Observation as the main method of environmental education for preschool children

Observation as the main method of environmental education for preschool children

Observation as the main method of environmental education

Teaching methods are ways of joint activities between the teacher and children, during which the formation of knowledge, abilities and skills, as well as attitude towards the surrounding nature, is carried out. In the process of environmental education in a preschool institution, teaching methods such as visual, practical, and verbal are used. Visual methods include observation, looking at paintings, demonstrating models, movies, filmstrips, etc. Visual methods most fully correspond to the possibilities of cognitive activity of preschool children and allow them to form vivid, concrete ideas about nature. Among the various methods of environmental education of preschoolers, an important place should be given to observation. Its essence lies in the sensory knowledge of natural objects, in their knowledge through various forms of perception - visual, auditory, tactile, kinesthetic, olfactory, etc.

Observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena. The purpose of observation can be the assimilation of various knowledge - establishing the properties and qualities, structure and external structure of objects, the reasons for the change and development of objects (plants, animals), seasonal phenomena. To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena. The meaning of observations. The observation method in environmental education of preschool children is the main one. The need and significance of its use are associated, first of all, with the nature of the knowledge available to preschool children. The main stock of knowledge accumulated by a child in preschool age is ideas, i.e. images of previously perceived objects and phenomena. The more specific and vivid the idea, the easier it is for the child to use it in practical and cognitive activities. And this requires frequent direct meetings with nature, observation of its objects and phenomena. Observation allows children to show nature in natural conditions in all its diversity, in the simplest, clearly presented relationships. Many connections and relationships of natural phenomena are accessible to direct observation and visible. Knowledge of connections and relationships forms the elements of a materialistic worldview of nature. The systematic use of observation in the process of environmental education teaches children to notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education. Observation of nature is also an inexhaustible source of aesthetic impressions and emotional impact on children. The inclusion of various senses in the process of observation ensures the completeness and specificity of the knowledge being formed. Observation must be accompanied by precise speech from the teacher and children so that the acquired knowledge is assimilated. Since observation requires concentrated voluntary attention, the teacher must regulate it in time, volume and content. There are the following classifications of observations: 1. types of observations according to the nature of cognitive tasks; 2. types of observations by duration; 3. types of observations by number of children. Types of observations according to the nature of cognitive tasks. 1. Analyzing or recognizing observations. The purpose of these observations is to form in children ideas about the diversity of plants and animals, objects of inanimate nature, to recognize the characteristics of certain objects, their properties, characteristics, and qualities. 2. Observation of the growth and development of plants and animals, as well as changes in inanimate nature. The purpose of these observations is to generate knowledge about the stages of growth and development of plants and animals, seasonal changes in nature. 3. Recreative observations. The purpose of these observations is to develop the ability to establish (recreate) a whole phenomenon or natural object based on its individual characteristics (parts). For example, to determine by color whether a fruit is ripe or unripe, by a fallen seed, which tree it belongs to, by the trail - which animal has passed, etc. Types of observations by duration: 1. short-term; 2. long-lasting. Types of observations by number of children: 1. frontal; 2. group; 3. individual. General requirements for organizing surveillance. Each type of observation requires a kind of guidance from the teacher. At the same time, there are general requirements for conducting all types of observations: 1. The purpose and task of the observation must be set clearly and specifically. In all cases, the task should be educational in nature, force the child to think, remember, and look for an answer to the question posed. 2. For each observation, the teacher needs to select a small circle of knowledge. Children's ideas about natural objects are formed gradually, as a result of repeated encounters with them. Each observation should give children new knowledge, gradually expanding and deepening their initial ideas. 3. The organization of observations should be systematic, which will ensure their interconnection. As a result, children will form a complete, deep understanding of the surrounding nature. 4. Observation should contribute to the development of children’s mental and speech activity. Activation of mental activity is achieved by a variety of techniques: setting a specific and accessible observation task, using survey actions as a method of observation, drawing on children's experience, pronouncing the results of observation, comparing one object with another, presenting questions of varying degrees of complexity. 5. Observation should arouse children’s interest in nature, the desire to learn as much as possible about it. 6. The knowledge acquired by children during the observation process should be consolidated, clarified, generalized and systematized using other methods and forms of work. These methods can be a teacher telling a story, reading a book about nature, drawing and modeling, keeping nature calendars, talking about what they saw. 7. As a result of each observation, children should form an idea or an elementary concept about a particular object or natural phenomenon. 8. In the process of observation, it is necessary to remember about cultivating an emotionally positive and competent attitude towards nature as a whole. Preparing for observation. The teacher must: – determine the place of observation in the system of upcoming work; – content of knowledge, skills and abilities in accordance with the program; – choose an object for observation (plant, animal, inanimate object), which should be interesting for children and at the same time accessible to perception; - think over the organization of children - how to place them so that the object is clearly visible to everyone, so that you can freely approach it and act with it (feed, play, etc.); – prepare all the items necessary during observation (thermometer, magnifying glass, bowls of food, water for observing animals, etc.). Guide observations in different age groups. Younger age. When thinking through the organization and management of children’s observations, the teacher needs to take into account the characteristics of mental processes and the level of cognitive activity of children. It is known that the attention of young children is attracted by bright, moving objects. Therefore, it is better to organize the first observations of animals rather than plants. At this age, children do not yet know how to keep the goal set for them, accurately follow the plan proposed to them, or summarize the observation. The volume of generated ideas is quite limited. In this regard, at the beginning of observation, the main task of the teacher is to attract the children’s attention to the object. You can use a variety of surprise gaming techniques. For example, unexpectedly bring an animal to the group, or you can interest the kids with the help of puppet theater characters and funny toys. Then an examination of the object is organized. Considering that children’s attention is primarily attracted by the actions of the animal, the teacher uses various techniques to encourage it to engage in active behavior (feeding, playing), and then draws the children’s attention to how the animal eats and looks at what sounds it makes. The teacher asks the children questions, encouraging them to name this or that action. In this regard, examination techniques are of great importance. Examination of objects helps to identify their sensory attributes. For example, in order for kids to know what kind of fur a kitten has, they are asked to gently stroke it and determine whether it is fluffy or smooth. The teacher also uses imitation of movements and sounds. For example, he invites children to fold their palms and move them like a fish with its tail, meow like a kitten, etc. In the second half of the year, comparison can be used during observation in the younger group. The teacher selects two animals or plants and offers to compare them. You can compare a living object with the image in the picture. The main task of comparison is to establish signs of difference between one object and another. Kids will see that animals and plants differ from each other in size, color, pattern of movement, etc. Questions asked of young children should be of a reproductive nature, i.e. When teaching children, the teacher clearly poses the question, directing their attention to signs, for example: “Who?, What?, What color?, Look at the sparrow and dove: which one is bigger?” From the age of three, individual search actions can be included in observation. For example, while feeding a kitten, offer it different food: meat, fish, vegetables - and after observing, ask the children what the kitten likes to eat most. At the end of the observation, in order to enhance the emotional impression of children from communicating with animals or plants, it is advisable to sing them a song, read a poem related to the topic of observation, or play a game where the corresponding character acts. Observations of animals and plants in younger groups should be carried out repeatedly. It is useful to repeat them both with the whole group and with small subgroups and even individually. It is very good if observations are associated with play or visual activity. Average age. Pupils in the middle group already have some stock of specific ideas about nature. Looking at surrounding objects, they are able to perceive them in detail. However, independent observation at this age is still imperfect. Children cannot identify characteristic features of difference or see common features in several objects. Pupils in the middle group gradually learn to accept the observation task set by the teacher. And if this task coincides with practical activity, then it is perceived quite easily, for example: “The hamster will live with us, we will learn to care for it.” During observation, children listen to the teacher’s questions and, following the plan given by him, examine the object. As a result of observation, with targeted guidance, each of them can create a holistic image of the observed object and give its verbal description. The increased perception capabilities of five-year-old children make it possible to complicate the content of observation. Children are taught to consider not only animals, but also plants, and they can offer both one and two objects at the same time. Now, during observation, each child (or a small group of 2-3 people) receives an object (or several) for individual consideration. This is the so-called observation using handouts. Starting from the middle group, long-term observation of the development and growth of animals and plants is organized. The scope of ideas that are formed during observation in the middle group also expands significantly. Children continue to be introduced to the appearance features of some plants and animals, the components and characteristic features of each of them are highlighted. By watching animals, children also learn about how they move, what they eat, and where they live. Gradually, preschoolers begin to understand some connections and relationships between natural objects. On this basis, it becomes possible to develop knowledge about some adaptations of animals and plants to the environment. Observation in the middle group begins with the teacher setting a cognitive task, which often coincides with practical activity, for example: “We will look at a sparrow and we will draw it.” During observation, the teacher uses various techniques to help him focus the children’s attention on the features of appearance and on establishing the necessary connections and relationships. One important technique is asking questions to children. For children of middle preschool age, they are not only reproductive in nature, i.e. questions aimed at clarifying knowledge about the main parts of objects and their features: Who is this? What color is the fur? What shape is the body? Questions are asked aimed at children establishing elementary connections and relationships between natural objects, so-called search questions, for example: why does the telescope fish swim slowly, and the guppy swim quickly? Why does a hamster climb ladders so deftly? Particular attention should be paid to developing in children the ability to talk about the results of observation. To this end, the teacher thinks through techniques that activate children’s speech: asks the same question in different versions to different children, suggests pronouncing difficult and new words in chorus, chooses the most accurate designation of a feature from two or three proposed by the teacher, etc. Children are taught to compare objects based on differences and similarities. In the middle group, they begin to use stories from children’s personal experiences. For example, a teacher asks a child to remember what color the bark of a birch tree is, how he helps take care of the pets (plants) he has at home, etc. This technique contributes to the emergence of interest in observation, the desire to share experienced impressions, and the formation of generalized ideas about animals. During observation in the middle group, it is recommended to use artistic words - these are riddles, songs, nursery rhymes, poems related to the content of the lesson. The teacher can invite the children to remember the poems they know and read them to their peers. Pupils of the middle group begin to master simple ways of caring for plants and animals, therefore, during observation, the teacher can ask them to perform simple labor actions. Children need to form a clear idea of ​​the observed object, knowledge of some ways to care for it, and a caring attitude. Therefore, when completing the observation, you should use questions to find out how the children acquired knowledge. Questions need to be formulated in such a way that they are interesting to the children and lead to a generalization of the knowledge gained. For example: “Tell me how we will take care of the rabbit” or “How will you recognize a bullfinch if you see it on the street?” The result of observation can also be the practical activities of children: reflection of the observed object in a drawing, caring for it in a corner of nature, older age. At older preschool age, children are able not only to accept a cognitive task set by an adult, but also to independently set it during a variety of activities: play, work, and visual arts. Quite often, independent task setting in older preschool age is also associated with cognitive activity and the emergence of questions and contradictions during its course. The surveillance is becoming more and more systematic. Children can draw up a simple observation plan themselves and act in accordance with it. The children's perception becomes more dismembered (differentiated). Under the guidance of the teacher, preschoolers identify in objects characteristics that are characteristic and significant for their entire group. On this basis, it is possible to form a generalization. It is also characteristic of observation that children can examine an object not in isolation, but in the system of its connections with the outside world: place and habitat, adaptation to the environment. In the older group, the teacher introduces children to new objects that can be observed in the immediate environment, and to those that live in other climatic zones. Children continue to be introduced to the appearance features and lifestyle of animals (movement, nutrition, habitat, seasonal adaptations, protection from enemies, growth and development). At the same time, an important task that the teacher solves is to establish connections between the appearance of the animal, its lifestyle and habitat. The formation of more complex knowledge in children of senior preschool age requires the teacher to both complicate the organization’s methodology and conduct observation. Observation begins by setting a cognitive task for children, for example: “Today we will look at parrots to learn how to care for them.” Then the teacher offers to talk about the appearance of a natural object, and you can use models. He asks additional questions only in case of difficulties. Search questions aimed at establishing connections and relationships are widely used: why does a parrot have a short, strong, hook-shaped beak? What kind of food can a parrot eat? Why does a parrot easily climb the walls of its cage? When organizing observation, it is necessary to strive to ensure that the children’s examination actions are conscious. To this end, survey activities are used to verify impressions obtained during observation. The teacher, with the help of questions, encourages children to understand the method of acquiring knowledge: how did you find out about this? Check it out. Labor activities are widely used to ensure the development of skills and abilities in caring for plants and animals. It is necessary to use riddles, poems, and interesting stories in the observation process, as all this helps to expand the knowledge of preschoolers. The main tendency in the cognitive activity of children in the seventh year of life is the desire for generalization. This is explained by the fact that the children’s ability to see significant signs in objects and natural phenomena has increased. Observation becomes more independent. The teacher’s task is to form generalized elementary concepts in the process of observation, to lead children to understand increasingly complex patterns that exist in nature, and to foster independence. When organizing observations with children of this age, the teacher selects material that contributes to the systematization and generalization of knowledge, helping to see significant signs in objects and natural phenomena. Based on the identification of these essential, general features, children form elementary concepts: “animals”, “plants”, “living”, “non-living”, “winter”, “summer”, etc. The teacher helps students see the general patterns between the habitat and the appearance of plants and animals, between the conditions of existence and their needs, way of life.

Organization of observations at ecological trail sites

Mikhneva Valentina Nikolaevna Chueva Irina Ivanovna teachers MBDOU “Kindergarten of general developmental type No. 25 “Fairy Tale” p. Morozovo, Gubkinsky district, Belgorod region

Implementation of the educational field of “cognitive development” through the organization of observations at ecological trail sites

Preschool childhood is the most fertile time for the formation of environmental consciousness, the child’s understanding that the Earth is our common home, and people in it are part of nature.

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A specific feature of environmental education for preschoolers is the child’s direct contact with natural objects. Children of preschool age can learn the natural connections of living organisms with the environment and understand the rules of communication with living beings, treat nature humanely and with care. One of the elements of ecological culture is ecological ideas - ideas about plants, animals, humans as representatives of living things in the natural world; ideas about the needs of specific plants, animals, people in environmental conditions; ideas about different habitats; ideas about seasonal changes in basic conditions in different habitats, about the ways in which various living creatures living in these environments adapt to them; ideas about the growth and reproduction of living beings; relationship and interaction of living organisms in communities (ecosystems). The brightest and most interesting manifestations of the world around a child are living nature. Therefore, the formation of a preschooler’s ideas about living nature serves as an understandable tool for him to develop abilities and awareness of the reality around him.

An interesting and fairly new form of organizing communication, cognitive interaction of children with the natural world and the formation of environmental ideas can be considered an ecological trail, which is a specific route into the natural world (both on the territory of a preschool educational institution and beyond).

An ecological trail is a specially equipped route in nature that allows you to solve educational problems. Systematic acquaintance of a child with the natural world allows him to develop the most important operations of thinking: analysis, comparison, the ability to establish relationships, generalization.

Children are constantly in contact with nature in one form or another. On the trail, children learn to express their opinions, ask and answer questions, and write a descriptive story. Thus, by learning about nature, children’s vocabulary is enriched. Pupils learn to grow plants, care for them, and realize the value of the life of even the smallest insect. They learn the rules of behavior in nature, show interest in collective activities, and develop a responsible attitude towards the products of their labor.

The emotional response of children to the beauty in the world around them, in the process of educational work on the trail, and the observation of beautiful objects awakens in children the desire for artistic and creative activity.

Thus, educational work on the ecological trail covers all educational areas, which meets the requirements of the Federal State Educational Standard.

The ecological trail of our preschool institution was created on its own territory and is represented by several stops or points.

1. Stop "Rowan". We introduce children to rowan - red and chokeberry, develop children's cognitive activity in the process of forming ideas about trees and shrubs. We cultivate a caring attitude towards living nature objects. Children learn to watch the birds that fly to the feeder in the winter and determine the name of the birds by their appearance.

Joint activities of the teacher and children at this point:

• viewing and observing trees and shrubs at different times of the year;
• comparing them with each other: trunk, branches, leaves, bark, flowers, fruits, seeds;
• conducting research: measuring the height, thickness of trees;
• productive activity: “Rowan branch”, “The waxwings have arrived”, “Rowan beads”
• environmental actions: planting trees, growing seedlings from seeds;
• environmental project “Rowan and mountain ash - are they the same type of plant?
• didactic games: “Children on a branch”, “What grows where”.

1. Stop "Green Pharmacy ". We introduce pupils to the medicinal plants of our area: chamomile, plantain, calendula, mint, lemon balm, hyssop, echinacea, dandelion, rhubarb, wormwood, valerian, St. John's wort, catnip, thyme, coltsfoot, etc. Children learn about the medicinal properties of plants , learn to properly collect and store medicinal raw materials. In winter, we brew herbal tea from harvested medicinal raw materials.

Joint activities of the teacher and children at this point:

• observing the appearance of plants in spring, growth, flowering, examining flowers, leaves, comparing different plants during the spring, summer and autumn months;
• collection of plants for herbal tea;
• looking at illustrations and searching for medicinal plants on the site, talking about the rules for collecting plants;
• work in the garden bed: planting new plants, watering, weeding, loosening, preparing the garden bed for winter;
• conversations with children about the healing properties of each plant;
• didactic games: “We are plants”, “What is useful”, “Whose leaf”, “Guess what to treat”, “Guess by the smell”, etc.

3. Stop “Spruce Row ”. Let’s clarify the idea of ​​spruce and its beauty: slenderness, pyramidal shape, green outfit. We learn to determine the age of spruce by rows of branches. We are conducting a mini-survey “Which is better: a live spruce or an artificial one for celebrating the New Year”

Joint activities of the teacher and children at this point:

• viewing and observing trees at different times of the year;
• comparing them with each other: trunk, branches, needles, bark, fruits, seeds;
• conducting research: measuring the height, thickness of trees, comparing cones in spring and winter, drawing;
• physical education and health activities (aromatherapy);
• conversations “Yolka needles”, “Who is the spruce tree friends with”;
• observation “Who comes to the Christmas tree in winter” (following footprints in the snow), comparison of Christmas tree needles with other coniferous trees”, “How a spider flies”;
• didactic games: “Whose traces”, “Yolka’s riddles”, “Find and feed the wintering birds”;
• productive activity: “Ate big and small”, “Don’t prick us with a furry twig”, “Decorated Christmas tree”, “Crafts from pine cones”,
• reading environmental fairy tales: “Spider”, “Once upon a time there was a Christmas tree”.

4. Stop "Alpinarium ". We introduce rock garden plants: sedum, young, alyssum, echinacea, purslane, bellflower, cloves, chives, aquilegia, fescue, periwinkle, shallots, spurge, iris, primrose; the relationships of plants with the environment (sun - light, water, heat, soil), with insects: butterfly, bumblebee, bee; we establish rules of behavior in nature.

Joint activities of the teacher and children at this point:

• conversations with children about the beneficial properties of plants and their fruits;
• viewing and observing the growth of plants in the rock garden at different times of the year;
• observations of an alpine hill as a community of plants and insects that cannot live without each other: “Acquaintance with mountain plants and their characteristics”, “What is soil for”, “Acquaintance with minerals”, “Butterflies and moths”, “ Aphids and ladybugs"
• learning proverbs, poems and sayings about insects with children;
• games: “Why did they call me that?”, “What grows in your native land?”, “Find out the plant.” “What kinds of plants are there?”;
• productive activity: “Blooming Flowerbed”, “Ladybug”.

1. Stop "Lipa". We develop the cognitive activity of children in the process of forming ideas about the tree - honey plant. Its appearance, the characteristics of this plant; about tree bark and why linden is often found in Russian folk tales. Please note that the linden tree is the first of all the trees on the site to shed its leaves.

Joint activities of the teacher and children at this point:

• examining and observing the tree at different times of the year (particular attention to flowering);
• comparison with other trees: trunk, branches, leaves, bark, flowers, fruits, seeds, examining the bark with a magnifying glass;
• conducting research: measuring the thickness and height of tree trunks;
• didactic games: “We are trees”, “Give the tree a gift”, “Which tree is the leaf from” “Run to the named tree”, “Pathfinders”, “Who is friends with whom”, “If I were a tree”
• exhibitions of drawings: “Miracle Tree”, “Blooming Linden Tree”, “How Spring Decorates the Earth”

1. Stop "Shrubs". Various shrubs (lilac, sea buckthorn, serviceberry, jasmine, currant) are planted at this point. Children learn to distinguish shrubs from trees, distinguish them by appearance, remember the name of the bushes, know medicinal shrubs, whose fruits are used to prepare herbal tea (currant, jasmine).

Joint activities of the teacher and children at this point:

• looking at illustrations and talking with children, searching for medicinal plants on the site, talking about the rules for collecting plants;
• conversations with children about the beneficial properties of plants and their fruits;
• learning with children proverbs, poems and sayings about bushes and insects;
• labor landing “Help the plants” (thinning branches with the help of adults, planting cuttings);
• didactic games: “Make a guess and guess”, “Which branch are the kids from?”, “Brew compote”, “Edible-inedible”; "Children on a Branch";
• productive activities: “Blossoming May”, “Preparing for the winter”, “Vitamins on the branches”.

1. Stop "Reservoir" . We introduce the plants of the reservoir (reeds, algae, water lilies, etc.), reptiles, amphibians, insects; We develop in children the ability to see the diversity of the world in a system of relationships and interdependencies, to accumulate their own cognitive experience with the help of visual aids (natural objects, symbols, conditional substitutes, models). They released crucian carp and frogs into the pond. This is the most favorite and interesting point for children. Models of a stork and a bench for observation were placed next to the pond.

Joint activities of the teacher and children at this point:

• examining and observing the life of a reservoir at different times of the year;
• conversations with children about a pond as a community of plants, insects, amphibians and birds that cannot live without each other;
• learning proverbs, poems and sayings with children;
• conversations with children about the beneficial properties of plants, moisture-loving plants and trees (willow);
• drawing in the fresh air: “Weeping willow tree”, “Frog frogs”, etc.
• organization of experimental and search activities: “Ice melting in water”, “The ability of water to reflect surrounding objects”, “Sinking-floating”, “Why is the ice cracking on a pond?” and etc.
• reading ecological fairy tales: “Willow - willow”, “Why did the river cry?”

1. Stop "Beryoza". We introduce children to the symbol of Russia - the birch, with its characteristic features. We have several of them: of different ages and different trunk thicknesses. We teach children to notice the changes that occur with a tree during each season. We invite you to express your opinion: why did the tree wither? How is it different from living things? Children explore the bark and branches. Are there insects on the tree? How can you help the trees on the kindergarten grounds stay alive as long as possible?

Joint activities of the teacher and children at this point:

• determining connections in a plant community (growths on tree trunks, as well as herbaceous plants growing in a birch grove);
• observations of birch trees of different ages and different thicknesses;
• didactic games: “Which branch are children from?”, “Recognize the plant”, “Find a tree by seeds”, “Autumn leaves”, etc.
• conversations: “How plants prepare for winter”, “Plants also cry”, “Hoarfrost and frost”, “Where insects hide”, “trees like people”;
• entertainment: “Russian beauty - birch tree”, “We danced around the birch tree”, “Travel with a birch leaf”;
• productive activity: “White Birch”, “Golden Autumn”, “First Leaves”;
• pantomime game "People and Trees".

As a result of organizing observations at ecological trail sites, preschoolers develop cognitive activity, curiosity, and the desire for independent knowledge and reflection.

Thus, the ecological trail provides an opportunity to focus children’s attention on a small number of living nature objects, on their most typical features, and thereby provide deeper and more lasting knowledge about the world around them.

Bibliography:

1. Voronkevich O. A. Welcome to ecology. – St. Petersburg, Detstvo-Press, 2007, 489 p.
2. Ryzhova N.A. Me and nature. – Moscow, Linka-Press, 2001, 53 p.
3. Penzulaeva L.I. Outdoor games and play exercises for children 3-5 years old. – Moscow, Vlados, 2001, 67 p.
4. Shishkina V. A. Walks in nature. Moscow, Education, 2003, 110 p.

1. Observation is the main psychological research method that requires planning: determining the purpose of observation, breaking it down into tasks, identifying observation criteria, standardizing the data obtained, and analyzing them. Types of observation:

- for one child;

- for all children in the group;

- the behavior of children (the answer to the question “What do children do?”): the game, types of games, identification of abilities in acquiring skills and the time spent on it; for behavior in certain situations;

- for the manifestation of certain problematic reactions, etc.

2. The importance of observation in working with preschoolers and parents (a new look at the group; shifting the emphasis from momentary care of the child to his personality; developing the skills of active listening and observation; tracking patterns of interaction between children and parents; tracking differences in the behavior of children with parents and educators , search for reasons, etc. Many parents are interested in how their child’s abilities and interests are realized. It’s good to support any comments with observation results).

3. Preparation for observation. Homework: “Write down your personal goals regarding parental involvement in the teaching process.” Observation rules:

♦ think about what you are going to observe;

♦ the value of observations lies in the consistency and completeness of records;

♦ to save time, graph the sheets in advance and provide them with headings;

♦ stock up on watches and always write down the time and date of observation; record the frequency of recurrence of the problem, duration, intensity of the reaction;

♦ always adhere to a strict rule: give only a description of what happened, but not your assessment of it!

4. Exchange of notes and observations with parents as a manifestation of the ability to work with them as adults who are constantly responsible for children. These records are written documents about specific children. The results provide information that can be clarified, corrected, or disagreed with. We can learn from each other. Openness eliminates alienation; parents can participate in observations and help educators better understand the child.

Directives in raising children. Their psychological significance

The behavior of parents unconsciously “betrays” their educational attitudes. In particular, they can be observed in directives, which can become the object of careful study and assistance to parents (if necessary) in correcting behavior. Psychological and pedagogical work requires conscious recording of facts.

What do parenting attitudes look like in everyday life? Perhaps in the form of such frequently repeated phrases as: “You are my dear,” “My eyes would not look at you,” “Why am I being punished like this?”, “Why are you acting like a little kid?”, “When will Are you finally going to wise up?” and so on. Why does this happen with adults who have already grown up and are no longer children: whenever an important task needs to be started, it is postponed until the last moment and is completed either without pleasure or in a terrible hurry; or it is not difficult for a person to do something for another, but he is not able to help himself; or the person is hardworking, diligent, but extremely “unlucky” in life: everything collapses at the last moment, as if for reasons beyond his control; or in relationships with others does a person constantly find himself in the role of a victim who is deceived and abandoned by everyone? And, probably, everyone knows people who at work constantly complain of a headache (other) pain, and when they are offered help (they let them go home, they offer medicine, doctor’s advice), they refuse, remaining their own way.

This is the result of hidden parental “training,” first described by American psychotherapists M. and R. Goulding and called “parental directives.” There are 12 such directives, but each has more than one option.

The love of a small child for his parents is always unconditional; the child does not make demands on his parents (at least until a certain age, and then, perhaps, having learned this from the parents themselves, following their example): “I will love you if you...” Recognition of the hidden parental education in the flow of everyday life and understanding the essence of this programming can help parents and teachers adjust the process of raising and developing a child, making it harmonious.

Directives differ from morality in that if the latter is conscious, then parents resort to the help of the former because

a) they were raised that way,

b) they don’t know how to deal with their child differently. Therefore, it is difficult to avoid directives, but dependence on them is not fatal.

Ecological observations and experiments in kindergarten

Lyubov Nikolaevna Sharonova

Ecological observations and experiments in kindergarten

Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a person, and, perhaps, above all a child - a preschooler, is difficult to overestimate. The problem of environmental education and training is one of the most pressing today. Already from preschool age, it is necessary to instill in children the idea that a person needs an environmentally friendly environment. That is why it is so important to teach a child to preserve the beauty of nature. The purpose of environmental education and education in a preschool institution is to raise environmentalists, provide environmental knowledge , teach children to be merciful, love and protect nature, and carefully manage its wealth.

We are all children of Nature. It all starts from childhood . Strong childhood impressions from meeting the amazing world of nature will forever leave their mark, awakening the desire to learn more and more, to do something good yourself. And what delight a child experiences from the joy of his own discoveries. What an impetus for creativity comes from knowledge and impressions about nature.

4 Nature, with its diversity of forms, colors, sounds, smells, provides great opportunities for accumulating knowledge about it. A deeper imprint in a child’s memory will be left by what he saw, touched, smelled, listened to, and tasted. In order for children’s knowledge to correctly reflect nature, it is necessary to correctly guide the process of familiarization with it. Everything new and incomprehensible requires a detailed explanation, an interesting story, and comparison with something familiar. The most important thing is to interest the child.

When working with children on environmental education, a method such as observation . Observations take place during classes, excursions, walks, while working in a corner of nature, during experimental activities, and play activities.

5 Purposeful observation , more or less long-term and systematic perception of objects and phenomena of the surrounding world. This is a complex cognitive activity that involves perception, thinking and speech, and requires sustained attention. In addition to the content, it is extremely important to determine the organizational and methodological form of conducting observations with children of those objects and phenomena of inanimate nature that are constantly located near them.

9 Only targeted, systematic work that intersects with all types of children’s activities will bring the desired results. The world of inanimate nature will become an inexhaustible source of knowledge if it comes to the child through the hands, work, relationships with other people, with natural phenomena, through the feelings and experiences of the preschooler himself.

It is very important that young children, entering a huge, incomprehensible world, during observations , learn to subtly feel, see and understand that this mysterious world is very diverse, multifaceted, multicolored, and people are a part of this world. Children are able to see and understand this diversity. In the process of their small discoveries, their observations , children not only passively “contemplate”

environment, but also inquisitively looking for ways to transform it.

During observations, the child’s soul is revealed in communication with nature, the ability for imaginative thinking, observation , and attention develop. However, the ability to perceive and feel the beauty of one’s native nature does not come by itself; it must be developed. Children often do not notice the beauty in their surroundings. This happens when adults do not know how to convey their emotional attitude towards nature and do not awaken in the child the observation skills so necessary for the perception of beauty. By observing , only under the influence of an adult, a child begins to understand and love nature. Together with him he admires and admires.

During observations , a feeling of love for nature is fostered only when adults introduce the child to its secrets, solve them together with him, show him the interests of the life of plants and animals, teach him to enjoy nature, the smell of flowering herbs, the beauty of a flower, and the landscapes of his native places. Having become interested in nature, a child will fall in love with it and want to learn more about it.

By observing , the child not only learns the external parameters of natural objects (color, structure, smell, etc., but also acquires various skills aimed at understanding or practically transforming nature. During observations , children learn to analyze and draw conclusions. In practice, it is clear that the correct the organization of observation ensures the formation and development in children of clear ideas about animals and plants, about seasonal natural phenomena.

In autumn, children observe the changes that have occurred in nature not only with flowers, but also with trees, they note that there are fewer birds (migratory birds have flown to warmer climes)

.
Watching the leaves fall , children see that nature is beautiful in all seasons.
By organizing observation with children in a group room, the teacher introduces children to the mysterious world of indoor flora. The teacher’s task is to show the originality and mystery of their life, their beauty, for the sake of which they are kept in the room. A particularly wonderful sight is a flowering plant, which you want to look at and observe without taking your eyes off. Only by observing can a preschooler understand how the life of a plant depends on the presence of heat, light and good soil. Learns to distinguish a healthy and strong plant from a weak and frail one. Concludes that beauty is a companion to health. In the plant world, this connection is especially clear. Thus, by observing indoor plants, the child will learn to understand their condition, and then will “sympathize”

and help. Watering, replanting, and cleaning them from dust can provide effective assistance to green friends. At this time, the problems of mental, moral and aesthetic education are simultaneously solved.

After observing plants and animals, children begin to take care of them, they develop certain work skills, and develop qualities such as curiosity, the ability to observe , think logically, and have an aesthetic attitude towards all living things. And most importantly, love and interest in nature is formed. "Love is work"

- the children themselves think, and every day they lovingly
observe and care for the plants.
And the corner of nature is considered a favorite vacation spot in the group. Observation Requirements

Studying the observation from a methodological point of view, scientists identified a number of

requirements that must be observed when organizing it

carrying out.

1. The goals and objectives of observation must be clear and specific, educational in nature, and stimulate the development of children’s mental activity.

2. For each private, specific observation, you should select

a small amount of information, since ideas about objects and

natural phenomena are formed in preschoolers gradually, in

process of multiple “meetings”

with them (during use

teacher of cycles of observations of the same object). Each

follow-up should clarify , consolidate,

concretize and expand previously acquired knowledge.

3. When organizing observations, you should think through the system, their

interconnection, which will ensure children’s awareness of those signs and phenomena

which they observe .

4. Observation should stimulate children’s interest, their cognitive

activity.

5. Knowledge gained by children as a result of observing objects ,

objects of nature, must be supported, clarified, generalized and

be systematized through the use of other working methods

with children on environmental education .

Types of observations

Discriminating observation . Their main cognitive task is to find answers to the questions “Who is this?”

,
"What is this?"
,
“What are its main properties and characteristics?”
.

This type of observation occurs when the child

refers to a subject or object in connection with the upcoming productive

activity, or when he gets acquainted with a new subject or

phenomenon. The basis of discriminating observation is the system

research activities through which the child receives

information about the observed object or subject. There are also

thought processes and operations (analysis, comparison)

. But they also

based on the child's sensory experience.

Long-term observations of the change and development of objects and phenomena.

This type of observation is based on the use of various

types of perception that are formed in recognizing observation .

There are also mental cognitive processes such as thinking

and speech. Moreover, how much should the child trace, establish

changes that occurred with , the values ​​of these

processes (perception, thinking and speech)

are equalized. Definite

Memory also becomes important.

Reconstructive Observations . This is a specific type of observation , the purpose of which is to reconstruct, piece by piece, detail, a complete image of an object or natural phenomenon. Solving this problem requires subtle sensory analysis and the ability to relate a part to the whole, based on existing ideas. Thinking and recreating imagination take on leading importance in this type of observation

In addition to the above classification, it is proposed by duration

highlight episodic observations that last for several

minutes, and long-term observations that can last several

days or even weeks.

Depending on the number of children participating in the observation , it is accepted

distinguish , group and frontal observations

Focusing on the goals set by the teacher, observations are

episodic (the goal is initial familiarization with the object of observation ,

long-term (the goal is to establish cause-and-effect relationships and

dependencies)

final (the goal is to generalize and systematize the information received about the object of observation ).

In order to consolidate the ideas about the natural world acquired by children

during observations , it is advisable to use various methods

recording what is observed : nature and weather calendars, diaries

observations of plant growth and development, observation

birds, herbariums, children's drawings, etc. d. Fixing the observed will give

children have the opportunity to repeatedly refer to the experience gained,

will help maintain their interest and allow them to reinforce those feelings and emotions

which the child experienced and experienced in the process of organized observations

behind the natural world.

Widely used in the practice of preschool educational organizations

visual illustrated material is used that stimulates

cognitive activity of children, their interest in natural phenomena; helps

consolidate and clarify children’s ideas obtained during

direct observations . With its help you can form in children

ideas about objects, subjects, natural phenomena, which in

it is impossible to observe at the moment (or in a given area) .
In addition, in the process of using visual illustrated material

children can get acquainted with long-term phenomena in nature

(for example, seasonal changes in nature)

. Use of this

material also contributes to generalization and systematization in children

information of natural history content and nature.

Thus, observations contribute to the accumulation in children of concretely figurative ideas and factual knowledge, which are the material for their subsequent awareness, generalization, bringing into a system, revealing the causes and relationships that exist in nature.

As a result, children begin to understand that:

— objects and natural phenomena are interconnected and represent a single whole;

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

Therefore, by observing and analyzing, children translate their knowledge and skills into practical activities, which are of key importance in nature.

Simple experiments and experiments

Cognitive - research activity begins in childhood , when the child becomes familiar with objects and masters sensory standards. With the help of experimentation, it is easier for him to understand and establish connections, patterns in the world around him, and satisfy his curiosity.

Goal: creating conditions for the development of research activities in preschoolers. Formation and expansion of ideas about objects through practical knowledge.

Tasks:

- introduce children to the world around them;

- form ideas about objects, their properties and qualities;

- develop speech, memory, attention, fine motor skills, coordination of movements, sensory perception.

To ensure that children’s knowledge about nature is conscious, simple experiments are used kindergarten Experience is an observation that is carried out in specially organized conditions.

Experiments contribute to the formation of children's cognitive interest in nature, develop observation and mental activity. In each experiment, the cause of the observed phenomenon , children are led to judgments and conclusions. Their knowledge about the properties and qualities of natural objects is clarified (about the properties of snow, water, plants, about their changes)

. Experiments are of great importance for children’s understanding of cause-and-effect relationships.

To involve preschoolers in experimental activities , you need:

- joint work of the teacher and children;

- help from a teacher;

- real practical actions of children;

— fragmentation of one procedure (process)

into several small ones;

- work at the request of the children.

Important details:

— A small child must be taught the culture of conducting experiments.

— In the process of work, it is necessary to create problematic situations so that the child himself can come to a conclusion and solve the problem (for example, having tried to make pies from dry sand, he will conclude that the sand needs to be wetted to do this); If the child is at a loss, help him.

— The teacher leads the child from simple to complex, from sensation to concept, from specific to generalization.

— The relationship between the child and the teacher is built on the basis of cooperation, respect for the individual and providing the child with freedom of development in accordance with his individual characteristics.

— Classes are repeated for better perception and comprehension.

— Methods of conducting experiments: demonstration - the research is organized by the teacher, individual - each child performs the experiment, and group. The most effective way is for the preschooler to conduct the experiment independently.

— Not only experience is important, but also the connection of the results of this activity with everyday life, observations , work and their use in games.

Experience should always be built on the basis of existing ideas that children received in the process of observation and work . Its task and purpose should be clear to preschoolers.

"Water"

Introduction to water and its properties. Transparent, but if it is painted, for example, blue, it becomes blue; no taste, but if you add salt it becomes salty, if you add sugar it becomes sweet; odorless, but if you drop it, for example, valerian, it acquires its smell. It has no shape, but if it is poured into a jug, it takes the shape of a jug.

Independent activity of children. Catching balls from water (sinking or floating, pouring from jug to jug, water mill.

"Sand"

Study of sand and its properties. Dry sand is poured (through a sieve or funnel, but wet sand is molded and does not pour through the funnel; it consists of small pebbles - grains of sand.

Independent activity of children. Drawing on sand, footprints and prints, “Merry Easter cakes”

,
“Find the toy”
,
“Sandmill”
, etc.

"Hard - soft"

Introduce the properties of stone and clay (stone is hard, clay is soft, if you knock with a stone it makes a loud sound, but with clay it makes a quiet sound).

Independent activity of children. Construction of a house for a turtle from stones, construction of a path from stones, sorting of stones; modeling clay balls, etc.

"Air"

Acquaintance with the properties of air and its meaning (a breeze blows, we blow on a boat in the water, we blow through a tube into the water - this is air). We inflate the balloon, and then release the air from there - it blows on the children. Air is everywhere around us, and we breathe it.

Independent work. Children blow on a boat in the water, blow through a tube in the water, wave a fan. The teacher helps to draw the conclusion: air is necessary for humans.

"Cereals"

Learn to distinguish between cereals and legumes (semolina, buckwheat, peas, beans, name them. Tell what can be prepared from them.

Independent work. Sorting cereals, game “Find the toy in the beans”

.

"Magnet"

Introduce magnets and their properties (which objects are magnetized and which are not.

Independent activity of children. Use a magnet to lift a paperclip or other object from the bottom of the bottle.

"Magnifying glass"

Introduce the magnifying glass and its properties. A magnifying glass magnifies objects.

Independent activity of children. Working with a magnifying glass.

As practice shows, a child’s individual manifestation in practical activities is an indicator of his environmental education and culture.

It is in the process of active activity that the child realizes his needs as an inquisitive researcher, draws conclusions and generalizations, i.e., the dominant visual and figurative thinking is gradually replaced by theoretical thinking, which creates the basis for human ecological thinking .