretaker, guide and veterinarian).

Which one of you will be the director?

Who will be the builders?

Who will be the workers at the zoo?

Who will be the head of the household?

Who will be the veterinarian?

Who will be the caretaker?

Who will be the guides?

And it remains for us to choose a guide.

Well, all the roles have been assigned, and now it's time to start your duties. Builders are building a zoo, cages. Some children build reserves, desert, taiga.

Director:

Guides, get directions for the camel and bear trip.

I'm going to the desert for a camel.

And I follow the bear into the taiga.

The guides take trucks and go after the animals. And at the zoo, children continue to work. Everyone prepares for the meeting of the animals: workers arrange cages, sweep and mop the floor.

The head of the farm prepares the feed.

Trucks drive up to the zoo. They are greeted by the director and the veterinarian. The veterinarian examines the animals.

Veterinarian:

Director:

Now the animals need to be placed and fed. And you, guides, will receive more waybills for the fox and the monkey.

The guides leave for the animals. Guides with animals drive up to the zoo. They are greeted by the director and the veterinarian. The veterinarian examines the animals.

Veterinarian:

The animals are healthy, they can be admitted to the zoo.

Director:

Animals need to be housed and fed.

There is another free cage in the zoo. You can bring an elephant into it.

Here's your ticket, hit the road. I wish you a safe journey.

The guide returns with the animal. He is met by a veterinarian.

Conductor:

Meet the guest. See how interesting it is.

Veterinarian:

He is healthy. You can put it in a cage.

Director:

Comrade guide, tell the workers to feed the elephant.

Well, all the animals are fed. You can open the zoo for visitors.

The zoo workers take a break. Children go to the zoo. They are met by a guide.

Guide:

Hello. Now I will show you the animals of our zoo. Come on in. Children go to the zoo and talk about the animals.

Camel: Lives in the desert. It feeds on thorns. The camel has a hump on its back. The body is covered with hair. He is strong, patient, he carries loads.

Bear: lives in the taiga. It feeds on berries, mushrooms, fish in the wild. He has a thick brown coat.

Fox: lives in the forest. It feeds on meat and fish. She has thick red hair, a long fluffy tail. She is cunning, dexterous.

Monkey: Lives in the Jungle. It is a herbivore that loves bananas. Dexterously jumping on trees, swinging on vines.

Elephant: lives in India, Jungle. This is a land animal. He is strong, huge, gray in color. It has a long nose - a trunk and tusks.

Guide:

This concludes our tour. And our zoo is closed for the sanitary hour. After the break, the tour will continue.

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