The history of the formation of ecological ideas among preschoolers. Study of the development of ecological ideas of preschoolers. Chapter II. experimental study of the development of ecological ideas of preschoolers
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In the modern world, environmental problems are acute. People are becoming more and more a part of this problem, it is people who worsen the environment, because we do not have a sense of preserving the primordial world for future generations.
Already from childhood, it is necessary to change the human way of life, worldview and ecological formation and consciousness. Children need to be taught to protect, preserve and restore, and not to destroy nature, to teach the rules of behavior in nature.
Kindergarten age is precisely that period of a person’s life when the first skills and abilities are laid in children, the psychological basics are formed, the foundations of moral and aesthetic behavior are laid, both in society and in the world around. Children should have an understanding of what an ecosystem is and its relationship with nature, and the dependence of nature on the ecosystem.
Education of preschool children can be started from the age of six, when the materials being studied will be most accessible for understanding the child's consciousness. After a course of such training, there are significant changes in the behavior and ideas of children about the natural environment. Preschoolers, due to their curiosity, will expand their knowledge of the world around them and their knowledge will be directed in the right direction for further self-improvement. Preschoolers will have the first ideas about the connection of an organism with its environment, the relationship and dependence of living organisms, about the balance in the world around us, about the importance of nature in human life and its role in nature.
The most effective method of teaching preschoolers is visual modeling of the ecological system, which is more acceptable for the consciousness and perception of the child. The study of the material occurs due to the replacement of real objects and objects with images and signs. It is not always possible to teach preschool children using natural objects as an example, and then modeling is a more accessible means for gaining knowledge. Every day we meet the word "ecology" in various sources of information about the relationship of living organisms with each other and with the environment - this topic affects a wider range of knowledge than environmental work carried out in children's preschool educational institutions.
Children about nature, affecting most of the problems of ecology. Teachers and kindergarten teachers face priority tasks, such as: moral education in children of a thrifty attitude to nature, intellectual development of children by accumulating knowledge and formation, development in preschool children of an aesthetic sense of the beauty of nature, admiration, respect for nature, instill feeling of caring for nature.
Children should have a complete understanding of ecology, the harmony of plants and animals with their habitat, their adaptability to the environment, the person who is part of all this, the use of natural resources, environmental pollution and everything related to nature. children can be told and shown, for example: how long a tree grows, how beautiful it grows, birds nest on a tree, feed on seeds and fruits, animals eat young shoots of bushes. Tell them that a few trees make a forest where wild animals live, that trees give off oxygen that we breathe.
Children should also know about the interaction of man with nature: houses are built from trees, furniture is made. Also, children of older preschool age should also be aware of the harmful effects of humans on the environment: excessive use of forest resources leads to the destruction of entire species of animals and birds, clogging of the forest and careless handling of fire destroys the forest, and animals, and mushrooms, and berries, poisons air leads to environmental disasters.
Children of preschool age need to be explained what benefits they can bring now for nature and for themselves, caring for nature: you can even go to the playground or park with children and plant seedlings with them. There are many such examples of activities with children, the main thing is that they have this emotionally deposited on a subconscious level.
No professor will come up with more interesting and meaningful activities with children than a teacher or a teacher in a preschool institution. Systemic classes will allow preschoolers to realize the features of the relationship and the importance of nature in human life and man for nature. The development in children of the ability to observe animate and inanimate nature contributes to the development of logical thinking, creativity, affection and love for nature. There is a direct connection between the development of thinking and ecological representation. It is known that in children thinking is visual-effective and visual-figurative.
The main condition for the successful formation of an ecological concept in children is the sufficiency of knowledge about nature and ecology in general by the educators themselves, the ability of them to transfer knowledge to children so that children develop their own ecological consciousness. In the kindergarten and on the site of the kindergarten, a natural developing environment must be created in which plants and animals must be present.
For the entire period of study, by the end of the kindergarten program, preschool children must acquire knowledge of:
- about the world of animals, to know their species and habitats, to be able to express their attitudes towards animals;
- about the plant world, to know their types and where they grow, to have an idea about caring for indoor plants;
- know about inanimate nature, the properties of water, sand, stones and how a person uses them;
- know the seasons and their characteristics and seasonality (winter, spring, summer, autumn), what happens in different periods of the year, how they affect nature, animals, people;
- know about human influences on the environment, how people are detrimental to nature and the environment in general, and what it affects, what consequences it leads to
- be able to talk about how and how you can help to make the natural world better, more colorful and richer.
By means of the game
1.1. The role of environmental education in the development of the personality of preschoolers
Children's misconceptions about nature often cause an unfriendly attitude towards animals, the destruction of plants, beneficial insects, a ruthless attitude towards flowers and frogs, etc.This not only harms nature, but also negatively affects the psyche of children, hardens them.
Modern preschoolers have knowledge about nature. However, often this knowledge is formed spontaneously, under the influence of television, literature, cartoons. Full-fledged concepts can be formed only in the process of a purposeful, systematic, organized educational process.
The contradictions between the modern content of environmental education, on the one hand, and the need to educate the future citizen, a reasonable user of nature, its defender, the education of environmental culture, on the other hand, can be resolved by closer attention in kindergarten to the problems of environmental education of preschoolers.
Environmental education is a new direction of preschool pedagogy, which differs from the traditional familiarization with nature.
At the heart of the preschooler's communication with nature is the relationship of the elder to the younger (there is a need to caress, take care of plants and animals). This process is controversial. A child's attitude to nature can manifest itself in both moral and immoral actions. This is due to preschoolers' ignorance of the rules of interaction with nature. Therefore, it is important to form ideas among preschoolers about the nature and forms of interaction with it.
It is impossible to bring up an ecological culture in a child if he does not know what nature is, what it consists of, according to what laws it lives, which leads to its death. Children should have knowledge about it, master simple ways of growing plants, caring for animals, they should learn to observe nature, its seasonal changes, see its beauty, and most importantly, they should realize that nature must be protected and protected.
Environmental education of preschoolers has become the most relevant in our time. Children are our future, therefore, we adults face one of the important tasks - to educate the younger generation in the spirit of a careful and responsible attitude towards nature, to instill awareness of the importance of its protection. The initial link in environmental education is preschool childhood. It was at this time that a person’s personality was formed, the first attitude was formed, a positive attitude towards nature was laid.
From an early age, positive feelings are laid in a child in relation to nature and natural phenomena, an amazing variety of flora and fauna is revealed, the role of nature in human life is realized, moral and aesthetic feelings are experienced. Environmental education should become a priority in the education system. We must instill in children a simple, convincing thought: all people are part of nature, and we must love and protect it, like life itself. Ecological culture is an integral part of the general culture. The necessary amount of knowledge corresponding to preschool age, children receive in society (family, kindergarten and through the media). A family raising a child must have the necessary culture that determines the attitude to the surrounding nature. The role of the kindergarten is determined by the conditions of education, professional and personal qualities of the teaching staff. In the 70s of the twentieth century, research began in the USSR to build a system of environmental education for preschoolers. The basis in the development is the universal regularity of nature. This pattern is observable, because it has bright external manifestations. Research is being conducted on this problem (S.N. Nikolaeva, A.M. Fedotova, L.S. Ignatkina, I.A. Komarova, T.V. Khristovskaya, P.G. Samorukova, I.A. Khaidurova, E. F. Terentyeva, N.N. Kondratieva). By the 1990s, interesting results were obtained on the methods of teaching children. S.N. Nikolaeva analyzes the accumulated material and in 1992 the monograph "Communication with nature begins from childhood" is published. This monograph becomes a theoretical foundation in a new area of preschool pedagogy - environmental education. The first "Program of ecological education of preschool children" was published in 1993, after completion it becomes the program "Young Ecologist". Content and methods of environmental education; synthesis of educational and educational components; the role of the teacher as a carrier of ecological culture; the management scheme for environmental education was presented in the "Concept of environmental education for preschoolers" in 1996.
Environmental education is not only the formation of an ecological culture, the skills of environmentally competent and safe behavior in nature and everyday life, but also the education of morality, spirituality, and intelligence. 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 is so great, starting from an early age, while at the same time involving a significant part of the country's adult population - workers in the field of preschool education and parents of children - in this process.
We must remember that children themselves often do not notice nature, do not feel its beauty. This is where we adults need to help them. And this must be done not formally, not dryly, but through the heart, which gives rise to feelings, thoughts and actions. The heart is the source of humanity in man. No wonder the ancient Greeks said: “listen with the heart”, “look with the eyes of the heart”, “think with the heart”. Once again, it can be affirmed that the ecological education of preschoolers without the education of the heart is impossible. And the term for this has been set aside for a short time - seven years, then it will be extremely difficult to do this.
"Methods of ecological education of preschoolers" is a science that studies the features and patterns of organizing 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 patterns of education, training and development of preschool children by means of nature, the formation of the foundations of their ecological worldview, the education of a value attitude to the natural environment. This is a purposefully organized, systematically and systematically carried out process of mastering environmental knowledge, skills and abilities.
In order to form these foundations in a preschooler, all the necessary conditions must be created in the preschool institution (in the group room - a corner of nature, on the territory of the kindergarten - a small garden, a flower garden, a corner of the forest, fields and gardens. It is advisable to organize an ecological path where you can to acquaint children with various natural phenomena, with living and inanimate objects, make observations, organize a game, etc.) which should contribute to:
- cognitive development of the child (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 formulation of new questions);
- ecological and aesthetic development (the formation of the ability to see the beauty of the surrounding natural world, the diversity of its colors and forms; preference for natural objects over artificial objects);
health improvement of the child (competent design, landscaping of the territory; creation of conditions for excursions, outdoor activities);
the formation of the moral qualities of the child (education of a sense of responsibility, desire and ability to preserve the natural world around);
the formation of environmentally competent behavior (skills of rational nature management; caring for animals, plants, environmentally competent behavior in nature);
ecologization of various activities of the child (creation of conditions for independent games, experiments with natural material, use of natural material).
understanding the inherent value of nature;
child's awareness of himself as 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 to the world around, the ability to see its beauty and uniqueness;
understanding that in nature everything is interconnected and the violation of one of the connections leads to other changes, there is a kind of “chain reaction”;
understanding that we cannot destroy what we cannot create;
the formation in children of a desire to preserve the environment, their awareness of the relationship between their own actions and the state of the environment (for example: if I throw garbage into the river, the water will become polluted and the fish will not live well);
mastering the basics of environmental safety; mastering the initial information about the rational use of natural resources on the example of the use of water and energy in everyday life;
formation of skills of environmentally competent and safe behavior in everyday life.
There are a number of requirements for the organization of children's activities in nature:
Clarity and specificity of goals and objectives. At the same time, the tasks should be cognitive in nature, stimulate the development of mental activity of children.
For each activity, a small amount of information should be selected, which is further refined, consolidated and concretized, expanding the received ideas.
When organizing activities, one should think over the system, the relationship, which will ensure that children understand the processes and phenomena that they observe.
Activities should stimulate the interest of children, their cognitive activity.
It is important for each of us to understand how a person is connected with nature and how it depends on it, what laws exist in nature and why humanity does not have the right to ignore them. The last two decades have been the period of formation of the ecological educational space. This is the time for the development of new concepts, such as "environmental consciousness", "ecological thinking", "ecological culture", including the concept of "environmental education of preschoolers".
The subject environment of a preschool child includes various objects of nature, so his acquaintance with plants, animals, phenomena of inanimate nature is inevitable - this is a natural process of learning about the world around and acquiring social experience.
The basis of ecological consciousness is the understanding of the connections and relationships that exist in nature, on the one hand, and the ability to understand and love all living things, on the other. The development of ecological consciousness is impossible without a child living his unity with the world of plants and animals, a sense of responsibility for it, such work is carried out in the classroom and in everyday life: on excursions, in the process of experimenting and observing wildlife, caring for the inhabitants of a living corner.
A consciously correct attitude to nature, which is the core of ecological culture, is based on understanding the relationship of plants and animals with external conditions, their adaptability to the environment; on the awareness of the specifics of all living things and their intrinsic value, the dependence of the life of animals and plants on the impact of environmental factors and human activities; on understanding the original beauty of natural phenomena and living beings, if their development takes place in full-fledged natural or specially created conditions. The initial link in the education of such an attitude of preschoolers to nature is a system of specific knowledge that reflects the leading laws of wildlife: the diversity of species, their adaptability to the environment, life in communities, change in the process of growth and development.
The basic basis of modern environmental education for preschoolers is the section of bioecology, adapted in the content of the partial programs "Our home is nature", "Young ecologist", and others. Environmental education is a new category directly related to the science of ecology and its various branches. This concept is based on an ecological approach, and the pedagogical process is based on the fundamental ideas and concepts of ecology. The goal of ecological education of preschoolers is the formation of the beginnings of ecological ideas - the basic components of the personality, allowing in the future to successfully appropriate in the aggregate the practical and spiritual experience of interaction between mankind and nature, which will ensure its survival and development.
Acquaintance with specific examples of plants and animals, their obligatory connection with a certain habitat and complete dependence on it will allow preschoolers to form initial ideas of an ecological nature. Children learn: the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. Growing individual specimens of plants and animals, children learn the different nature of their need for external components of the environment at different stages of growth and development. Good results in environmental education are achieved when the method of observation is combined with experimentation and modeling activities. So, according to the "Development" program, the development of intellectual and creative abilities is solved through mastering the actions of visual modeling.
Dynamic representations are a special type of representations that reflect a sequence of changes, transformations of an object that are inaccessible to direct perception.
The theoretical foundations of the study are the works of scientists and researchers N.N. Poddiakova, L. Elkoninova, S.N. Nikolaeva, L.S. Ignatkina, T.N. Druzhinina, T.V. Christ's. The very first who singled out dynamic representations was N.N. Poddyakov. He formulated a definition and identified the age when dynamic representations begin to successfully form. L. Elkoninova became his successor in this study; she tracked the same questions as N.N. Poddyakov, working in his laboratory. S.N. Nikolaeva is the author of the Young Ecologist program, in which she reflected an ecological approach to the maintenance of living beings. Highlighting in a separate section - the growth and development of plants and animals. This section traces the role of interrelations in the process of ontogenesis - the growth and development of individual plant species and higher animals. T.N. Druzhinina, T.V. Khristovskaya and L.S. Ignatkin began work on the formation of dynamic ideas in preschoolers. They conducted surveys involving children of various ages (from the second junior to the preparatory group for school), as well as those living in different conditions. At the same time, T.V. Khristovskaya formed dynamic ideas on the example of plants, and L.S. Ignatkina formed dynamic representations on the example of animals. But it can be noted that all researchers pursued the same goal in their work - this is the formation of dynamic ideas, the development of mental abilities and the environmental education of preschoolers.
In kindergarten, in all age groups, educators, together with children, grow plants, care for and observe them.
The materials of various ongoing studies allow us to conclude that familiarizing children with dynamic representations can have an impact on the formation and development of special - unified - spatio-temporal representations that reflect successive changes in an object occurring at certain time intervals. The necessary conditions for the formation of such representations are systematic observation and synchronous reflection of changes in the observed object in the calendar - a sequentially filled graphic model, as well as periodic discussion of the results of observations, their generalization, summing up the work done.
From this it should be concluded that the idea of the growth and development of plants and animals is successfully formed in conditions where preschoolers can regularly observe living beings. It is easier to organize the observation of the growth and development of plants. The researchers found that the systematic familiarization of children with the growth and development of plants can be carried out both in the winter-spring period, growing various crops from seeds or bulbs in the kindergarten, creating a garden on the window, and in the summer, working in the beds and flower beds of the nursery. garden (if conditions permit).
Children learn to establish connections between living and non-living nature, the connection of a living organism with the environment, adaptability to it. They study the influence of nature on the labor activity of people, which is associated with the use of its wealth, environmental pollution, and nature protection.
Children develop self-esteem. The child, along with the desire to act on his own, has a desire to meet the requirements of adults - to be good. The actions of children in any activity acquire an intentional character.
Obedience to the orienting model takes place, and the first ecological ideas are also formed when the child masters the corresponding patterns of behavior. Under the influence of an adult, children develop a desire to do something good for others, for plants and animals. But along with this, the involuntary nature of all mental processes is distinguished in younger preschoolers. Based on these characteristics of the child, it is necessary to create favorable pedagogical conditions and select the best methods that would contribute to solving the problems of environmental education in an entertaining way.
Education takes place as a regulated game: the teacher offers a plot, takes on the main role, and distributes the rest among the children, supports game situations. The plan according to which the plot develops corresponds to the logic of solving the didactic tasks of classes and observations. As part of the game, children acquire new knowledge, observe the object of nature, perform research and labor activities.
It is possible to start environmental education in a preschool institution from the moment children of primary preschool age arrive at preschool.
In the main general educational program of preschool education "From Birth to School", the environmental education of children of primary preschool age is organized on the principles of communicative and cognitive activity of children and enriched with modern developmental content. It provides:
development of interest in objects and phenomena of the surrounding reality (the world of animals and plants);
the formation of initial ideas about natural phenomena, daily seasonal and spatial changes in nature;
the formation of ecological ideas of the value bases of attitude to the world around.
The main circumstance that ensures the success of this work is the understanding by the educator of the psychophysiological characteristics of children of this age.
Children at the age of three or four years are trusting and spontaneous, they are easily involved in joint practical activities with an adult, they manipulate various objects with pleasure. They emotionally react to the kind, unhurried tone of the educator, willingly repeat the words and actions after him. Their involuntary and short-lived attention is easily focused by any novelty: an unexpected action, a new object or toy.
It should be understood that at this age, children cannot do one thing for a long time, cannot focus on one thing for a long time - they need a constant change of events, a frequent change of impressions. An adult must understand that the words abstraction and behind them must necessarily be a visual image of the object and actions with them - only in this case, small children begin to react to the teacher's speech.
So, the success of the ecological education of young children can be ensured by the following ways of interaction between an adult and them:
Soft, friendly communication, understanding of the condition of children, their experiences, caused, first of all, by separation from the family;
Slow expressive speech, repeated repetitions of the same thing;
Reinforcement of the word by the image of the object, by the action depicting it;
Frequent switching of children's attention from one subject to another, from one type of activity to another;
The use of techniques that express positive emotions of kids;
Conscious creation by the educator in his behavior (actions and words) of a role model;
Frequent praise for babies (friendly verbal evaluation and stroking on the head).
At this stage of the formation of the personality, the leading in the intellectual development of the child is a specific image of the object, actions with it, accompanied by a word, therefore, the educator, first of all, focuses on the sensory development of children.
The formation of the initial foundations of ecological culture in children of primary preschool age is the accumulation of specific, sensual ideas about the objects and phenomena of nature that surround the kids, which are part of their circle of life.
At the age of three or four years, children must learn to distinguish and correctly name objects and objects of nature with which they constantly interact, they must learn their main sensory properties - shape, color, size, degree of hardness or softness, the nature of the surface, and also learn the visible constituent parts of objects and objects; in addition, get initial ideas about possible activities with them.
An important aspect of environmental education at this age stage is the formation of children's understanding of the specifics of a living object, its fundamental difference from an object (non-living object), the formation of elementary skills for the correct interaction with asthenia and animals, participation in activities to create the necessary conditions for them.
Raising children will not become ecological if they do not understand already at this age: a plant on the window needs water, a parrot in a cage needs grains and water, a birch in the area needs water, and sparrows need bread crumbs in winter. Acquaintance with the objects of nature, their parts, basic properties, visual ways of functioning in very specific conditions - this is the formation of initial ecological ideas, which are the basis of the correct attitude towards living beings, the correct interaction with them. Knowledge is important not in itself, but for developing a differentiated vision of natural objects and the ability to act with them.
The correct attitude towards living beings, which is the end result, an indicator of environmental education, is manifested at this age only in the voluntary and active participation of children in joint activities with adults aimed at maintaining the conditions necessary for the inhabitants of the green zone and communicating with them. Such activity should be colored with positive emotions of the kids, active perception of everything that the teacher says and does.
Thus, preschool childhood is the initial stage in the formation of a person's personality, his value orientation in the world around him. During this period, cognitive, aesthetic, moral qualities are formed, emotional and sensory experience of communication with objects of nature is accumulated.
Questions of formation of the humane relation of children to the nature are important. They are integrated with the tasks of the development of speech, movements. Game skills, communication, mastery of productive activities in the process of environmental education of the child. The knowledge that the child receives at the same time leads to the process of becoming a consciously correct attitude towards nature.
Thus, with the targeted impact of the teacher, already in the early preschool age, the emergence and primary manifestation of elements of ecological culture, a conscious attitude to nature, is possible. The emergence of environmental education is the result of the impact on children of a certain system of methods and techniques of education, the result of the assimilation of knowledge accessible to the understanding of children of this age, their gradual accumulation and expansion. The attitude is manifested in the children's interest in the world around them, the desire to observe the ongoing phenomena, in the desire to care for animals and plants. The formation of elements of ecological culture is directly dependent on the receipt and assimilation of specific knowledge by children about objects and natural phenomena.
Problems of formation of ecological ideas
in children 6-7 years old
The term "ecology" has taken a strong place in our dictionary, but it is interpreted in different ways. In the scientific literature, several definitions of this term are given; in our work, we will take as a basis the definition of Academician M.S. Gilyarov: "Ecology is the science of the relationship of living organisms with each other and with the environment."
It is advisable to start work on the formation of the ecological thinking of the individual from preschool childhood, since the foundation of a conscious attitude to the environment is laid during this period. The child accumulates vivid, emotional impressions that remain in his memory for a long time.
Ecological education of preschoolers is the acquaintance of children with nature, based on an ecological approach, which involves the support of the pedagogical process on the fundamental ideas and concepts of ecology.
Many outstanding thinkers and teachers of the past spoke about nature as a means of raising children. Ya.A. Comenius considered nature as a source of knowledge, a means for the development of the mind, feelings and will. K.D. Ushinsky called for "leading children into nature" in order to learn from it everything that is accessible and useful for the mental and verbal development of the child.
The idea of acquaintance of preschool children with nature received its further development in the theory and practice of preschool education in articles and methodological works of Soviet teachers. In the 1970s, a lot of pedagogical research was carried out, which later became part of the core of the theoretical and experimental substantiation of the methodology for the ecological education of preschoolers. New ideas were initiated by the Academy of Pedagogical Sciences. Such child psychologists as V.V. Davydov, D.B. Elkonin and others proclaimed the need to complicate the educational content, to introduce theoretical knowledge into it, which reflect the laws of the surrounding reality; building such a system of knowledge, the assimilation of which would ensure the effective development of children's mental abilities.
A significant contribution to the development of the methodology of environmental education of preschool children was made by N.N. Poddyakov, S.N. Nikolaeva, N.N. Kondratieva and other researchers. In their opinion, the goal of environmental education lies in the formation of a scientific-cognitive, emotional-moral, practical-activity attitude towards the environment and their health in children.
the need to educate a humane attitude towards nature (moral education);
formation of a system of ecological knowledge and ideas (intellectual development);
development of the ability to see and feel the beauty of nature, the desire to preserve it, admire it (development of aesthetic feelings);
to involve children in activities that are feasible for them to care for plants and animals, to protect and protect nature.
Today, environmental education is an integral part of preschool education. In accordance with the requirements of the Federal State Educational Standard, it is necessary to work to improve the efficiency of the ecological development of children. What is impossible without the formation of ecological ideas in children.
Ecological ideas - this is information about the relationship of plants and animals with the environment, their adaptability to it; about man as a part of nature; about the use of natural resources, environmental pollution and so on.
The specificity of the process of formation of ecological ideas in children lies in finding, highlighting such interconnected natural phenomena, the demonstration of which is available to children of different ages. Numerous pedagogical studies (A.P. Zakharevich, T.A. Kovalchuk, P.G. Samorukova, L.E. Obraztsova, N.K. Postnikova and others) have established that preschoolers are aware of the dependence of plant life on environmental factors. In the experimental works of I.A. Khaidurova, Z.P. Bad, V.P. Arsent'eva studied a special organization of observations of older preschoolers, during which the children traced and understood the chains of biocenological connections. In the works of S.N. Nikolaeva notes that the formation of ecological ideas is a necessary condition for developing such an attitude to the world around us, which is emotionally effective in nature and is expressed in the form of cognitive interest, humanistic and aesthetic experiences, practical readiness to create around oneself.
The basis of this statement is the provision on the leading role of systemic knowledge in the development of children of senior preschool age (V.I. Loginova, N.N. Kondratieva, P.G. Samorukova, I.A. Khaidurova and others). Systemic knowledge will allow the child to realize the essential features of objects and natural phenomena, "system-forming" connections that are accessible to his understanding. Older preschoolers have developed the ability to assimilate more complex relationships: spatio-temporal, morphofunctional, causal, genetic.
To study the connections of living organisms with their habitat, which are manifested in numerous and diverse adaptations of living beings to it, L. Manevtsova offers the following sections for study:
The system of knowledge and ideas about a living organism as a carrier of life, its essential characteristics: integrity, system of needs;
The system of knowledge and ideas about the habitat of living beings, their adaptability to a particular habitat, including seasonal changes;
The system of knowledge and ideas about the reproduction of living beings, their growth and development;
The system of knowledge and ideas about the interaction of living beings in ecosystems.
The formation of a system of ecological knowledge and ideas is part of the intellectual development of children. Under the intellectual development of children, S.M. Vishnyakova understands the ability to master and use different types of thinking (empirical, figurative, theoretical, concrete - historical, dialectical in their unity).
In the process of knowing nature, the ability to observe is developed. In addition, feasible practical research activities have a positive effect on the development of logical thinking. Comparison of the studied objects (phenomena) of nature, identification of similar and distinctive features in them activates the mental activity of children.
Thus, the formation of ecological ideas has a direct impact on the development of thinking. On the one hand, the child's ideas about the world are expanding, on the other hand, the process of mastering cause-and-effect, generic, spatial and temporal relationships that allow linking individual ideas into a coherent picture begins.
There is methodological support for solving the problems of environmental education of preschoolers. Support for teachers can be the following programs: "Young Ecologist" S.N. Nikolaeva, "Discover yourself" E.V. Ryleeva, “Our home is nature” by N.A. Ryzhova, "We" N.N. Kondratieva.
For example, in the program of E. Ryleeva "Discover yourself" based on the author's concept, individualization of the child's personal development is supposed. The program provides for the development of natural science ideas and ecological culture in children, the formation of the initial forms of ecological consciousness through the cycle of classes “The World Not Made by Hands”.
In another program "Our home is nature" N.A. Ryzhova's main goal is to educate a humane, socially active and creative personality of a child who has a holistic view of nature, an understanding of a person's place in it. In accordance with the requirements of the program, children will form an idea of the relationships in nature, which will help the child acquire the basics of an ecological worldview and culture, a responsible attitude towards the environment and their own health. The program provides for the development in children of the first skills of competent and safe behavior in nature and everyday life from an environmental point of view, and the skills of practical participation in environmental activities in their region will also be formed.
The program "Our Home-Nature" includes ten blocks. Each block consists of a teaching and upbringing component, children are given knowledge about nature and develop different aspects of their attitude towards it (careful care, the ability to see beauty, etc.). Five blocks of the program consider objects of inanimate nature (water, air, soil, etc.). Three blocks are reserved for the consideration of wildlife (plants, animals and the forest ecosystem). Two blocks reveal the relationship of man with nature. Methodological support has been developed for the program - recommendations on how to create a developing environment in a preschool institution, how to acquaint children with water and air. ON THE. Ryzhova offers ecological fairy tales written by her, "letters to animals" and the ecological project "My Tree". Another plus of this program is that it has a continuation for studying in elementary school.
Program S.N. Nikolaeva "Young Ecologist" was one of the first in the 90s. The program was created on the basis of the author's own concept of ecological education of preschoolers. "Young ecologist" consists of two subprograms - the program of ecological education of preschool children and the program of advanced training of preschool workers in the field of ecological education of children. Thus, the issue of the formation of the beginning of the formation of ecological culture in children and its parallel development in adults who educate them (after all, the educator, who is the bearer of ecological culture, is the most important condition for the development of children) is solved simultaneously. The program is based on a thorough theoretical and experimental justification, focuses on a personal approach to the child and his comprehensive development.
Thus, having studied a number of programs for the environmental education of preschoolers, one can see a demonstration of the great creative activity of specialists who understand the environmental problems of the planet, the need to solve them, the value of nature and life on Earth in all its manifestations. This proves the expediency of universal intensive environmental education, starting from preschool age..
List of used literature
Gorbatenko, O.F. The system of environmental education in the preschool educational institution [Text] / O.F. Gorbatenko. - Voronezh: Teacher, 2007. - 195 p.
Dybina, O.V. The child and the world around [Text] / O.V. Dybina. - M .: Mosaic-Synthesis, 2010. - 147 p.
Ulanova, L.I. Ecological education of preschool children [Text] / L.I. Ulanova, L.D. Pushkareva, G.F. Larina. - Yoshkar-Ola, 2005. - 258 p.
Test
Formation of ecological ideas in children of senior preschool age about the growth and development of living organisms and their relationship with the environment
Introduction
Preschool childhood is the period of initial knowledge of nature in all its manifestations. The surrounding nature (inanimate, animal and plant world) affects the emotional and intellectual spheres of the child not only by the originality and beauty of phenomena. An important aspect in cognitive terms is the variability of natural objects, the regular change of phenomena.
Relative constancy and the variability of the objects of the surrounding world accompanying it to one degree or another is a typical state of the conditions in which a child develops from the day of his birth.
The changes that accompany the growth and development of plants or animals are due to the corresponding (specific for each species) external factors, which in combination create life-supporting conditions for a living being. Therefore, tracking the changes in a developing organism must be accompanied by a study of the conditions that are occurring.
1. Modern views on the formation in preschool children of ecological ideas about the growth and development of living organisms, their understanding of the processes of growth and development
The flora is extremely diverse. Currently, there are about 500 thousand plant species on our planet. Huge areas are occupied by forests. Large areas - steppes, meadows, swamps, fields. A variety of vegetation is also represented in the oceans, seas, rivers, lakes.
Plants as living beings are very different from animals. The most pronounced difference is in the way of eating. A green plant is a producer of organic matter: by absorbing carbon dioxide, water, mineral salts from the environment, i.e. inorganic elements, it creates organic matter. This is an autotrophic (or vegetable) mode of nutrition. It does not require plants to move around in space in search of food - food for them was available everywhere. Therefore, in the process of evolution, their sedentary lifestyle and characteristic structure developed.
The body of a higher plant consists of separate parts - organs that perform complex vital functions. All plant organs can be divided into vegetative and generative.
Root, stem, leaves are vegetative organs that ensure the growth and nutrition of the plant. The flower and fruit are generative (reproductive) organs that ensure the sexual reproduction of the plant and the safety of the species.
Most plants have aboveground and underground parts. Under the ground there is a root, the functions of which are to fix the plant in the ground and absorb water and mineral salts from the soil. In most plants, the roots go deep into the ground, have many branches and fine hairs. The old parts of the root are covered with a cork cloth that does not allow water to pass through. The function of absorbing water and nutrients is performed only by young thin roots. The stem (trunk, branches) performs a conductive function - it transfers water and salts to leaves, flowers, fruits.
The function of leaves in plants is extremely important. Back in the 18th century it was discovered and then proved that the plant releases oxygen during the day in sunlight, the process of photosynthesis is carried out in the leaves - a redox reaction of the formation of organic substances from the carbon of the air with the help of light energy captured by the chlorophyll elements of a green plant. Thus, the main function of green leaves is to absorb light. It is quite easy to observe it on indoor plants, the leaves of which are always located perpendicular to the flow of light energy.
A preschooler gets acquainted with nature at the level of a holistic organism. The subject of his perception and activity are, first of all, individual plants, the ways of their functioning. The subject of knowledge is the connection of objects of living nature with the external environment. Thus, the initial unit of living nature, to the greatest extent corresponding to the specifics and cognitive abilities of preschoolers, is a specific object of living nature. The role of this unit is most often played by a holistic plant organism. But individual parts (fruit, leaf, flower, etc.) or a whole organism in unity with the environment (for example, a potted plant), if its dimensions and shape give the impression of a finished object that can be used in one way or another in activity, are perceived preschoolers as a unit of wildlife. Thus, a separate natural object that is at the center of a child's attention can serve as a starting point for a didactic analysis of ecological knowledge.
Like animals, plants are living organisms. When forming ideas among preschoolers about a plant as a living organism, it is necessary to highlight the specifics of a living organism, its differences from an inanimate object (object).
K. Willy points out: “To a greater or lesser extent, certain sizes and shapes, metabolism, mobility, irritability, growth, reproduction and adaptability are characteristic of all living organisms. Let's look at each of these signs separately. Getting acquainted with the variety of plants, preschoolers first of all learn their external parameters: the characteristic features of the structure, size, shape, color and other signs by which they can later recognize familiar objects and compare them with new ones. Thus, children gradually learn to summarize and generalize similar features (for example, all plants have leaves; green leaves, etc.). Thus, the first of the signs of living things identified by K. Willy (external parameters) will be widely represented by knowledge about the diversity of plants.
The second sign is the metabolism in a living organism (metabolism). As a biochemical process as a whole, metabolism, of course, is inaccessible to the observation of preschool children. However, children observe the initial and final stages of the metabolic process every time they water plants, etc. growth processes that occur as a result of food intake. Knowing the living conditions of living beings, children will naturally put food (that is, nutrition in the broad sense) in the first place as the main factor of existence.
“The third feature of living organisms is their ability to move. The mobility of most animals is quite obvious: they crawl, swim, run or fly. In plants, the movements are much slower and less noticeable, but they still occur. In determining the living feature of movement in preschool children is dominant. Moving objects affect the child's emotions and leave vivid impressions. That is why children do not hesitate to refer to living animals and doubt in the case of plants. Movement as a functional feature of a living organism can be observed in the formation of any ideas about plants and animals, i.e., in the implementation of a system of knowledge about wildlife at all age levels.
Another property of living organisms is irritability. The irritability of animals is easily detected and can be understood by preschoolers, which cannot be said about plants. Although studies in recent years have shown that plants are able to "feel" that they "react" to the treatment of their owners, etc.
The next two signs - growth and reproduction - are closely related and extremely significant for the characteristics of the living. “If there is any property that can be considered an absolutely indispensable attribute of life, it is the ability to reproduce. The last thing that K. Willy singles out as an important feature of the living is adaptation, or adaptation of the organism. “The ability of a plant or animal to adapt to its environment allows it to survive in a world full of unexpected changes. This or that species can either find an environment suitable for its life, or undergo changes that make it better adapted to the external conditions existing at the moment.
Under the environment or condition of the place of growth (habitat) is understood the totality of environmental factors affecting a given plant or a given group of plants. Nikolaeva S.N. Theory and methods of environmental education of children.
The organism and the environment are a single natural complex in which the physiological and morphological and functional characteristics of the organism correspond to the environment with the accuracy of a key that opens the lock. Familiarization with any particular plant can be carried out in unity, and only in unity, with its habitat. Therefore, to show the general position about the relationship of a living being with external conditions, it is enough to choose any specific moment in its individual development. This connection can be demonstrated by each reaction of a plant to any of the environmental factors.
It should be noted that at all age stages the body is affected by a complex of environmental factors, but only some of them are the most significant. Thus, at each stage, the connection of the organism with the environment acquires its own specific expression. For example, at the germination stage, seeds require moisture, and in some cases, exposure to low temperatures and do not need soil nutrition at all (because germination occurs due to the nutrient reserves available in the seed itself). A different relationship with the environment in plants at the stage of flowering and fruiting, they need an abundance of moisture, light, heat and soil nutrition.
Plants, developing in close unity with the environment, adapt to certain conditions and form various groups.
Plant communities are a natural, stable collection of different plant species in a homogeneous area, adapted to certain living conditions, mutually influencing each other and the environment. Methods of familiarizing children with nature in kindergarten: Methodological guide, ed. P.G. Samorukova. Such communities bear in themselves the similarity of connections not of individual organisms, but of entire groups that are in the same conditions.
Thus, the system of knowledge about wildlife offered to children, at the center of which is the relationship of plants and animals with the external environment, gives them ideas about the specific features of a living organism in general. With this approach, the formation of an understanding of the living is carried out not through a special disclosure of the concept of the living, but along the way with the formation of a wide variety of knowledge about plants. The system of knowledge about nature, built on various relationships between plants and the environment and thus being ecological in nature, provides an educational core in the ecological education of preschoolers.
2. The content of the work on the formation in children of senior preschool age of ecological ideas about the processes of growth and development of living organisms
So, the first ecological concept that can be used in constructing the methodology of ecological education is the concept of the relationship of a living organism with its environment. It stems from the fact that any living organism has needs that cannot be satisfied through its internal resources. The needs of a living organism are satisfied by environmental factors. These are, first of all, the needs for nutrients, water, oxygen, which, through metabolism, create vital energy, and allow a living organism to realize itself in all spheres of life.
The next important concept - morphofunctional fitness (adaptation) of the organism to the environment - is essentially a decoding of the previous one: it reveals the mechanism of the relationship between a living being and the environment, answers the question of how this relationship occurs. From this follows the main ecological idea: any living organism, through its needs and the need to satisfy them, is connected with the environment through morphofunctional fitness (adaptation) to certain living conditions. External morphological (related to the structure) features of plants are accessible to the perception of a preschooler, therefore, knowledge of fitness, demonstrated on specific examples, can be understandable to him. External manifestations of functioning are also accessible to visual-figurative thinking of the child and are interesting to him.
An adult may well discuss with children what is necessary for the life of a plant (substrate, water, air, food, certain temperature conditions, etc.), what objects, materials and with what properties they are surrounded.
It must be emphasized that environmental factors act on the plant not in isolation, but in their entirety. For example, soil nutrients are used by the plant only when there is an optimal temperature, moisture and soil reaction. A change in one factor leads to an increased or decreased need for another factor. Such a complex relationship between a plant and its environment, taking into account the whole variety of factors and their changes, is inaccessible to preschool children. However, their modification and simplification to several factors that are most significant in the life of plants are quite accessible to understanding and assimilation at the senior preschool age.
Like all living organisms, plants are well adapted to their environment. Adaptability is manifested in various morphological features of plants, in their physiological processes, which can be observed in the seasonal change of their states. Autumn shedding of foliage, for example, has a certain biological meaning: the total surface of the above-ground part of the plant is significantly reduced, and, consequently, the danger of winter evaporation of moisture. Dropping foliage, the plant facilitates overwintering, reduces possible water loss. This is one of the adaptations that allow you to better endure the harsh conditions of the cold season. Perennial herbaceous plants that hibernate under a thick layer of snow (i.e., in completely different conditions) have acquired other forms of adaptability: some have developed cold resistance and winter in a green form (for example, wild hoof, cowberry); in others, only the above-ground part of the plant dies, and under the ground, rhizomes, tubers, and bulbs remain dormant, which in the spring give new young shoots.
Adaptability to various living conditions, manifested in morphological features, is clearly visible in plants of different climatic zones.
The appearance of the vegetation cover, the composition of plants in any territory is largely determined by the characteristics of the local climate - primarily temperature and precipitation in different periods of the year.
According to the type of relation of plants to such environmental factors as water, light, temperature conditions, groups have developed that put up with the lack of any factor or, conversely, require its abundance. One or another feature of such plants has pronounced characteristic features of the structure. For example, there are plants photophiles (light-loving) - indoor jasmine, geranium, begonia, photophobes (shade-tolerant) - fern, bindweed, ivy, cypress, thuja, asparagus, etc.
Plants that have adapted to the harsh conditions of the desert (dehydration, intense heat, sharp temperature fluctuations) belong to the group of xerophytes. The extreme form of xerophytes is cacti, inhabitants of the American deserts: their structure is aimed at long-term preservation and very economical use of moisture - instead of thorn leaves, an excessively thick stem (the main moisture storage) is covered with a thick waterproof cuticle, a powerful root system is located in the surface layers of the soil, which helps to make the most of every rainfall event. Succulent plants with thick, succulent stems and leaves have adapted to arid conditions no worse.
The opposite phenomenon is represented by plants accustomed to an abundance of moisture (for example, papyrus), their thin stems and leaves easily evaporate it and quickly react to a lack of water.
Children get acquainted with constantly repeating natural changes in the life of plants in different seasons, with the main stages of their development. All these morphological adaptive features are well represented on a variety of indoor plants. These features can be observed with children and taken into account when caring for plants.
It is important to show the child how diverse indoor plants are in appearance, color, origin, requirement for heat, moisture, soil; how this or that living organism is adapted to the environment, why it has such an appearance, to teach to see its beauty, to form an understanding of the dependence of plant life on human actions, including the child himself.
The plants of our planet are extremely diverse and are represented by a wide variety of forms. Plant sizes range from a few microns (single-celled algae) to tens of meters (the length of the tallest mammoth tree is 150 m). Every living being lives in certain conditions to which it is well adapted.
The variety of forms of living nature, available everywhere, constitutes the immediate environment of the child from his very birth. It affects his feelings, mind, imagination. Direct observations in nature, communication with adults, reading books, watching television programs are of great importance for a child in the first seven years of his life and are an important condition for the accumulation of diverse ideas about the plant world. Research and practice of preschool education has established that by the age of seven, preschoolers have accumulated a lot of diverse, but scattered and superficial knowledge about plants. This is manifested in the fact that children can know the name of the plant and talk about its most striking signs of appearance. However, they have little information about the habitat of this plant, the features of reproduction, development and care for it. For them, it is difficult to draw a parallel between the presence of so many different plants and their habitat. It is necessary to bring the child to the understanding that the diversity of plant species is the historical result of evolution, which is based on the connection of a living organism with the environment and a consistent chain of changes in these relationships: the transformation of living conditions induces the organism to adaptive changes. Constant, but ever-changing relationships of the organism with the environment inevitably and naturally lead to the creation of new forms of life.
The specific knowledge of children about the diversity of the plant world can be generalized through the formation of groups united by some feature:
According to life forms (children can say - in appearance), all plants are divided into trees, shrubs and herbs.
ü Trees are perennial plants with one lignified stem (trunk). Further, trees can be divided into deciduous (birch, aspen, poplar, apple) and coniferous (spruce, pine, larch).
ü Shrubs are perennial plants with several lignified stems. These are viburnum, hawthorn, elderberry, currant, gooseberry, etc.
ü Herbs are plants without woody stems. Their stems are usually green, soft, herbaceous. These are clover, bluebell, St. John's wort, peas, cucumber, etc.
By belonging to large plant communities - plants of forests, meadows, swamps, deserts, etc.;
According to their water needs, plants are divided into three groups:
ü Hydrophytes are water-loving plants and should be watered immediately after the ground cover dries out. Such watering is required by most tropical plants with thin, delicate leaves, as well as some plants with leathery leaves. For example: begonia, fittonia, maidenhair, lemon, ficus, ivy.
ü Mesophytes - plants with an average need for moisture. This is the largest group. Watering is carried out 1-2 days after drying. This is how plants with strongly lowered stems and leaves, with thick roots, as well as with water-bearing tubers on the roots and bulbous, are watered. For example: peperonia, saintpaulia, palm trees, dracaena, aspidistra, aroid, asparagus, chlorophytum, arrowroot.
ü Xerophytes are plants that consume very little water. They are left dry for several days, months. For example: aloe, echeveria, gloxinia, hippeastrum, caladium. Yukhimchuk D.F. Indoor floriculture.
in relation to the intensity of light, plants are divided into three groups: (Markovskaya M.M.)
ü light-loving plants, these include aphelandra, geranium, cacti, striped echmea, abutilon (indoor maple), large-tufted pineapple, bluebell, elegant callisia, etc. These are plants with light green or variegated leaves (ferns are an exception). If the plant does not have enough light, then the stems are stretched, the leaves become smaller in size, later they turn yellow and may even turn white.
ü Shade-tolerant plants, such plants can grow both in light and in light dimming, these include asparagus, chlorophytum, ivy, cissus, sickle-shaped cyrtomium, cyclamen, etc. In illuminated areas, they quickly reach decorativeness, and in dimming they bloom longer. These are plants with dark green leaves.
ü Shade-loving plants, such plants grow well in partial light. These include aspidistra, tradescantia, ferns, canarian dahlia, tiny ficus, fittonia verschafelta, variegated araucaria, etc. Markovskaya M.M. Corner of nature in kindergarten
The indicated ways of classifying plants can form the content of generalized ideas, which will be a means of ordering the specific knowledge of preschoolers about the diversity of the plant world.
The formation of generalized ideas in question is of great importance for the mental education of older preschoolers. An important point here is the change in the grounds for constructing various generalizations using the same objects, i.e., when the same plants can be included in different groups. The relativity of the basis of generalizations, the possibility of changing it, are closely related to the ability to reflect objects in all the diversity of their properties. Reorientation from one feature of objects to another in the formation of generalized ideas contributes to the development of flexibility and mobility of children's ideas.
Thus, such an approach in the formation of generalized ideas has methodological significance: already from the senior preschool age, it creates the possibility of a dialectical consideration of natural phenomena, a dialectical approach in ordering their diversity. Combining plants according to the above sections, each time we highlight new features of their relationship with the environment, new strengths of adaptability to it. This allows the preschooler to cognize nature not in once and for all frozen categories, but to see their relativity, qualitative variability, the unity of contradictory and the difference of outwardly similar phenomena. From these positions, the very idea of a multidimensional analysis of the same objects in the formation of generalized ideas about the diversity of the plant world becomes the embodiment of a dialectical and methodological approach in familiarizing older preschoolers with nature.
A child may forget the name of this or that plant, but it is much more important that he get the first ideas about the features of the diversity of the plant world and the habitats of living organisms; learned to distinguish plants from each other not only in pictures, but also in nature; could explain some features of their appearance depending on the habitat; had elementary ideas about what living organisms need for development; about the relationship of plants and animals; showed a cognitive interest in them, an emotionally positive, caring attitude and a desire to preserve them.
3. Methodology for the formation of ecological ideas about the growth and development of living organisms in children of senior preschool age
education preschooler ecological adaptation
A specific feature of the method of ecological education of preschool children is the child's direct contact with objects of nature, "live" communication with nature and animals, observation and practical activities to care for them, and comprehension of what he saw in the process of discussion. Indirect knowledge of nature (through books, slides, paintings, conversations, etc.) is of secondary importance. Its task is to expand and supplement the impressions that the child receives from direct contact with the objects of nature. From this it becomes clear the role that in ecological education is assigned to the creation of a zone of nature: next to the child there should be the objects of nature themselves, which are in normal (from an ecological point of view) conditions, i.e. conditions that fully meet the needs and evolutionarily established adaptability of living organisms, which is clearly demonstrated by the features of their structure and functioning.
The ecological environment in the kindergarten is, first of all, specific, individual animals and plants that constantly live in the institution and are under the care of adults and children; at the same time, it is very important that educators and other employees of the kindergarten know the ecological features of each object of nature - its needs for certain environmental factors, the conditions under which it feels good and develops.
Observation as the main method for the formation in children of dynamic ideas about the growth and development of living beings
The essence of observation lies in the sensory cognition of natural objects, in their cognition through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory. The correct organization of sensory knowledge of nature ensures the formation and development in children of distinct ideas about animals and plants, about seasonal natural phenomena.
The guidance of observations makes it possible to teach preschoolers to distinguish the most diverse features of natural objects and navigate in the most significant ones, to discover through them the relationship of plants and animals with phenomena of inanimate nature. Prominent domestic psychologist S.L. Rubinstein considers observation as the result of meaningful perception, during which the development of mental activity takes place. He connects the development of different forms of perception and observation with content. On the one hand, observation is a source of knowledge, on the other hand, it itself requires certain knowledge as the starting points of observation.
Meaningful perception of objects is born early. However, the small experience and knowledge of a small child does not allow him to see the essential aspects of objects. Perception is captured by motor and emotional reactions. Vivid impressions, primarily from rapidly changing, moving objects and phenomena, are the result of involuntary observations of children.
On the other hand, in its highest manifestation, observation is an activity independently organized by the observer himself. But this skill, according to S.L. Rubinstein relies on a more or less extensive system of knowledge. The pedagogical process aimed at the formation of observation should ensure the gradual accumulation and systematization of knowledge, as well as the formation of an increasingly conscious attitude of the observer to the observed.
An important question is the content of observations - what the child can and should see, what features of natural objects to notice. S.L. Rubinshtein believes that both the whole and the parts can be accessible to the child at all periods of his development. Different forms of perception in a child usually coexist. At the same time, the semantic interpretation of both parts and the whole acquires the greatest significance.
These provisions are of decisive importance for the ecological education of a preschooler - their knowledge in the process of observing various objects, relationships in nature, and knowledge of the specifics of living things.
For observations, three points are important: the presence of natural objects; determination of the content of observations; search for their appropriate organization and optimal forms and methods of including children in them.
The content of observations of living objects of a corner of nature and a kindergarten site that are constantly next to the child consists of the following points: the selection of the objects themselves (the whole), the parts of which they consist (i.e., determining the structural features of plants and animals), various manifestations of living beings (i.e., the ways of their functioning, for animals - different forms of behavior); determination of properties and characteristics of surface features, selection of environmental components and their qualitative characteristics. Such content allows children, on the basis of observations, to establish connections between living objects and their living conditions, phenomena of inanimate nature, i.e. provides the accumulation of specific, sensual, environmentally significant knowledge that leads to an understanding of the dependencies that exist in nature.
Specifically, this means the following: in all groups of a preschool institution, children get acquainted with a small number of plants indoors and on the site. Examining them, observing their growth and development in different environmental conditions, preschoolers learn to distinguish them, correctly name them, focusing on the characteristic features of the shape, size and color of the leaves of flowers, the fruits of the stems. They get acquainted with the functions of the organs: the roots of the plant are held in the ground, suck out water and nutrients from it, which pass through the stem (trunk, branches) into leaves, flowers, fruits. The main function of the leaves is to absorb sunlight (with children you can watch how the leaves turn towards the flow of sunlight). A flower is a reproductive organ, in its place a fruit appears with seeds, from which new plants can grow in the future. Knowledge of the functions of individual organs provides an understanding of the work of a living organism as a whole. It is through functions that children begin to understand the dependence of the state and life of a plant on environmental factors.
Great opportunities for observation are provided by the seasonal life of plants. The different condition of trees and shrubs, the appearance and disappearance of herbaceous vegetation in the warm and cold seasons make it possible, in the process of observation, to form in children clear ideas about the dependence of plant life on a complex of external conditions.
. Activities for the formation in children of senior preschool age of ecological ideas about the growth and development of living organisms (from work experience)
1. Introductory lesson.Determining the level of environmental education of children. Survey. Diagnostic study.2. Autumn in nature. Practical activities on the d / garden site: collecting seeds, planting trees, etc.
2. Introducing the Advanced Observation Calendar. Independent work with the calendar of nature. Fall value. The most common animals of forests, meadows, reservoirs. Preparing animals for winter. Preparing for winter perennial herbaceous plants. Cereal crops, their importance for human life. Nature conservation in autumn. Collection of seeds of 4-5 cultivated plants. Collection of seeds for winter feeding of birds. Preparation of feed for the inhabitants of the living corner. Collection of plants for the herbarium. Assistance to diseased and damaged trees.
3. Winter in nature.The connection of winter phenomena in nature with a change in the height of the sun. The life of terrestrial animals, birds and inhabitants of water bodies in winter. Acquaintance with a new wild animal - beaver, marten; bird - crossbill. Habitat conditions for wild animals in winter. Footprints in the snow. Organization of winter feeding of birds and hanging feeders outside the territory of the nursery garden. Snow removal work. Determination of snow pollution in various parts of the city (road, park, d / garden). Experiments with water.
4. The forest is a multi-storey building.Acquaintance with the forest - as a community of plants and animals. Tiered forest. Human impact on forest life. Acquaintance with the simplest food chains in the forest. (+) and (-) human impact on the forest community.
5. Spring in nature.The connection of spring phenomena in nature with a change in the height of the sun. Targeted walks and excursions. Conservation activities with the onset of spring. Early flowering herbaceous plants, flowering trees and shrubs. The connection between the timing of the appearance of migratory birds and changes in air temperature, the appearance of insects and other seasonal natural phenomena. Timely tillage, planting seedlings and monitoring the emergence and growth of plants. Hanging birdhouses and observing bird nests. Planting seedlings in the garden area. Experiments to determine air pollution.
6. Red Book.Acquaintance with some protected plants and animals.
7. Inhabitants of a living corner d / garden.Practical activities in the corner. Practical work in the corner is carried out depending on the seasons. Autumn: classification of indoor plants depending on the needs of light and moisture. Features of their appearance in connection with the conditions of natural habitats. Soil preparation for further use in a corner of nature. Preparing a place for hibernation hedgehogs. Observation and experimentation with aquarium fish. Winter: Acquaintance with aquatic frogs, their adaptation to aquatic habitats. Acquaintance with a canary or budgerigar, biology, habitat in nature. Individual assignments for the care of the inhabitants of the living corner. Growing forcing crops and setting up experiments on them (lack of light, heat, water). Cultivation of cereal crops for animal feed corner. Spring: Acquaintance with different ways of propagating indoor plants, their diseases and care features. Growing winter crops and experiments on them. Preparing houseplants. Keeping a diary of the growth of winter crops. Animals and plants are cared for seasonally.
8. Excursions.Excursion to the reservoir. Regional Museum. Winter is an excursion into nature. Recognition of wintering birds by their appearance. Spring is an excursion into nature in order to identify forest layers in practice.
Conclusion
At the stage of preschool childhood, an initial feeling of the surrounding world is formed: the child receives an emotional impression of nature, accumulates ideas about different forms of life. Thus, already in this period, the fundamental principles of ecological thinking, consciousness, and ecological culture are being 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 and help the little person understand the beautiful world of nature, help to establish relationships with him.
In order to understand nature, to establish cause-and-effect relationships, the state of nature, the child needs to create the necessary conditions that will help him observe, explore the changes that occur with objects of nature.
Literature
1.Bidyukova G.F. - Blagosklonov K.N. Programs for out-of-school institutions. M. Enlightenment 1995
2.Gorkova L. G., Kochergina A. V. Scenarios for classes on environmental education of preschoolers (middle, senior, preparatory groups) .- M .: VAKO, 2005.- 240p.
3.Doronova T.N., Ryzhova N.A. Kindergarten: weekdays and holidays.- M.: LINKA-PRESS, 2006.-320s.
4.Dybina O.V., Rakhmanova N.P. Shchetinina V.V. The unknown is near. - M.: TC Sphere, 2010.-192s.
5.Nikolaeva S.N. The program of ecological education of preschoolers M. New school 1993.
6.Nikolaeva S.N. Communication with nature begins from childhood. Perm 1992
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Description of the presentation Formation of ecological ideas in children of middle preschool age on slides
Formation of ecological ideas in children of middle preschool age in experimental activities Completed by Art. TO gr. 609 Zubreva A. V.
Relevance During preschool childhood, in the process of purposeful pedagogical interaction among preschool children, it is possible to form the foundations of ecological culture, a correct and conscious attitude to phenomena, objects of living and inanimate nature. Ample opportunities for this are presented through experimental activities.
Purpose Formation in children of ecological knowledge, norms and rules of interaction with animate and inanimate nature through experimental activities
Tasks Formation of concepts about animate and inanimate nature. Development in children of interest in experimental activities. Development of didactic and methodological support for the experimental activities of middle-aged children. Improving the subject-spatial environment
Hypothesis If the system of work of a teacher in the ecological education of children of middle preschool age will include the organization and conduct of children's experimentation, then children will form an ecological consciousness, develop cognitive activity, mental activity, interest in nature, search for solutions and patterns and enjoy the result achieved.
Expected results Formation in children of real ideas about objects and phenomena of animate and inanimate nature; foundations of ecological culture. Replenishment and updating of methodological and didactic material. Creation of a corner in the group for experimental activities.
Type of project Project participants: children of the middle group and teachers Project implementation timeline: long-term (September - May)
Main stages and terms of project implementation Preparatory September Main October – April Final May
The main stage Work with children Formation of ideas about animate and inanimate nature through experimental and experimental activities Development of didactic and methodological support for the experimental activities of middle-aged children Improving the object-spatial environment
Methods and techniques Experimental activities Observations of living objects and natural phenomena; Conversations of a cognitive nature; Didactic and educational games; Listening to audio recordings, reading literature, memorizing poetry, etc. Examining pictures; Labor activity in a corner of nature, on the site and in the garden
Technology of work on the project 1. Acquaintance with the properties of water 2. Acquaintance with the wind 3. Acquaintance with the properties of soil, clay, sand 4. Factors necessary for the growth and development of plants (water, light, heat ...) 5. Develop an emotional and value attitude to the world around
Model of interaction between a teacher and parents 1. Screens, environmental stands 2. Questioning, conducting surveys 3. Consultations 4. Joint activities
Model of integration of educational areas Cognitive development Social and communicative development Physical development Speech development Artistic and aesthetic
Problems of formation of ecological culture among preschoolers 1. Insufficient ability to reflect the cause-and-effect relationships between events. 2. 3. Experience difficulties in independent analysis of phenomena. 4. Children have difficulty understanding the cause-and-effect relationships of the phenomenon under consideration.
Targets 1. The project for children of middle preschool age is aimed at: developing integrative qualities and abilities through instilling love for nature in children, developing ecological culture. Children will learn to love nature and teach others to love it. 2. The use of ecological holidays and entertainment in order to enable children to better memorize material on environmental education, to know the rules of behavior in nature, to protect it, to positively influence the ecology of the human soul: aesthetic enjoyment of the sounds, smells and colors of nature will appear. 3. The key to discovering the potential experimental possibilities of children is the correct organization of the subject-developing environment in educational activities and the creation of a benevolent atmosphere. 4. Effective activity is possible only with close cooperation of all project participants. 5. For the correct formation of ecological culture, a certain system of interaction with the teacher is necessary, which the child will receive in the process.
Mini-center in the group You can create a mini-library based on the selected project topic. Collect a variety of colorful books, encyclopedias for children. Literature of famous children's writers of natural history: Prishvin, Bianki to use in the classroom, thematic readings. Often children learn poems about the nature of famous poets: A. S. Pushkin, N. A. Nekrasov, I. A. Bunin and others.
Equipment for experimental - experimental activities 1. Assistant devices: magnifiers, scales, sand scales, compass, magnets. 2. A variety of vessels from different materials.
Conclusions The interaction of a teacher with children to increase the level of development of environmental culture through experimental activities will lead to a conscious attitude towards nature. Success will be: 1. The system of work on the implementation of the problem; 2. Holding holidays and entertainment and working closely with parents; 3. Creation of a subject-developing environment; 4. Selected methodological literature; 5. Professional skill of the teacher
Literature 1. Vernadsky V. I. Familiarization of preschool children with nature. - M .: Education, 2010. 2. Dybina O. V. The child and the world around. Program and methodical 3. recommendations. - M. : Mozaika-Synthesis, 2006. 4. Dybina O. V. Unexplored nearby: Entertaining experiments and experiments for 5. preschoolers. -M. : TTs Sphere, 2005. 6. Zenina T. Ecological actions in work with preschoolers. // Preschool 7. education. - 2012. - No. 7. - p. 18. 8. Molodova L. P. Game environmental activities with children, in 2 parts - Minsk: 9. Askar, 2006. 10. Pavlova L. Games as a means of environmental and aesthetic education / / Preschool 11. education. - 2012. - No. 10. - p. 40. 12. Ryzhova NA On the draft Strategy for environmental education in the Russian 13. Federation. // Preschool education. - 2011. - No. 6. - p. 18. 14. Ryzhova N. A. Pedagogical models of the organization of environmental education in 15. Preschool education // Preschool education. - 2010. - No. 9. - p. 40.