Environmental education of preschool children in various types of activities. Kindergarten teachers, school teachers and educators

Environmental education of preschool children in various activities

Mikhailina Yulia Mikhailovna

Environmental education of preschool children in various activities

Environmental education is the formation in a person of a conscious perception of the natural environment, the conviction of the need for a careful attitude towards nature, the wise use of its wealth and natural resources.

The relevance of this topic lies in the fact that environmental upbringing and education of children is an extremely important problem of the present time: only the ecological worldview and ecological culture of living people can lead the planet and humanity out of the state in which it is now.

The goal of environmental education of preschool children is to form in them the foundations of environmental consciousness and environmental culture .

Objectives of environmental education :

1. Formation of basic environmental knowledge accessible to the child’s understanding.

2. Formation of skills and abilities to observe natural objects and phenomena.

3. Fostering a humane , careful, caring attitude towards the natural world, and the surrounding world in general, developing a feeling for natural objects.

The main directions of work of preschool educational institutions on environmental education :

educational and entertaining; practical; research; environmental protection

The problem of environmental education today worries scientists, teachers, and the public. It is necessary to cultivate in children a consciously correct attitude towards nature, which is considered not only as a body of environmental knowledge , but also as an effective activity with their participation . The active position of children is an indicator of the degree of environmental education and culture of the younger generation.

I believe that environmental education should be given an important place. I am sure that love for nature and respect for it should be cultivated both in the family and in preschool educational institutions. The process of educating an environmental culture can be successful if it is carried out continuously, starting from preschool age .

Preschool childhood is a valuable stage in the formation of a child’s personality and the development of a person’s ecological culture . At this age, the child develops an emotional and value-based attitude towards the environment, the foundations of the moral and ecological positions of the individual , which are manifested in the child’s interactions with nature.

Environmental education in my group is organized in such a way that it fits organically into the daily life of children: interaction with nature takes place not only in classes, but also through other types of activities at different scheduled moments.

I use a variety of methods, which I choose depending on the educational objectives, program material and age of the children. This contributes to the greatest success in children's mastery of educational material and sustainable interest in their activities .

Methods I use:

visual (observation, demonstration)

;

practical (game, work)

;

verbal (stories from the teacher , reading works of fiction, conversations);

experimental (experience)

In the process of environmental education I use the following activities :

Game activity . In the life of preschool , play is a leading activity . The game helps to develop a positive attitude towards the natural environment, children show sympathy, help everyone in need of help, take care of the flora and fauna, perceive the beauty of nature , learn to preserve and take care of what surrounds them. I use different types of games:

Didactic games, board-printed games (paired pictures, lotto,

domino).

Word games develop coherent speech, attention, intelligence,

speed of reaction.

Outdoor games help consolidate knowledge about animals, their habits,

reflect the phenomenon of living and non-living nature.

Role-playing games with natural content. With the help of role-playing games on an environmental theme, I try to evoke an emotional response in children and influence the formation of the correct attitude towards objects of the flora and fauna.

Construction and construction games - in them children reflect their knowledge and

impressions about the surrounding objective world.

Motor activity . While performing physical exercises, children observe natural phenomena and seasonal changes. I use: breathing exercises, general developmental exercises, outdoor games, relay races, seasonal sports exercises.

Communication activities and reading fiction. Children's fiction about nature teaches the child to express his opinion and voice his feelings. In my work I widely use reading stories, poems, works of Russian folklore (fairy tales, proverbs, sayings, riddles)

Visual activity . Fine art reveals the beauty of a person’s inner world so that he sees the beauty of the surrounding reality and wants to “create”

her himself.

Work. In the process of working in nature, children learn to establish a relationship between the habitat, the way of life of an animal in nature and ways of caring for it in a corner of nature.

The most significant method of environmental education of children is observation. With its help, children get acquainted with the external signs of natural objects and learn their connections with the environment. Observations form the basis of various types of activities and are used as a component during conversations, walks, excursions, and mini gardens.

Also in the group I conduct various competitions, conversations, consultations with parents on environmental education . Every year we hold the “Feed the Birds in Winter”

Thus, interacting with the natural environment, the child is an active subject. Through environmental and other types of activities , the child gains useful personal experience, feels his own opportunity to explore the world and interact with it, the child will love, appreciate and take care of the surrounding nature all his life, passing on his knowledge and skills to next generations.

Literature

1. Bukin A.P. In friendship with people and nature. M.: Education, 2009.

2. Nikolaeva S. N. Methods of environmental education of preschool children Proc . aid for students avg. ped. textbook establishments. — 2nd ed., rev. — M.: Publishing House

, 2001.

3. From birth to school. Basic general education program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. - M.: MOSAIC-SYNTHESIS.

4. Ryzhova N. A. Environmental education in kindergarten. M.: Karapuz, 2000.

5. Internet source.

Article “Environmental education of preschool children”

Popelnitskaya Elena

Article “Environmental education of preschool children”

«ECOLOGICAL EDUCATION OF PRESCHOOL CHILDREN «

Educator

MDOU TsRR Kindergarten No. 47 “Rainbow”

Environmental education and upbringing of children is a pressing problem of the present time. Properly organized, systematically carried out in educational institutions, environmental education has an intense impact on his mind, feelings, and will for the formation of a child’s harmonious personal development.

Observing the world around us allows us to organize the comprehensive development of children . This is especially important for children of primary preschool age , since it is practically the only way to understand the world in the first three to four years.

Thoughtful organization of training, walks, and special observations develops their thinking, the ability to see and feel the colorful diversity of natural phenomena, to notice large and small changes in the world around them. Reflecting on nature under the influence of the teacher and parents , the preschooler enriches his knowledge and feelings, he develops the right attitude towards living things, the desire to create and not destroy.

In our preschool , we try to introduce children to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love for nature, skills of caring for it, for all living things.

Purpose of the work: to develop a methodology for introducing preschoolers to nature for harmonious environmental education within the framework of health-development technologies.

Based on the analysis of literature data and methodological recommendations, the following tasks were set:

1. Study and analyze psychological, pedagogical and methodological literature on the research problem.

2. Organize an experimental verification of the obtained data and test them in practice.

3. To achieve the goal, the following scientific research methods were used: method of theoretical analysis; method of scientific observation; conversation method; method for setting optimal work.

Environmental education of young children and preschool pupils was implemented as follows.

Method of theoretical analysis: used to study literary data on living and inanimate nature, the influence of environmental education of children’s personal qualities , psychological, pedagogical and methodological literature on the research problem.

Conversation method: carried out by showing and telling illustrations of objects of living and inanimate nature (didactic games “Find by color”

, printed board games
“Seasons”
,
“Wild Animals”
,
“Domestic Animals”
, reading fiction (Russian folk nursery rhymes, fairy tales, songs; stories about animals; riddles);
survey of children (what animals do you know? what plants do you know? What pets do you have at home? Have you gone to the zoo? etc.).
At the same time, children’s ability to compare , compare, and draw conclusions is improved. This creates the prerequisites for the formation of such valuable qualities of coherent speech as reliability, evidence, consistency, and clarity. The child learns to reason, tell, describe.

In order for the development of a child’s thinking when becoming acquainted with nature to reach the highest possible level, the teacher’s purposeful guidance of this process .

Method of scientific observation. The ability to observe, developed in the process of learning about nature, gives rise to the habit of drawing conclusions, cultivating the logic of thought , the clarity and beauty of speech, and the development of thinking.

Daily observation during a walk enriches children’s understanding of the natural world , people (their work, relationships)

enrich the aesthetic presentation. Labor actions should be considered one of the independent components in the structure of a walk: various walks; didactic tasks; outdoor games and play exercises.

When organizing a long-term observation of natural objects, the teacher divides it in advance into a series of episodic observations, which are carried out when changes, say, in the development of an animal, become quite pronounced . The teacher invites the children to examine it, note the signs, compare its condition with what was observed before, and highlight new signs indicating a change . Sometimes children immediately notice what has changed in animals, but even in this case, the teacher turns to comparison so that the noted changes are clear to everyone. In the final observation, the entire picture of development observed by the children should be restored. An observation diary will help with this (it can be different: in the form of drawings, a herbarium, and in older groups, as a schematic reflection of changes).

Children of primary preschool age are of particular interest in observing the living area in the preschool educational institution (fish in the aquarium, turtles, parrots, indoor plants, as well as animals and birds on the street, including when organizing feeding in feeders, natural phenomena (Sun. Is the wind blowing? Which direction? What kind of snow is there? Snow has fallen. Rain. Shade., plants (flowers in the flower beds, plants on the experimental site - mini-garden, shrubs, trees). For older children the standard provides for excursions and walks to the pine forest. boron

Method for setting optimal work. Involving children of primary preschool age in work activities caring for animals and plants leads to increased interest, expands the understanding of the characteristic features of the seasons, plants and animals, the development of a caring attitude towards nature, and proper environmental education .

In our work, we use several types of involving children in practical activities.

In the group room of the kindergarten:

1) learning poems and songs, riddles about animals, seasons, fairy-tale characters, involvement in puppet theater productions, drawings of animals and plants; making crafts with the help of a teacher , for example, paper boats, appliqués, herbariums.

2) activities in a living area - caring for indoor plants (watering, loosening, wiping dust from large sheets, etc.), animals (feeding fish, turtles, parrots, participating in an experiment, for example, growing onion leaves; planting seeds flowers for further decoration of the kindergarten flower bed.

During the walk, we organize optimal activities for children that involve games. In winter, to understand the change in air temperature, take off your mittens and feel the cold, compare the sensations when the snow comes into contact with your palm and the mitten . Collection of various leaves for a herbarium, natural materials for “Hedgehogs”

from chestnuts.

Feeding birds - we take food out of the house (white bread, seeds, grain)

. All presented feeders are made by hand. Parents and children take part in the production of wooden feeders from polymer dishes. While watching the birds, we make sure that there is always food.

We accompany our observations with literary words, read poetry, play various games: we walk, jump like animals, fly like birds, peck grains like sparrows.

So, environmental knowledge must be given to the child in preschool age . Knowledge should be available to children. We should not forget about a constructive approach to learning. In the process of environmental education of a child, the joint activity of a teacher and a preschooler , since the teacher is a bearer of environmental culture , masters the methodology of environmental education , and contributes to the formation of practical skills. Recently, many domestic programs on environmental education . And the teacher himself decides which program he will work on. We must strive to green the entire educational process.

Literature.

1. Nikolaeva S. N. “How to introduce a child to nature”

: methodological recommendations for
preschool institutions /S .
Nikolaeva-M., 1993 2. Nikolaeva S. N. “Communication with nature begins from childhood”/S. N. Nikolaeva-Perm. ,1992

Environmental education and its goals

In the endless whirlpool of everyday affairs and worries, in the pursuit of material wealth, we often forget about what gave us the opportunity to live on earth. Nature, the gifts of which people sometimes use so irrationally, gives us not only the opportunity to exist, but also allows us to enjoy its truly unique beauty and instills the best moral qualities.

Environmental education, the purpose of which is to introduce children to the life of nature, instill responsiveness, and the desire to preserve its wealth, is a fairly new section in pedagogy. However, the problems that this educational direction solves are very relevant, because the difficult environmental situation in the world forces us to take immediate measures to prevent a possible natural disaster.

It must be emphasized that environmental education should begin from early childhood, at the moment when the child is just beginning to learn about the world. The child’s attitude towards the surrounding nature depends on how adults guide his actions.

Is it possible to hit a kitten or uproot flowers? Why make bird feeders in winter? A growing person is interested in many questions. And he will look for the answer not in moralizing conversations, but in clear examples demonstrated by adults.

You can talk for a long time and interestingly about how you can’t cut down trees because people won’t be able to breathe, but at the same time you can drive away a hungry dog by shouting or even hitting him. Is it worth saying that such environmental education will be meaningless?

Ecology and life are concepts closely related to each other, so it is important to teach children who are just beginning to explore this unknown vast world, to hear and see with their souls, to realize that they are part of it.

Necessary Definitions

In order to properly use the possibilities of environmental education, it is necessary to understand its essence.

Until recently, nature was studied purely from a biological point of view. However, it has always been called the source of knowledge, since it represents a storehouse of opportunities for personal development. Teachers should take advantage of this, because the essence of environmental education is the ability to find harmony in everything that surrounds a person. Moreover, the education of morality is an integral part of getting to know the natural world, because in order to learn to feel and love miraculous creations, you need to have spiritual potential.

Consequently, the concept of environmental education includes a set of measures aimed at developing the child’s consciousness, developing habits that will be responsible for the individual’s behavior in everyday life and will become the basis of his harmonious worldview.

Consciousness is formed on the basis of knowledge and beliefs, and the idea of nature as the highest harmonious substance is formed in the process of observing the development of the surrounding world.

Correct environmental behavior is based on individual actions, as well as on the assessment of these actions by others and the individual himself.

Speaking about the essence of the teacher’s influence on the environmental development of the child, it is necessary to highlight 2 factors that are the main ones in this process.

1.Stepwise structure of cognition, which is based on the following points:

representation;
formation and development of consciousness and emotions;
beginning to use the acquired knowledge in practice;
instilling the skills of a proper relationship with nature;
eradication of consumer attitudes towards natural resources;
the duration of the process of developing a behavioral line;
spasmodic development of skills;
activity of pupils.

2. The significance of the psychological component of the education process, based on the following parts:

Consciousness;
Needs;
Motives;
Goals;
Will.

Goal setting and problem solving

The definition of environmental education implies setting a clear goal in the process of developing the necessary skills and abilities. It determines the formation of a caring attitude towards the world around us, based on the moral consciousness of the child. It is important to take into account that the concept of “nature” in the educational process includes the person himself, who is part of it. Consequently, environmental culture is part of a person’s general education.

Ecological culture is a complex, multifactorial concept that includes the following components:

Knowledge of the laws of natural life;
Compliance with rules that imply careful treatment of natural gifts;
Activities for the study of natural resources and their conservation;
Propaganda work.

The set goal is realized subject to a comprehensive solution to the problems of environmental education:

Educational, with the help of which students are provided with a system of knowledge about environmental problems and the possibilities of their resolution;
Educational, aimed at developing motivational habits of correct environmental behavior, the desire to lead a healthy lifestyle;
Developing, promoting the development of theoretical and practical skills and abilities, the ability to assess the state of the environmental situation in their region and the world.

In any case, ecology and life are the subject of study of upbringing and education, since the goals and objectives determine the knowledge and perception of objects in the surrounding reality.

The system of educational process of environmental development includes the following areas:

Political;
Scientific;
Legal;
Moral and aesthetic;
Worldview.

Each of these components determines the directions and forms of the teacher’s work.

Means of educational influence

To effectively develop the correct worldview in children, aimed at protecting natural resources, teachers use different forms and means of environmental education.

Each component in this system is designed to develop the comprehensive cognitive activity of children. These include independent research of popular science literature, game complexes, observation of natural phenomena, and others.

Methods of environmental education are selected taking into account the level of development and preparation for the perception of information of children. Let's consider several stages of work and criteria for choosing methodological tools.

The initial stage involves the selection of such forms and means of work that will help analyze and correct the information and motivation that children already have about the environmental problem. Using conversation methods, the teacher evokes an emotional response in students and forms a personal perception of the problem situation.

The next stage of cognition is based on methods that stimulate children’s independent activity. Discussions are very effective, they will summarize the experience gained and allow you to gain independent judgment skills.

The theoretical justification of the presented environmental problems requires the use of a lecture by a teacher who will provide scientifically proven facts of environmental problems at different levels: local, local, global.

Any cognitive activity requires the expression of a moral choice, with the help of which previously made decisions are generalized and the aesthetic needs of children are developed. In this case, methods need to be selected based on creative media: fine arts, fiction, cinema, etc.

Games, including role-playing, will provide psychological preparation for the correct guidelines in the field of environmental problems.

There are a large number of universal methods that can be used at all stages of working with children. Let's list some of them:

Observation, analysis, reflection of objects of living and inanimate nature;
Experiments and experiments;
Labor activity based on the skills of caring for flowers, living areas, etc.;
Educational and propaganda activities, including lectures, debates, events, weeks of environmental promotion;
Excursions, expeditions, experiments.

The leading methods of the education process included encouragement, control and punishment. In this case, the punishment is humane and does not humiliate the personal dignity of the student.

The importance of choosing the right methods is difficult to overestimate. After all, the formation of an environmentally literate and educated personality depends on their effectiveness.

Family values

A child should understand how ecology and life are connected from a very early age. And since his life path originates in the family, parents bear great responsibility for the formation and development of all the personal qualities of their offspring.

What a good attitude towards nature is, what actions are not permissible to perform in relation to all living things, the baby learns in the process of observing the actions of the people closest to him.

Each piece of paper thrown past the ballot box by the mother, or the contemptuous attitude towards the stray animals of the father will firmly enter the child’s consciousness as an algorithm of actions that he will certainly repeat in the future.

The authority of parents is so unquestionable in the eyes of children that they do not need additional lectures or stories about correct behavior. Therefore, adults should not be surprised why, in adolescence, their children show aggression towards animals, do not clean up garbage after themselves in the forest, and do not understand at all why they need to save water.

The example of parents is the main, determining method of family environmental education.

For parents of preschool children

Any educational impact is based on contact between the teacher and the student. Young children need clear guidance from adults as they are just beginning to come into contact with the amazing world of nature. Parents can use the following means of instilling a humane attitude towards the riches of nature:

Walking is a great way to observe natural life. At the same time, it is absolutely not necessary to go on long hikes, because there are many interesting things near the house that will tell you about the life of nature.
Communicate with your baby, paying attention to everything that surrounds him: how the flowers smell and the leaves sway, how wet the grass and the kitten’s fur feel to the touch. From these small but very important details begins the knowledge of natural wonders.
Name every object and phenomenon that you encounter during your daily walks. You can use literary poems, folk songs and sayings. With their help, the child will not only learn the necessary names, but also expand his vocabulary.
Take care of flowers. The ideal solution would be to plant a plant together with your baby, regularly caring for it and watching its growth. The first independent discovery will be an important step in the moral development of the baby, because it will prove that all living things need care, love and care.
Make crafts using natural materials. In parallel with the development of fine motor skills, you will teach your child to use “recycled” raw materials in the form of dry leaves, sticks and cones to create “masterpieces” of art.
Read works of fiction devoted to the topic of ecology and the protection of natural resources. Discuss the actions of the characters, transfer their actions into your everyday life and analyze similar situations.

Ecological development of schoolchildren

During school years, when the main activity of children is intellectual knowledge, environmental education is built on the basis of educational activities. It is important to develop the following skills:

Formation of skills in design and creative activities;
Developing the right position towards the use of natural resources;
Acquiring the necessary knowledge about a healthy lifestyle;
Discussion skills training.

During the period of study at school, the source of environmental education is training sessions, electives and interest groups. The priority areas of activity are research and labor activity. On their basis, the professional orientation of students is formed.

Like any educational influence, environmental development at different age stages has its own characteristics, which must be taken into account. Individual and psychological differences in children also influence the choice of means to achieve their goals and objectives.

Using these recommendations, you can help your child enter the wonderful world of nature, acquire harmony, and learn to appreciate all its resources. Children who have received the right environmental education are able to create a society that can prevent future global changes in the world ecology. They will be able to enjoy the beauty of nature’s creations and contribute to its development.

The upbringing of a new generation of people capable of preserving and increasing natural resources depends only on the correct integrated influence of educational institutions and the family.

Pedagogical council "Environmental education in preschool educational institutions" methodological development on the surrounding world

Abstract of the pedagogical council

“Environmental education of preschool children”

Goal: Improving the competence of teachers, ensuring the quality of work on environmental education for preschool children

Agenda:

introduction
About the forms and methods of environmental education for children
Solving pedagogical situations
Solving test tasks
What is an ecological trail? Standards of behavior on the ecological trail
Question answer
The influence of ecology on children's health

Progress of the teachers' council:

1. Today we will talk about this beautiful, boundless and living world of nature, and most importantly, we will think together about how in kindergarten we can instill in children a sense of love for this world, how to protect the Earth - our big home in which we live .

Environmental education in our time is becoming the most important area of childhood pedagogy. Why? Firstly, environmentally conscious human behavior is the key to the survival of humanity in the common home for all of us - on planet Earth. Secondly, familiarization with nature makes it possible to best introduce a child to beauty, humanity and healthy meaning. The baby is closer to nature than us in the literal sense of the word, if only because he is small. The grass is really up to his waist, the flowers raise their corollas to his very eyes. But clouds of exhaust smoke float straight into the baby’s face, and piles of garbage from the container hang menacingly above his head.

Having understood the peculiarities of the relationship between the baby and nature, we get unlimited opportunities to develop the best human traits in him, to discover and support talents in time, and to improve health.

Nowadays only the lazy do not complain about the poor state of the environment. But if you look at the dictionary, you can see that this is the second meaning of the word “ecology”. And the first one sounds like this – “the science of the relationship of plant and animal organisms to each other and to their environment.” The natural world around us is rich, beautiful and infinitely diverse. A preschool child is open, trusting and receptive to his surroundings. Therefore, the task and duty of adults: parents and teachers is to introduce the child into this world, to reveal its beauty and uniqueness, to teach it to love and take care of nature.

Fostering an ecological culture is a long way to developing the right ways to interact with nature. The earlier education begins, the more tangible the results, so it must begin from the child’s first steps in his native land. Understanding of the elementary connections that exist in nature, a sense of empathy for all living things, an effective willingness to create it, perception of the beauty of nature, understanding of the intrinsic value of health, careful attitude towards objects of the man-made world - these are the components of ecological culture, the formation of which contributes to the full development of the personality of a small child.

Most of the changes in the natural world can be noticed, felt and experienced only outside the walls of a room, in direct contact with nature. This is why it is so important to introduce a child to nature from childhood. When going for a walk, adults should be aware that for children this is a journey into a large, diverse world. The child explores the world around him and is drawn to the beautiful and bright. He can see all this in nature. We, adults, introduce the child to this beautiful world of nature, reveal its secrets and laws to him, cultivate the correct attitude towards nature, the need for its knowledge, which means we can and should help the child in mastering basic natural history knowledge, in developing the ability to understand the world nature, to introduce him to the elementary work of creating favorable conditions for the life of living beings. On this basis, a caring attitude towards all living things in the immediate environment is cultivated. Therefore, it is so important to specifically teach a child to peer, admire, rejoice and admire the beauty of the natural world, to cultivate observation and curiosity, a kind, caring attitude towards natural objects.

It is important to help the child discover the natural world around him, to love it as a common home, equally necessary for everyone who lives in it. This is what should resonate in the soul of every child. This problem can be solved by actively introducing the child to the natural world. The task of adults is to help children accumulate vivid, emotional, vivid impressions and reliable ideas about nature.

2.About the forms and methods of environmental education for children

One way to increase its effectiveness is to use a variety of forms and methods of work.

List of forms and methods of environmental work used in preschool institutions

environmental activities;
ecological excursions;
lessons of kindness;
thinking lessons;
environmental clubs;
environmental competitions;
KVN, auction, marathon, quiz, “Field of Miracles”;
environmental actions;
discussing and playing out situations;
collecting;
environmental exhibitions and expositions;
environmental games (didactic, simulation, games - modeling ecosystems; competitive, games - travel, etc.);
environmental tales;
staging, theatricalization, etc.

3. Solving pedagogical situations

1. Four children aged 5 to 7 years are playing in a forest clearing. The smallest one shouts: “Let's catch a butterfly and set its wings on fire!” A man walking by and hearing this call stops the boy and asks: “Why do you set fire to a butterfly’s wings?” He is silent for a bit and answers: “It’s just like that...”

-How can one explain such cruelty of children?

-What are the methods and techniques for teaching preschoolers to respect nature?

2. Ira walked home from kindergarten through a park planted with currant bushes, and loudly told her mother how the whole group watered them here. But the mother was busy with her own thoughts. “Why don’t you listen to me?” Ira asked and pulled out her hand.

-What kind of whims is this?! – the mother flared up and, breaking a young currant branch, whipped the girl with it. And then she said angrily: “Who needs your troubles, it’s just a child’s game!” Without you, there will be enough nature guards - What negative consequences could a mother’s action have?

3. You go to work. Two mothers are talking peacefully on the path. At this time, their children nearby are breaking the branches of a young tree. Both already have a large armful of them in their hands.

Do you think children are simply naughty, or did no one tell them that they should not harm plants? You will silently pass by, condemning mothers (children) in your heart, or stop and talk to mothers (children)

4. Solving test tasks (each teacher is given several tasks)

1. Highlight the main objectives of environmental education:

formation of knowledge about nature
formation of labor skills
nurturing a love of nature
perception of the beauty and diversity of nature
formation of the basis of artistic culture in children
developing empathy for the disasters of nature, the need to fight for its conservation

2. Use arrows to connect the names of animals with the sounds they make:

The bear cackles
Pigeon barks
Goose coos
The sheep growls and roars
The horse bleats
The fox laughs
Deer roars

Confirm or deny the following:

Gloxinia blooms all year round
Children of the younger group should be able to water, spray, loosen on their own
Experience is an observation carried out in specially organized conditions.

4. In the list of suggested authors, highlight those who wrote about nature:

L. Tolstoy, S. Askakov, M. Prishvin, I. Sokolov-Mikitov, N. Sladkov, K. Paustovsky, I. Akimushkin, G. Snegirev, V. Chaplin, V. Bianchi, E. Charushin, A. Ivanov, V. Zotov

5. In the list of proposed forms and methods of working with children, highlight those that contribute to familiarization with nature:

Excursion,
conversation,
discussion (what would happen if...)
GCD on ecology;
Conversations
Reading fiction,
Ecological excursions.
KVN, quizzes, competitions.
Problem situations.
Language logical tasks.
Ecological exhibitions, expositions.
Week of environmental creativity.
Ecological holidays, exhibitions.
Didactic games with environmental content
Ecological tales.
Ecological trail.
Observations.
Search and research work.

6. What types of activities can environmental education be associated with:

Artistic activity
Musical activities
Play activity
Physical education and health
Experimental and practical activities
work activity

7. In the list of proposed environmental factors, highlight the permanent ones:

Cloudiness
Annual rotation of the Earth
Permafrost
Solar eclipse
Tide
Hurricane
Water cycle in nature
the change of night and day

8. Highlight practical, verbal. Visual methods of getting acquainted with nature:

Observation,
teacher's story,
looking at paintings,
a game,
work,
conversation,
reading fiction
Elementary experience
Video demonstration

9. Identify the characteristics of living organisms:

Moves
Melting,
Spills Spills
Feeds
Formed
Breathes
Sculpted
Growing

Select edible mushrooms:

White
fly agaric
Chanterelles
Death cap
Russula
False honey agaric
Gruzd
Ryzhik
Boletus
Volnushka

Select wild plants:

saxifrage
Lily of the valley
Begonia
Snowdrop
Bell
Gloxinia
Zephyranthes
Buttercup
Water lily

Collect a bouquet of meadow, garden, and medicinal plants:

Clover
Tulip
Tansy
Narcissus
Buttercup
Mouse peas
Aster
Mint
Sage

Highlight the criteria for the formation of environmental knowledge:

Knowledge about the animal world
Knowledge about objects in the immediate environment
Knowledge about the plant world
Knowledge about the phenomena of social life
Knowledge about inanimate nature
Knowledge of the seasons
Relationship to the natural world

Select inanimate objects:

Sand
Birds
Trees
Stones
Fish
Clay
Snow
Water
Grass
Sun
Insects
Air

Combine the scientific names of indoor plants with folk ones:

"Vanka wet" sansevier
"Pike tail" aloe
Nettle" balsam
"Fool" coleus

Connect with arrows:

Hardworking like a fox
Brave as a ram
Faithful as a hare
Cowardly as a dog
Sly as a lion
Stupid as an ant

Select a plant that gets its name from its leaves:

snowdrop,
dandelion,
coltsfoot,
violet,
buttercup

Confirm or deny the following:

Azalea is a heat-loving plant
Austria is the birthplace of budgerigars
Zygocactus - another name for “Decembrist”

Confirm or deny the following:

Begonia Rex propagates by seeds
Children 6-7 years old are introduced to 3-4 indoor plants
Canaries get their name from the Canary Islands

Who lives where. Connect with arrows:

Hare river
frog soil
Mole tree crown
Squirrel sea
whale on land
Woodpecker

Connect with arrows:

Birds flying to warmer regions for the winter are nomadic
Those who live with us all year round are migratory
Wintering arrivals from the North

Confirm or deny the following:

The plant breathes from all parts
Scales and fins help fish breathe in water.
The polar bear lives in Antarctica
Penguins live in the Arctic

5.Ecological trail

Trails in the park or in the green area of the kindergarten can be used as ecological ones. What can a child see on such a path? Trees, plants, including those listed in the Red Book, anthills; mole mounds; woodpecker forge; landforms, rocks, soils and other landscape components. As well as transport routes, agricultural lands, architectural structures that will help show how people influence nature and solve problems of its protection. For the trail to really help educate children environmentally, it is necessary to pay special attention to the rules of behavior in nature.

Children love to travel and discover unknown lands. First, these are travels around the territory of the kindergarten, then around the immediate surroundings. And, like real explorer travelers, children make environmental maps. They fill up gradually. The simplest symbols and drawings invented by children are used. By reading the map, you can find out how many trees grow near the road; where the plots of land are cleaner: near retail outlets or near a school, kindergarten, cinema and why; where landfills occur; where asphalt paths are laid; where the ground is trampled. The maps mark places where wild and cultivated plants grow. Looking at the map, children think about topics such as: what plants grow in green areas and what plants grow along the road, along the path? How did they adapt to environmental conditions? Etc.

The most polluted places are marked in red on the map. You can tell children that there is an environmental map of Russia, the purpose of which is to highlight the most polluted places that are dangerous to life, places of environmental disasters and catastrophes.

6. Rules of behavior on the eco trail.

During the story, follow the rules of etiquette.

Try to follow the path.

It is not allowed to shout, litter, or tear up grass and flowers on the ecological trail.

Do not climb fences, trees or bushes.

Do not jump from heights or equipment.

Walking barefoot on grass, sand, or gravel is permitted only after inspection and confirmation of the safe condition of the area.

To avoid overheating during the hot season, children should wear light hats.

Question answer

1. Why is the Red Book called red and not green? (red color is a danger signal)

2. How is a frog different from a toad? (the frog is a diurnal animal, and the toad is nocturnal)

3. Can a penguin be called a bird, and a dolphin a fish? (Penguin is a bird, dolphin is a mammal)

4. Does a mosquito have teeth? (there are quite a few, 22)

5. Who has ears on their feet? (at the grasshopper)

6. Who drinks with their feet? (frog)

7. Who wears a plow on his head? (elk, deer)

8. What birds breed in winter? (crossbills and kingfishers)

9. How do bees and wasps hold their honeycombs together? (saliva)

10. Why can't polar bears live in the forest? (because they only eat fish)

11. How is a hedgehog similar to a bear? (hibernation)

12. Who spends their whole life on the move? (shark)

13. How many wings does a beetle have? (Two pairs)

14. Whose tongue is longer than the body? (at the chameleon)

15. What’s wrong with the frog’s tongue? (it's attached backwards)

16. Why do fish cough? (clean the gills from silt)

17. When do buds appear on trees? (autumn)

In order for the ecological state of the planet to be better, first of all, we must start with ourselves and with compliance with environmental laws. They sound like this:

• You cannot live on Earth and not take, but you must take rationally.

• Everything that is on Earth is necessary for its development and the development of man.

• Man is not the master of nature; by destroying her, he destroys himself.

• By protecting nature, we maintain the population of the Earth.

• Nature conservation is part of the struggle for peace. Nature and war are incompatible.

These five laws of nature were derived and formulated in 1908 by the Nobel Prize winner, German scientist Ehrlich.

We talked a lot about ecology and environmental education. I would like the knowledge that you remembered or acquired today to help you in working with children.

Skill of the future: why it is important to talk with children about ecology

Children are our future, so our tomorrow depends on what we tell them today. We talked about the importance of environmental education with Anna Gorshkova, coordinator of the Ekoclass.rf portal.

Why is it important to engage in environmental education for children?

It is obvious that today man influences nature so much that it simply does not have time to cope with it. But our well-being also depends on the health and well-being of nature, since we use all its benefits and resources. And it is obvious that having a healthy and comfortable environment is, first of all, a necessity for ourselves.

It is necessary to tell children about this from an early age, because such knowledge, view of the world, thinking and habits are formed in preschool age. The child is more open and receptive, it is easier for him to try something new, to build, among other things, ecological thinking.

In addition, children are the future of our world: politicians, teachers, ordinary people. What kind of thinking and views we help them form in childhood determines what our world will be like.

Ecological thinking is the skill of seeing relationships in nature, seeing how our actions affect the environment, feeling responsible for today and for the future. In the next 5–10 years, this attitude will be vital in all areas of human life, in any company, in any position. And in every profession, environmental thinking will become one of the basic skills, so it should be instilled from childhood.

Where to start with environmental education of children?

I would advise you to observe what the child is interested in and try to approach it from that direction. As a child, I was interested in animals and nature, which is why I grew up as an ecologist.

Someone might be interested in economics—you can talk about ecological economics.

I also recommend that parents raise their children by example, because they subconsciously repeat the actions of adults. Any eco-habits that can be practiced at home (not using plastic bags or turning off the water and lights) must first be introduced into your life. So, it will not seem complicated to the child.

And, of course, I would start by explaining and demonstrating how diverse, beautiful and unique the world around is. Show why it is worth saving. Show me how amazing everything is! After all, you can watch films and read books on this topic.

How to apply the acquired knowledge in practice?

I repeat, introduce eco-habits. For example, you and your child learned that plastic is bad. Now it is important to move from theory to practice. The easiest way is to start sorting waste, using reusable things, so that there is a connection: there is a problem - I can influence it.

What tips can you give for raising children of different ages?

Very roughly, we divide children into three large age groups:

Children under 7 years old. The influence of parents plays a big role here. By personal example it is worth showing the right habits, helping, giving the opportunity to study, be more in nature, and see what is happening in the world. You can add an interactive format and turn everything into a game.

Children 7-14 years old. At this age, children begin to read actively, you can take advantage of this and give them thematic books. Plus, there are many different cartoons and films on the topic of ecology for children. In elementary school, many are asked to make their own project, so suggest doing it specifically on an environmental theme.

Children from 14 years old. At this age, you can participate in projects on a more serious level: how to make school more environmentally friendly, change your eco-habits. You can volunteer or intern to participate in youth conferences and movements. This is a good experience and sometimes even career guidance. It is possible to take class trips to protected areas, a biological station, or visit biocircles. The main thing is to try to be active at any age.

The concept of “ecological education”

Although the concept itself arose recently, environmental education as a type appeared many, many centuries ago. One can say even more - in the past, any upbringing and education was, in part, environmental. By learning the laws of nature, man identified himself with the whole world, which allowed him to harmoniously merge into it without violating laws and norms. After the situation worsened (from about the 60s of the 20th century), people started talking about the value of nature and the importance of environmental education.

The concept itself means “education in harmony with nature. Not “above” and not “under”, but precisely in harmony, within it, as a single whole of one organism - man and nature.