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System environmental education children preschool age in kindergarten and family

Turskova Lyubov Aleksandrovna, senior educator, MDOU No. 446

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Information about MDOU - kindergarten number 446

Address: st. Bauman, 43, phone 331-19-22 MDOU works according to the program "From childhood to adolescence" Uses the partial programs of TN Nikolaeva "Young ecologist", 2003 "Fundamentals of the safety of preschool children" Sterkina, O. L. Knyazeva, N.N. Avdeeva, 2005

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Area "Safety": formation of ideas about situations dangerous for humans and the surrounding world of nature and ways of behavior in them; familiarization with the rules of behavior that is safe for humans and the surrounding world of nature. Area "Cognition": sensory development; development of cognitive and research activities.

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Goal: building the foundations ecological culture all participants educational process(children, parents, teachers).

tasks for environmental education. study of the possibility of increasing the level of ecological culture of teachers, parents, children; formation of motivational readiness for testing new forms, types and content of activities; the use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of environmental culture; at the children's level: fostering love for nature through direct communication with it, the perception of its beauty and diversity; formation of knowledge about nature; development of empathy for the troubles of nature, the desire to fight for its preservation. diagnostics of the level of knowledge, skills, relations of all subjects of education; ensuring the continuity of environmental education in the system: preschool educational institution - family

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The work is based on the principles:

local history; pedocentrism (or "positive centrism"); conformity to nature; scientific character and accessibility of concepts; "Spirals"; interdisciplinarity and content integration; from simple to complex

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In room

Research Center

Nature corners Mini-museums Mini planetarium

Ecological theater

Nature calendar

Houseplants

Animals Aquariums

Kitchen garden on the windowsill

Pharmacy on the windowsill

Library

Ecological trail

Vegetable garden Flowerbeds and lawns

Natural and landscape features of the territory

Model of the ecological space in a preschool educational institution

Corridors and hall

Music and sports hall

Trees and shrubs

On the site of the group

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Methods and techniques used in environmental education of preschool educational institutions

observation method with the connection of various analyzers, experiments and experiments, problem situations or conducting experiments (allowing "to discover new knowledge"); verbal methods (conversation, problematic questions, stories - description, etc.), Practical activities in nature (labor in nature, environmental actions, visual activities with the display of nature), play methods and play, practical work and search activities; excursions, project method

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Forms of work with children

classes; tours; practical activities in nature; environmental actions; environmental projects(pedagogical, child-parenting); conducting environmental quizzes and olympiads; children issue ecological leaflets, posters, booklets, newspapers, circles "Young ecologist", "Young researcher", "Young traveler"

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Environmental actions are socially significant events aimed at preserving natural objects:

Plant a Tree (for Earth Day), Alley of Alumni; Flower Day (planting flower alleys); "Gift to loved ones" (growing tulips by March 8); “Vitamins on the windowsill” (growing onions, dill, parsley for food for children, greens for feeding animals) “May bouquet” (growing flowers by May 9), “Beauty for all” (breaking new lawns, redeveloping old ones); "Bird canteen" (making feeders and feeding birds in winter time), "Forest Pharmacy" (collection of medicinal herbs), "Scribe Hospital", "Cleanliness will save the world" (subbotniks on the territory), "Herringbone is a green needle" (promoting the use of artificial Christmas trees in decorating homes), "Sharp Eye" (photo beautiful places native land) "Let's save the anthill" and others

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Environmental Commandments

The most important of them is "keeping to silence" (as defined by L. P. Simonova), patience (the ability to observe a plant and an animal for a long time), attentiveness (children should be taught to find relationships in nature, check folk signs, predict the consequences of human behavior), thrift (to take care of what was created by nature, "each insect was created for something by nature")

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Conditions for organizing work with parents

development of the content of emotionally positive communication between children and their parents in social and labor relations within the family, during a holiday; creation of an ecological developmental environment for the competence of teachers and parents in this matter; methodological support, including work plans and outlines of activities for familiarizing with nature.

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One of the forms of environmental work with children and parents is projects.

Tasks: the development of communication skills and coherent speech, the development of research skills, the ability to plan activities to obtain the final result, increase the personal confidence of each project participant, conduct reflection (awareness of their activities, how the result was obtained, what difficulties were encountered, how they were eliminated what the person felt

Environmental education system in ECE

Ecological education of children of primary preschool age

• The task is to lay the first guidelines in the natural world, in the world of plants and animals as living beings, to provide an understanding of the initial connections in nature, an understanding of the need for one or two conditions for their life.
• The leading factor in intellectual development is the specific image of the object, actions with it, therefore, the leading types of activity in the ecological education of younger preschoolers are repeatedly repeated sensory examination of objects, objects of nature and practical manipulation with them.
• Practical modeling activities play an important role;
• The educator introduces play as a method of environmental education. In this age story game is just beginning, therefore, the teacher selects for ITS simple and well-known images, play actions and words through which the ecological content will be expressed.

The technology of ecological education of younger preschoolers includes the following components:

Various cycles of observations in everyday life (for aquarium fish, ornamental birds, spruce on the site in winter, autumn flowering plants, spring primroses);

Monthly observations of weather phenomena, which are accompanied by daily calendar maintenance and dressing of a cardboard doll;

Participation in feeding wintering birds and observing them, which are recorded in a special calendar by picture cards with their images every day for 1-2 weeks in the midst of winter feeding;

Germination of turnip onions in winter and creation of a calendar of its growth: observations of growing onions are carried out for 4-5 weeks by the teacher in the presence of children and with their help, sketches are made;

Joint activities of the educator with children in a corner of nature to care for indoor plants, an aquarium;

Storytelling and acting out folk tales viewing illustrations in books;

Conducting environmental studies once every two weeks;

Environmental leisure activities.

Ecological education of children of the middle group

• Children are more confident in all manifestations, possess the initial skills of independence, have more stable attention, more developed perception and thinking, better understand and reproduce the speech of an adult, are capable of the first volitional efforts.
• An important feature of this period is the formation of the plot - role play, the great interest of children in her.

Technology of ecological education of children of middle preschool age

• cycles of observations of objects in the nature zone of the kindergarten ( aquarium fish, a decorative bird in a cage, a guinea pig living in a corner of nature, spruce, autumn flowers and spring primroses on the site);
• monthly observations of seasonal natural phenomena and the simultaneous maintenance of a calendar, including a cardboard doll, by dressing which children simulate the degree of heat and cold in one or another period of each season; these observations develop the observation of children, teach them to notice changes in phenomena;
• Team work several children and a teacher in a corner of nature, forming the ability to communicate with living beings, labor skills to maintain necessary conditions life for them; developing moral qualities children, a meaningful understanding of the need for labor operations;
• feeding birds and observing them, maintaining a special calendar in January, which develops the moral qualities of children, their willingness to practically help the birds; preschoolers, in addition, acquire ideas about the diversity of birds, as well as the ability to fix these representations in the calendar with the help of pictures;

• "Vegetable garden by the window", growing two "didactic" bulbs in glass vessels (under different conditions), weekly observations of them and sketches in the calendar (observation develops, the ability to notice changes in growing plants, to understand the significance of unequal conditions for their growth.
• reading throughout the school year short stories by E. Charushin about animals, looking at books with his illustrations, conducting a lesson at the end of the year dedicated to this author (this allows children to form a stable interest in observing nature, understanding that impressions can be creatively presented to others people - in the form of stories and pictures);
• reading or telling fairy tales "Little Red Riding Hood", "Doctor Aibolit", examining illustrations in books and then including the main characters in IOS; the use of dolls makes it easier for children to get acquainted with the forest ecosystem, with all its inhabitants, and with the help of Dr. Aibolit, to familiarize children with the understanding of the value of health;
• weekly environmental classes, children consolidate and deepen ideas about nature, obtained in everyday life, or acquire new ones;
• in the classroom, the educator widely uses all types of IEE, which facilitate the assimilation of knowledge and playing skills;
• conducting environmental leisure activities that develop a positive emotional attitude towards nature.

Ecological education of children senior group

• Children master the main movements, their relationships with adults and peers become more complex and meaningful, in the game they reflect not only actions and operations with objects, but also relationships between people.
• The mental abilities of children are improved: perception becomes more stable, purposeful and differentiated, memory and attention become arbitrary; the ability to analyze and generalize appears, imaginative thinking continues to develop and logical (cause-and-effect) thinking is intensively formed.
• Children better understand the speech of an adult, the symbolic designation of objects and phenomena; begin to reason, make inferences, make assumptions.
• The technology of ecological-pedagogical work with children of the older group, based on the material of the previous age, develops, complicates it, i.e. is a new round in common system ecological education of preschoolers - the formation of a conscious attitude to nature, to human interaction with it.

Ecological education of children of the preparatory group

• Lessons of an in-depth cognitive and generalizing type are of great importance.
• Equally important complex lessons, at which exhibitions of works of art are organized - the educator develops the aesthetic perception of children, their ability to feel and experience the beauty of nature, captured in various works.
• Throughout the year, adults organize excursions for children to the nearest ecosystems - excursions and hikes to the forest, meadow, pond.
• The attitude towards nature, towards a favorable environment, towards health is also formed during holidays and leisure activities of an ecological nature.

Diagnostics of the ecological education of preschoolers

Environmental education of preschoolers involves:

• firstly, the formation of a consciously correct attitude towards living nature;
• secondly, familiarizing children with nature;

Diagnostics of ecological education

preschoolers must be carried out taking into account their

age characteristics in two directions:

• formation of environmental knowledge;
• ecologically correct attitude to natural phenomena and objects.

The system of ecological education of preschool children in kindergarten and family

Rubtsova Natalia Valerievna

• Security area:
• the formation of ideas about situations that are dangerous for humans and the surrounding world of nature and ways of behaving in them;
• familiarization with the rules of behavior that is safe for humans and the surrounding world of nature.
• Area "Cognition":
• sensory development;
• development of cognitive and research activities.

• tasks for environmental education. study of the possibility of increasing the level of ecological culture of teachers, parents, children; formation of motivational readiness for testing new forms, types and content of activities; the use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of environmental culture; at the children's level: fostering love for nature through direct communication with it, the perception of its beauty and diversity; formation of knowledge about nature; development of empathy for the troubles of nature, the desire to fight for its preservation. diagnostics of the level of knowledge, skills, relations of all subjects of education; ensuring the continuity of environmental education in the system: preschool educational institution - family
• tasks for environmental education.
• study of the possibility of increasing the level of ecological culture of teachers, parents, children;
• formation of motivational readiness for testing new forms, types and content of activities;
• the use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of environmental culture;
• at the children's level: fostering love for nature through direct communication with it, the perception of its beauty and diversity;
• formation of knowledge about nature;
• development of empathy for the troubles of nature, the desire to fight for its preservation.
• diagnostics of the level of knowledge, skills, relations of all subjects of education;
• ensuring the continuity of environmental education in the system: preschool educational institution - family

Scheme of building environmental education in a preschool educational institution

Ecological

education

Nature to man

Man to nature

Protection rules

nature - personal

participation of everyone

in environmental

activities

Model of the ecological space in a preschool educational institution

In room

Corridors

Location on

Library

Musically

gym

Environmental

Corners of nature

Mini-museums

Research

The calendar

Room

plants

Trees and

shrubs

Mini planetarium

Vegetable garden on

Animals

windowsill

Ecological

Pharmacy on

Natural and

Aquariums

windowsill

landscape

features of the territory

Environmental centers: group corners of wildlife about experimental laboratories

• observation method with the connection of various analyzers,
• experiences and experiments,
• problem situations or conducting experiments (allowing "to discover new knowledge");
• verbal methods (conversation, problematic questions, stories - description, etc.),
• practical activities in nature (labor in nature, environmental actions, visual activities with the display of nature),
• play methods and play,
• practical work and search activity;
• tours,
• method of projects

• classes;
• tours;
• practical activities in nature;
• environmental actions;
• environmental projects (pedagogical, children and parents);
• conducting environmental quizzes and olympiads;
• children issue ecological leaflets, posters, booklets, newspapers, circles "Young ecologist", "Young researcher", "Young traveler"

• the most important of them is "keeping to silence" (as defined by L.P. Simonova),
• patience (the ability to observe a plant and an animal for a long time),
• attentiveness (children should be taught to find relationships in nature, check folk signs, predict the consequences of human behavior),
• thrift (to take care of what was created by nature, "each insect was created for something by nature")

• development of the content of emotionally positive communication between children and their parents in social and labor relations within the family, during a holiday;
• creation of an ecological developmental environment for the competence of teachers and parents in this matter;
• methodological support, including work plans and outlines of activities for familiarizing with nature.

One of the forms of environmental work with children and parents is projects.

Tasks:

• development of communication skills and coherent speech,
• development of research skills,
• the ability to plan activities to obtain the final result,
• increasing the personal confidence of each project participant,
• carrying out reflection (awareness of one's activity, how the result was obtained, what difficulties were encountered, how they were eliminated, what the person felt at the same time

• Child-parent projects,
• Family Clubs,
• Meetings of Interest
• Information education for parents,
• Joint activities (excursions to museums, zoo, arboretum, planetarium),
• Joint classes,
• Ecological holidays and entertainment,
• Joint actions
• And other

Information about MDOU - kindergarten 446 Address: st. Baumana, 43, telephone Address: st. Baumana, 43, telephone MDOU works under the program "From childhood to adolescence" MDOU works under the program "From childhood to adolescence" Uses the partial programs of T.N. Nikolaeva "Young ecologist", 2003 Uses the partial programs of T.N. Nikolaeva "Young ecologist ", 2003" Fundamentals of the safety of preschool children "RB. Sterkina, O. L. Knyazeva, N.N. Avdeeva, 2005 "Fundamentals of the safety of preschool children" RB. Sterkina, O. L. Knyazeva, N.N. Avdeeva, 2005

Content of FGT Area "Safety": Area "Safety": formation of ideas about situations dangerous for humans and the surrounding world of nature and ways of behavior in them; the formation of ideas about situations dangerous for humans and the surrounding world of nature and ways of behavior in them; familiarization with the rules of behavior that is safe for humans and the surrounding world of nature. familiarization with the rules of behavior that is safe for humans and the surrounding world of nature. Area "Cognition": Area "Cognition": sensory development; sensory development; development of cognitive and research activities. development of cognitive and research activities.

Purpose: formation of the foundations of the ecological culture of all participants in the educational process (children, parents, teachers). tasks for environmental education. tasks for environmental education. study of the possibility of increasing the level of ecological culture of teachers, parents, children; study of the possibility of increasing the level of ecological culture of teachers, parents, children; formation of motivational readiness for testing new forms, types and content of activities; formation of motivational readiness for testing new forms, types and content of activities; the use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of ecological culture; the use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of ecological culture; at the children's level: fostering love for nature through direct communication with it, the perception of its beauty and diversity; at the children's level: fostering love for nature through direct communication with it, the perception of its beauty and diversity; formation of knowledge about nature; formation of knowledge about nature; development of empathy for the troubles of nature, the desire to fight for its preservation. development of empathy for the troubles of nature, the desire to fight for its preservation. diagnostics of the level of knowledge, skills, relations of all subjects of education; diagnostics of the level of knowledge, skills, relations of all subjects of education; ensuring the continuity of environmental education in the system: preschool educational institution - family; ensuring the continuity of environmental education in the system: preschool educational institution - family

The work is based on the principles of: local history; local history; pedocentrism (or "positive centrism"); pedocentrism (or "positive centrism"); conformity to nature; conformity to nature; scientific character and accessibility of concepts; scientific character and accessibility of concepts; "Spirals"; "Spirals"; interdisciplinarity and content integration; interdisciplinarity and content integration; from simple to complex from simple to complex

Indoors Research center Nature corners Mini-museums Mini planetarium Ecological theater Nature calendar Houseplants Animals Aquariums Kitchen garden on the windowsill Pharmacy on the windowsill Library Ecological trail Vegetable garden Flowerbeds and lawns Natural and landscape features of the territory Model of the ecological space in the preschool educational institution Corridors and hall Musical and sports hall Trees and shrubs On the site of the group

Methods and techniques used in the environmental education of a preschool educational institution observation method with the connection of various analyzers, the observation method with the connection of various analyzers, experiments and experiments, experiments and experiments, problem situations or conducting experiments (allowing "to discover new knowledge"); problem situations or conducting experiments (allowing "to discover new knowledge"); verbal methods (conversation, problem questions, stories - description, etc.), verbal methods (conversation, problem questions, stories - description, etc.), practical activities in nature (labor in nature, environmental actions, visual activity with the display of nature), practical activities in nature (labor in nature, environmental actions, visual activities with the display of nature), play methods and play, play methods and play, practical work and search activities; practical work and search activity; excursions, excursions, project method project method

Forms of work with children classes; classes; tours; tours; practical activity in nature; practical activities in nature; environmental actions; environmental actions; environmental projects (pedagogical, parent-child); environmental projects (pedagogical, parent-child); conducting environmental quizzes and olympiads; conducting environmental quizzes and olympiads; children's issue of environmental leaflets, posters, booklets, newspapers, circles "Young ecologist", "Young researcher", "Young traveler" children issue environmental leaflets, posters, booklets, newspapers, circles "Young ecologist", "Young researcher", "Young traveler"

Environmental actions are socially significant events aimed at preserving natural objects: “Plant a tree” (for Earth Day), “Plant a tree” (for Earth Day), Alley of graduates; Alley of graduates; Flower Day (planting flower alleys); Flower Day (planting flower alleys); "Gift to loved ones" (growing tulips by March 8); "Gift to loved ones" (growing tulips by March 8); "Vitamins on the windowsill" (growing onions, dill, parsley for food for children, greens for feeding animals) "Vitamins on the windowsill" (growing onions, dill, parsley for food for children, greens for feeding animals) "May bouquet" (growing flowers for May 9), "May bouquet" (growing flowers by May 9), "Beauty for all" (laying out new lawns, redeveloping old ones); “Beauty for All” (breaking new lawns, redeveloping old ones); "Bird canteen" (making feeders and feeding birds in winter), "Bird dining" (making feeding troughs and feeding birds in winter), "Forest pharmacy" (collecting medicinal herbs), "Forest pharmacy" (collecting medicinal herbs), "Scribe Hospital", "Scribe Hospital", "Cleanliness will save the world" (subbotniks on the territory), "Cleanliness will save the world" (subbotniks on the territory), "Herringbone is a green needle" (promoting the use of artificial Christmas trees in decorating homes), "Herringbone - the needle is green "(promotion of the use of artificial trees in decorating houses)," Sharp Eye "(photos of beautiful places of the native land)" Sharp Eye "(photos of beautiful places of the native land)" Save the anthill "" Save the anthill "and others and others

Environmental commandments, the most important of them - "keeping to silence" (by definition of L. P. Simonova), the most important of them - "keeping to silence" (by definition of L. P. Simonova), patience (the ability to observe plants and animals for a long time), patience (the ability to observe a plant and an animal for a long time), attentiveness (children should be taught to find relationships in nature, check folk signs, predict the consequences of human behavior), attentiveness (children should be taught to find relationships in nature, check folk signs, predict the consequences of human behavior ), thrift (to preserve what was created by nature, “every insect was created by nature for something”) frugality (to preserve what was created by nature, “every insect was created by nature for something”)

Conditions for organizing work with parents to develop the content of emotionally positive communication between children and parents in social and labor relations within the family, during a holiday; developing the content of emotionally positive communication between children and their parents in social and labor relations within the family, during a holiday; creation of an ecological developmental environment for the competence of teachers and parents in this matter; creation of an ecological developmental environment for the competence of teachers and parents in this matter; methodological support, including work plans and outlines of activities for familiarizing with nature. methodological support, including work plans and outlines of activities for familiarizing with nature.

One of the forms of environmental work with children and parents is projects. Tasks: the development of communication skills and coherent speech, the development of communication skills and coherent speech, the development of research skills, the development of research skills, the ability to plan activities to obtain the final result, the ability to plan activities to obtain the final result, increase personal confidence in each project participant, increase personal confidence of each project participant, reflection (awareness of their activities, how the result was obtained, what difficulties were encountered, how they were eliminated, what did the person feel during the reflection (awareness of their activities, how the result was obtained, which difficulties were encountered, how they were eliminated, what the person felt

Types of projects: research and experimental Water properties Water properties Insects in nature Insects in nature Air and life Air and life Conditions for plant life Conditions for plant life Kindergarten animals Kindergarten animals Aquarium and it undersea world Aquarium and its underwater world Wintering birds Wintering birds Our green friends Our green friends Feathered guests Feathered guests The role of plants in human life The role of plants in human life Pharmacy on the windowsill Pharmacy on the windowsill Garden on the window Vegetable garden on the window Eco-world of kindergarten Eco-world of nursery garden Eco-world of my family (our favorite garden, plants in the house, etc.) Eco-world of my family (our favorite garden, plants in the house, etc.) We invited nature into the house: Nature in the house. We invited nature into the house: Nature in the house. Aquariums in kindergarten Aquariums in kindergarten

Natural science projects Stories of stones Stories of stones What the stars will tell What the stars will tell About what the stars will tell Preservation of health Preservation of health In porridge, our strength is home food In porridge, our strength is home food We are similar: human movements and animal movements (games and exercises based on movements in nature) We are similar: human movements and animal movements (games and exercises based on movements in nature) Movement, sports, health Movement, sports, health

Creative projects Space Adventure Space Adventure Spacecraft Spacecraft Family leisure Family leisure Boy's journey Themes to the country of Health The boy's journey Themes to the country of Health We wrote a verse about not being sick We wrote a verse about not being sick Window of joy (holidays and traditions in a preschool educational institution and family) Window joy (holidays and traditions in the preschool educational institution and family)

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Presentation on the topic: Ecology in a preschool educational institution

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Preschoolers are the initial link in the continuous education system. Elementary ecological knowledge acquired by children in younger age, will help them in the future to master environmental subjects. Knowledge is not an end in itself, it only helps to form in children a certain attitude towards nature, environmentally literate and safe behavior, an active life position.

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The content of environmental education in kindergarten is aimed at solving the following tasks: 1. Formation of ideas about the biological laws of nature in children; 2. Development of curiosity, cognitive interest, cognitive activity; 3. Formation of an emotionally positive attitude towards nature (joy, surprise, desire to show sympathy, understanding of responsibility); 4. Development of practical skills and abilities for caring for plants and animals.

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1. Formation in children of ideas about the biological laws of nature; understanding that there are 2 worlds: the natural world and the world created by man; understanding that in the natural world there are various animals and plants, there are many of them, but they are all living and neighbors (diversity and unity); the idea that all these organisms adapt in different ways to living conditions (nutrition, movement, protection from enemies); - every living creature changes: it grows, develops, and for this we need certain conditions(light, temperature, air) and care, housing, etc.

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The ecological development of preschoolers in preschoolers is built on the basis of integration with other aspects of development - this is safety, socialization, communication, reading fiction, labor, artistic creation, health, experimentation. All this ensures the integrity of the educational process.

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Educational area"Reading fiction" includes such a task as Formation of a holistic picture of the world. That is, an integrated approach to the design of a holistic educational process allows you to organically weave environmental education into the overall process of children's personality development and achieve optimal developmental results.

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by the nature of cognitive tasks, observations are divided into groups: recreational (for example, observing footprints in the snow), recognizing (observing a kitten), long-term (observing the growth of an onion) V. Loginova, etc. According to the way children are organized: - frontal, - with subgroup - individual independent observations of children By time: 1. episodic (short-term); 2.Cyclical (long-term

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Observations are used as a method for excursions, walks, in a corner of nature. On walks, observation acts as a method and type of activity. Observation accompanies search activity, labor in nature. Observation includes a dialogue between the teacher and the children about the observed object (questions, answers); observation must be accompanied by an artistic word. Questions to children in older groups should be problematic; Observations can include TRIZ methods (What are the tree leaves whispering about? Where does the brook run? Who is mom and dad in the wind? etc.) In older groups, the content of observations should be devoted to introducing children to the relationships in nature. Compact execution of the cycle in time; The predominance of contemplation over the word; All children must take part; Use of children's physical activity; Reliance on biological laws; Involve as many of the children's senses as possible; The results of observations should be recorded in order to consolidate, clarify, systematize the ideas of children.

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Usage visual aids and modeling Painting is the most common method of environmental work. The picture allows you to clarify the features of the appearance of animals, to reveal the mechanisms of fitness. (For example, the painting "Squirrels in Winter"), the growth and development of animals. Examination of the picture develops cognitive activity in children (Will the marten catch up with the squirrel?). Pictures allow you to develop aesthetic perception (viewing landscape paintings- reproductions, paintings of great artists).

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Models Models are proxies real objects, objects (Reismerss N.). From a scientific point of view, a model is a special kind of symbolic-sign idealization. The purpose of models in the ecological education of children is that the models always contain images of those objects that children once perceive, i.e. allow to play in memory.

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groups (types) of models Material (material, real): static (model of the forest) and dynamic (clockwork toys). Ideal: figurative (iconic), pictograms, schematic (abstract) and spatial-graphic. In the Development program, models are the leading method. Models in the Development program are distinguished: sign-symbolic (signs denoting animals) mental, mentally imaginary (Euler's circles, classification tree).

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games with rules didactic games didactic games with natural material (seeds, fruits, room plants). didactic desktop - printed (zoological loto, botanical loto, dominoes, cut pictures, etc.) didactic word games(Where do mushrooms grow? When does it happen? Edible - inedible, etc.). creative games The game is recommended for use in all age groups.

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Game learning situations (ITS) type 1 - the use of toys - analogs. A live pussy and a toy - a kitten, a real Christmas tree with a toy (comparison) The toy bunny wants to learn about the life of hares in the forest. Type 2 - the use of literary characters (Carlson, Chipollino, Cheburashka, Aibolit, etc.). Carlson talks about bird's nest, Gingerbread man delves into the life of forest dwellers. The character acts in this case as a partner of the child in cognition. Type 3 - role-playing games on a journey (to the sea, to the Arctic). Approximate travel topics: The mysterious world of the past. The wealth of the bowels of the Earth. The land where I live. Life in the depths of the sea. As the shirt has grown in the field.

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Cognitive - research (Search activity Search activity is a joint activity of a teacher and children aimed at learning objects and natural phenomena, it is a search for answers to problematic questions of nature. The search activity is based on experiments and experiments. Requirements for search activity and the content of search activity Experiments should not harm living beings; The experimental technique should be clear, simple. Content of search activity: Experiments with phenomena inanimate nature(N. Ryzhova "Magic water"; Experiments with plants (Khaidurova); Experiments with animals (Sikoruk);

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Project Method - Practical Method environmental development for preschoolers The project is a way of organizing the educational process based on the interaction of the teacher and children, interaction with the environment, step-by-step practical activity to achieve the set goal, solve the problem.

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It is based on the idea of ​​relying on the search behavior of children. Search behavior is the tension of thought, fantasy, creativity in conditions of uncertainty. Suppression of children's initiative blocks search behavior, as a result, a passive position develops in the future, refusal to overcome difficulties.

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Design is a complex activity, the participants of which master new concepts and ideas about various aspects of life. The types of projects are diverse. Types of projects: Research - creative (children experiment, and the results are drawn up in the form of newspapers, dramatization of children's design); Role - play (children enter the image of the characters of fairy tales and solve the problems posed); Creative (project results are presented in the form children's party). Adventure-oriented (for example, "A Journey to the Land of Butterflies", "In the Kingdom of Houseplants", "Singing Forest", "Sky Islands", etc.) Practice-oriented or constructive (for example, creating a birdhouse)

Slide No. 30

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Slide No. 31

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An excursion is also a type of outdoor environmental education class. The tour includes all elements learning activities(goal, educational, educational tasks). Targeted walks are organized for all age groups, starting with the younger ones.

Slide No. 32

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Holidays and environmental entertainment Entertainment (in June). “Our little friends (insects)”; in theatrical activities, children consolidate knowledge about insects. Holidays: Bird Day (March 18), Earth Day (April 22), Water Day, etc. Holidays and entertainment bring children a lot of joy and at the same time contribute to solving the problems of environmental education

Slide No. 33

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Environmental actions- these are socially significant, long-term events, including a cycle of observations, labor, competitions, games Creation of an environmental museum (posters, environmental signs, creative work children, collections, herbaria, etc.) Ecological expeditions, hikes Natural theater Exhibition of nature records (presentation of exhibits of natural material - seeds, fruits, knots of unusual, unique, children measure, weigh) Creation of a meteorological center, a weather forecasting island (help children predict the weather by folk signs, keep a nature calendar) Conducting environmental quizzes, Issuing environmental leaflets, Environmental training (guess whose voice is the birds)

Slide Description:

Formation of elementary ideas about the right way interactions with plants and animals: viewing plants without harming them; observing animals without disturbing or harming them; feeding animals only with the permission of adults. Explain to children that picking any plants and not eating them. These tasks are set before us by the "From birth to school" program for the entire period of preschool childhood

Slide No. 36

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Getting to know nature 1 younger group... To acquaint children with accessible natural phenomena. Learn to recognize in nature, in pictures, in toys of pets, a cat, dog, cow, chicken, etc.) and their cubs and name them; recognize some wild animals in pictures (bear, hare, fox, etc.): name them. Observe birds and insects in the area (butterfly and ladybug), fish in the aquarium. Teach children to feed the birds. Learn to distinguish vegetables (tomato, cucumber, carrot) fruits (apple, pear, etc.) by their appearance. Help children notice the beauty of nature at different times of the year. Bring up respect to plants and animals. Teach the basics of interacting with nature (consider plants and animals without harming them; dress for the weather). Seasonal observations Autumn. To form elementary ideas about the autumn changes in nature: it got colder, the trees turned yellow and the leaves are falling; that many vegetables and fruits ripen in autumn. Winter. To form ideas about winter natural phenomena: it became cold, it is snowing, ice, slippery, you can fall. Involve to participate in winter fun (downhill and sledding, snowballing, making a snowman, etc.). Spring. To form ideas about spring changes in nature: it has warmed up, the snow is melting; puddles, grass, insects appeared; the kidneys are swollen. Summer. Observe natural changes with children: bright sun, hot, butterflies fly.

Slide No. 37

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Acquaintance with nature 2nd junior group Expand children's ideas about plants and animals. Continue to acquaint with pets and their cubs, the peculiarities of their behavior and nutrition. Introduce indoor plants (ficus, geranium). Provide an idea that plants need land, water and air to grow. Introduce with characteristic features following seasons of the year and the changes that occur in connection with this in the life and activities of adults and children. To give an idea of ​​the properties of water (pours, pours, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). To form ideas about the simplest relationships in living and inanimate nature. Introduce the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).

Slide No. 38

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Getting to know nature Middle group Introduce representatives of the class of reptiles (lizard, turtle), their appearance and ways of movement (the lizard has an oblong body, it has a long tail which she can discard; the lizard runs very fast). Expand children's ideas about certain insects (ant, butterfly, beetle, ladybug). To consolidate the knowledge of children about herbaceous and indoor plants, their names (balsam, ficus, chlorophytum, geranium, begonia, primrose, etc.); to acquaint with the ways of caring for them. Learn to recognize and name 3-4 types of trees (tree, pine, birch, maple, etc.). Teach children about the properties of sand, clay and stone. Organize observations of birds arriving at the site (crow, pigeon, tit, sparrow, bullfinch), feed them in winter. Expand children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.). Develop the ability of children to notice changes in nature. In the process different types activities to expand understanding of the properties of sand, water, stones and clay.

Slide No. 39

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Senior group Expand and clarify children's ideas about nature. Strengthen the ability to observe. Reinforce ideas about the plants in the immediate environment: trees, shrubs and herbaceous plants. Introduce the concepts of "forest", "meadow" and "garden". Form ideas about the alternation of seasons, parts of the day and some of their characteristics. To acquaint with the diversity of native nature; with plants and animals of different climatic zones. Show how a person uses water, sand, clay, stones in his life. To form an idea that a person is a part of nature and that he should take care, protect and protect it. Learn to establish causal relationships between natural phenomena (season - vegetation - human labor). Show children the interaction of animate and inanimate nature. Talk about the importance of the sun and air in the life of humans, animals and plants.

Slide No. 40

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Preparatory group Concretize children's ideas about the living conditions of indoor plants. To acquaint with the methods of their vegetative reproduction (cuttings, leaves, mustaches). Learn to establish connections between plant condition and conditions environment... Introduce medicinal plants (plantain, nettle, etc.). Expand and systematize knowledge about domestic, wintering and migratory birds; domestic animals and inhabitants of the corner of nature. Continue introducing wild animals. Expand ideas about the characteristics of animal adaptation to the environment, Expand children's knowledge about mammals, amphibians and reptiles. To acquaint with some forms of protection of amphibians and those who close up from enemies (for example, it scares off enemies with hiss, etc.) Expand ideas about insects. To acquaint with the peculiarities of their life (ants, bees, wasps live in large families, ants - in anthills, bees - in hollows, hives).

Slide No. 41

Slide Description:

To foster respect for the work of rural residents (farmers, machine operators, foresters). Strengthen the ability to generalize and systematize ideas about the seasons. To form ideas about the transition of substances from a solid to a liquid state, and vice versa. Observe such natural phenomena as frost, hail, fog, rain. Explain to children that everything in nature is interconnected. Strengthen the ability to establish causal relationships between natural phenomena (if insects - plant pollinators disappear, then the plants will not give seeds, etc.). To bring children to the understanding that human life on Earth largely depends on the environment: clean air, water, forest, soil have a beneficial effect on human health and life. Strengthen the ability to behave correctly in nature (do not break bushes and tree branches, do not leave debris, do not destroy anthills, etc.). Design with children albums about the seasons: select pictures, photographs, children's drawings and stories.

Slide No. 42

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Preschoolers should understand the reasons for the need to preserve all species of animals and plants without exception. For them, the concepts of "harmful, useful" should not exist. Children need to be taught not only not to pick flowers, but also to be taught that flowers will disappear due to disturbance of their habitats, for example, by trampling them. Environmental knowledge forms a certain value system. The idea of ​​a person as a part of nature, of the dependence of one's life, one's health on its state. It is important to teach the understanding of the need for reasonable consumption - do not pick more berries than you can eat. Children need to form an active position, a desire to change anything around them for the better - at least not to throw garbage by on the street. They must also understand their responsibility for the state of the environment. When telling children about any problems that arise in nature, the educator must definitely emphasize what each of us can do to solve them. This may be a minor help, but the cost will be high.

Slide No. 43

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Thus, the implementation of the FGT area "Cognition" should contribute to the organization of the process of active activity of the child, provide him with the position of an "inquisitive researcher", develop the foundations of ecological consciousness, which further contributes to the formation of theoretical thinking of a person.