Experience in environmental education of preschool children

Experience in environmental education of preschool children

From the experience of a teacher in environmental education of preschool children
Author: Natalya Vladimirovna Merzlyakova, teacher of the “Solnyshko” kindergarten, Municipal Educational Institution “Ynyrginskaya Secondary School”, Choisky district, Altai Republic.
Description: this project can be used (by changing the tasks according to the age of the children) in working with children in kindergarten, starting from the middle group and including the preparatory group (age of children from 4 to 7 years).
This material will be useful and interesting for kindergarten teachers. The attractiveness of this project lies in its accessibility, short-term nature, effectiveness, information and emotional richness. The advantage of developing this project also lies in the fact that in our rural areas, the implementation of this project is included in the immediate environment of children. Explanatory note: “Tell me - I’ll forget, Show me - I’ll remember, Let me try - I’ll understand.” (Chinese proverb) Relevance of the chosen topic Environmental education occupies an increasingly wider place in the development and upbringing of preschool children. The goal of environmental education for preschoolers is to form the beginnings of an ecological culture, to develop a consciously correct attitude towards nature in all its diversity, towards the people who protect it, to treat oneself as a part of nature, to understand the value of life and health and their dependence on the environment. Problems of environmental education are pressing problems of our time. This encourages the search for effective ways to solve it. A child is born a researcher. An unquenchable thirst for new experiences, curiosity, a constant desire to observe and experiment, to independently seek new information about the world, are traditionally considered as the most important features of children's behavior. Experimentation as a specially organized activity contributes to the formation of a holistic picture of the world of a preschool child and the foundations of cultural knowledge of the world around him. Research activities and experimentation help build relationships between the teacher and children on the basis of partnership. Experimentation in the older group is an important part of the educational process. The main form of work with preschoolers and the leading activity for them is play. But why exactly does play help a child develop? The fact is that the child’s brain is designed in such a way that if the baby is not interested in this or that subject, no matter how hard you try, he will not be able to remember and understand it properly. Ultimately, a situation may arise when the child completely begins to reject this or that activity. This means that the baby needs to be interested. Then experimental games come to the rescue. Therefore, I chose the topic of self-education “Games and experiments as a means of environmental education for children of senior preschool age.” The purpose of the work on the topic of self-education: study of play and cognitive-research activities as a means of environmental education of preschoolers. Objectives: - to study the characteristics of cognitive activity through gaming activities, namely environmental games;
- develop in children the ability to establish cause-and-effect relationships based on a basic experiment; — to develop environmental literacy in preschoolers. Children's experimentation is an important process of self-education for children. It helps children better remember the actions performed and the results obtained. In addition, at this time there is an active development of thinking and usually hand motor skills. Of course, when preparing for school, such games are simply irreplaceable - they prepare children for adult life and allow them to understand complex processes. All children (and many adults) like to gain knowledge without unnecessary stress. This helps you absorb more information in a shorter period of time. If the lesson in the senior group of the kindergarten is organized correctly, then in the end the child will be fully prepared for school life, and will also receive a load of useful additional knowledge that will help him at an older age. Games for the older group are the main source of knowledge about the world around us and its features. The game method has a number of goals that must be fully realized during various types of classes. The goals of the experiments are to create an interesting environment for each child. Games for the older group should develop knowledge about the world around us and the properties of various substances with which children will interact (water, sand, and so on). Experiments are also a great way to teach children how to handle certain objects, use them for their intended purpose in order to achieve the desired result. Experimentation in the senior group allows children to open up and show their knowledge in practice. Any business or activity must have its own objectives, which must be accomplished within the given period of time. So games have them too. Experimentation in the older group develops cognitive interests in children who are almost ready for school. This is extremely important, as lack of passion leads to loss of focus and concentration. And this has a detrimental effect on future performance. Games also develop children's thought processes and thinking in general. Sometimes to solve a given problem it is necessary to take a non-standard approach. If a person does not have the opportunity to develop his thoughts, then the right decision will not come from anywhere. Experimentation games in the older group should form in children a humane, tolerant and correct attitude towards people and the environment. In addition, at the end they also have to learn some discipline and rules of behavior. All experiments conducted with children must be somehow systematized and divided among themselves. The most successful way is to “split” by month. This helps to formulate the most appropriate approaches to gameplay, taking into account all the features of a particular month. It should be understood that at different times of the year, children's experimentation differs significantly from each other. Therefore, you should take into account the characteristics of your place of residence and the current time of year. So, for example, you can’t play in the sandbox in winter, and in the snow in the fall. Therefore, you should take into account the characteristics of your place of residence and the current time of year. Thus, I drew up a work plan for the school year on a creative topic with children of senior preschool age in the “Solnyshko” kindergarten. Download From the experience of a teacher in environmental education of preschool children

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The most important form of working with children is work in nature

. In the process of working, the children had the opportunity to put their knowledge into practice, acquire new ones, and clearly see the existence of various relationships in nature (plants, animals and the environment).

An indicator of a careful and caring attitude towards plants and animals is the desire of children to take an active part in caring for them. We teach children to realize that care is aimed at meeting the needs of plants and animals (for food, water, warmth, sun, etc.). Every organism lives, grows, develops if there are appropriate conditions for this. Gradually, children trace and fully begin to understand the dependence of the life and condition of plants and animals on human labor.

With older preschoolers in kindergarten, the following types of child labor are used: household labor (cleaning the walking area) and labor in nature (in the flower garden, in the vegetable garden). The children feel the joy of working together, are active, help their comrades, and appreciate the work of children and the work of adults.

In the summer, we attach great importance to the health of preschool children, following the motto “Sun, air and water are our best friends!” Walks in the summer are filled with recreational elements, including games with water and sand. Playing with sand or sand therapy

- not only an exciting activity, it is a way to express one’s emotions and feelings, develop self-control and self-regulation skills, and a way to develop tactile sensitivity. Playing with sand develops thinking, perception, memory, sensory impression, fine motor skills, calms, and relieves stress.

Water games

is one of children’s favorite pastimes and it is not surprising, because playing with water is useful not only for the development of tactile sensations and fine motor skills, water develops various receptors, calms, and gives positive emotions. While playing with water, you can also use breathing exercises that promote the development of the articulatory apparatus, strengthening the muscles of the respiratory system, nasopharynx and upper respiratory tract. When organizing water activities and games, teachers use available materials, non-standard items and equipment.

Everyone knows that games with environmental content

are the most effective and interesting means of environmental education.
While playing, children better acquire knowledge about objects and phenomena of the natural environment, learn to establish relationships between them and the environment, learn about ways of adaptation of living beings to the conditions of their habitats, about the sequential change of seasons and about changes in living and inanimate nature. By solving problems posed in a didactic game, the child learns to isolate individual characteristics of objects and phenomena, compare them, group them, and classify them according to certain general characteristics. Children learn to reason, draw conclusions, generalizations, while their attention, memory, and voluntary perception are trained. By playing, children better acquire knowledge about objects and phenomena of the natural environment, learn to establish relationships between them, learn about ways of adapting living beings to the conditions of their habitats , about the successive change of seasons and about changes in living and inanimate nature (“Who eats what?”, “Who lives where?”, “What comes first, what then?”, “When does this happen?”, “Air, earth”) , water"). Ecological fairy tales
are an accessible way to bring to the consciousness of preschoolers knowledge about natural phenomena, animals, plants and the world around them. Children's interest in an environmental fairy tale is determined, first of all, by the novelty of the plot, the presence of unusual characters, their actions, and the end result. Through environmental fairy tales, we instill in preschoolers a culture of behavior in nature and respect for living things.

From the experience of work “Environmental education of preschool children”

Elena Stolyarova

From the experience of work “Environmental education of preschool children”

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF GENERAL DEVELOPMENTAL TYPE No. 8 “FAIRY TALE”

From work experience

Topic: “ Environmental education of preschool children ”

Full name: Stolyarova Elena Pavlovna

Place of work : Municipal Autonomous Preschool Educational Institution, general developmental kindergarten No. 8 “FAIRY TALE”

Position: Educator

Date of birth: March 27, 1982

Total work experience: 10 years

Teaching experience: 6 years

Education: higher, Armavir State Pedagogical University.

experience been generalized before : no

Date of entry :

Content

1. Introduction

2. Relevance

3. Conditions for the emergence and development of experience

4. Duration of work on the experiment

5. Means to achieve the goal

6. Motto

7. Goal, objectives

Introduction

Ecology is a science that teaches us to take care of the environment, the Earth. The world is colorful and bright. “The world around us, the Earth is our Green Home”

. Seas and rivers, forests and mountains, villages and cities... There is so much in this wonderful house! And together with us, plants and mushrooms, insects and fish, birds and animals live in it...

The outstanding teacher V. A. Sukhomlinsky attached special importance to the influence of nature on the moral development of a child. In his opinion, nature underlies children's thinking, feelings, and creativity. He noted that nature itself does not educate , but actively influences interaction with it, and in order for a child to learn to understand nature and feel its beauty, this quality must be instilled from early childhood.

The intrinsic value of preschool childhood is obvious : the first seven years in a child’s life are a period of rapid growth and intensive development, the beginning of personality formation. K. D. Ushinsky was in favor of “leading children into nature”

to communicate to them everything accessible and useful for mental and verbal development. Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will.

Relevance

The problem of the relationship between man and nature has always existed. But at present, the problem of interaction between man and nature, as well as the interaction of society on the environment, has become very acute and has assumed enormous proportions.

A modern preschool educational institution is designed to educate a generation that has a special vision of the world as an object of constant concern.

Environmental education is the most important task of preschool educational institutions at present. Environmental begin at a young age, because at this time the acquired knowledge can later be transformed into strong beliefs.

Most modern children rarely communicate with nature. Environmental education begins with familiarization with the objects of the immediate environment. that a child encounters every day.

Conditions for the emergence and development of experience

Environmental education is the formation in a person of the ability and desire to act in accordance with the laws of ecology , which he learned during the learning process. Environmental education is the resultant of all aspects of mental , moral, patriotic, aesthetic, physical, and labor education.

Duration of work on the experiment On the topic : “ Environmental education of preschool children ”

have been working in the educational process for one year.
Means of achieving the goal: Raising in children a love for nature and the ability to perceive its beauty .

Motto:

“Take care of this Earth, this water,

I love even a small epic.

Take care of all animals within nature,

Kill all the beasts within you."

The goal of the work is to form in children a holistic view of nature and man’s place in it, a responsible attitude towards the environment, towards their health, and towards the health of others.

I have identified the following tasks:

— To form in preschoolers a conscious attitude towards nature, its phenomena and objects;

— Improve the ability and skills of observing living and inanimate objects of nature;

— To develop environmental thinking and creative imagination in the process of experimental and research activities of children;

— To educate elementary standards of behavior in relation to the natural world and the surrounding world as a whole.

I am a creative, emotional person, I have always paid a lot of attention to this topic - the formation of knowledge about living and inanimate nature, about natural phenomena, as well as the education of moral feelings . At this stage I have studied a lot of literature on environmental education of children :

I took the N program as a basis for my . A. Ryzhova “Our home is nature”

and the technology of Z. F. Aksenova -
“Enter nature as a friend
.

When writing experiences , I follow the following pedagogical principles:

• consistency;

• visibility;

• availability;

• taking into account the age and individual characteristics of children;

• seasonality.

In my opinion, ecology can be passed through all types of activities of a preschooler . Due to this opportunity, work turns out to be both useful and interesting for both me and the preschool children .

The use of fiction in combination with small forms of folklore evokes a range of feelings in children - emotion, admiration, tenderness, delight. They instill in children a belief in the weight and significance of words.

To help children in an entertaining way identify the features of natural phenomena, seasonal changes in nature, determine the qualities of an object, the habits of animals, I use riddles, poems, proverbs, sayings, nursery rhymes. In nursery rhymes, all the phenomena and forces of nature come to life: the sun, rainbow, thunder, rain , wind, seasons live like animate beings. Children seem to come into contact with them themselves.

Reading fairy tales should be one of the obligatory components of environmental education of children , says Doctor of Pedagogical Sciences N.A. Ryzhova, I completely agree with her. Children really like reading fairy tales about animals; they listen carefully and remember them, but find it difficult to tell them themselves. But theater activities, which I like to do with young children, help me cope with this problem. Children like to show fairy tales, to be artists, embarrassment goes away, even the most shy child performs with pleasure. In this type of activity, children’s correct speech is formed, their vocabulary is replenished and activated, and, of course, memory and attention develop. I know very well the individual characteristics of each child, what he is capable of in a given situation, so when assigning roles I approach them with understanding. If a child wants to be someone in a fairy tale, and I know that he may not succeed and he will become upset and withdrawn, then I try to convince him to take another role and at the same time not infringe on his dignity.

An important source of knowledge about nature is observation. One of the goals of my work is to improve children's skills in observing living and inanimate objects of nature. In the process of observation, children learn to peer, admire, rejoice and admire the beauty of nature; they develop observation and curiosity, a kind, caring attitude towards natural objects. Observation makes it possible to introduce children to natural phenomena and the relationship between living and inanimate nature. I organize observations with children when introducing children to plants and animals, the weather, the work of adults in nature, during classes and excursions, on walks, in a corner of nature, etc.

In my work on environmental education I use various traditional and non-traditional forms, methods and techniques, taking into account the age and individual characteristics of children. To expand children's ideas about nature, to deepen children's knowledge, I use ICT. They, due to their clarity, colorfulness and simplicity, allow me to more effectively build the process of learning new concepts for children of generalization and systematization of knowledge.

To successfully implement the assigned tasks, I have developed :

— An experimentation corner has been set up ( experiments , experiments, observations)

— Organized a vegetable garden on the window. Children grow onions, beans, parsley, cucumbers, flowers….

— A card index has been created, including a selection of environmental games , physical education lessons, riddles and poems about nature, presentations, and songs.

— A mini library of children's literature and encyclopedias has been created.

I pay a lot of attention to working with parents . the main goal in working with families is to achieve unity in raising a child . It is necessary that the upbringing of children in preschool educational institutions and in the family be uniform. I always stand by the fact that we have the same goal - to raise purposeful , kind, balanced and loving people. To achieve this goal, I organize environmental holidays for children and parents, exhibitions, training games, and consultations. I try to conduct parent meetings in a very rich and informative way. I select material for information stands and communicate individually. In this way, I try to bring the family and the preschool educational institution closer together.

One of the effective and most interesting means of environmental education for children is games . V. A. Sukhomlinsky spoke about the game like this: “Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. Play is the spark that ignites the fire of inquisitiveness.”

In my work with children, I attach great importance to gaming technologies.

environmental games primarily for the purpose of clarifying, consolidating, generalizing, and systematizing knowledge. While playing, children better acquire knowledge about objects and natural phenomena, learn to establish relationships between them and the environment, learn about ways of adaptation of living beings to the conditions of their habitats, about the sequential change of seasons and about changes in living and inanimate nature. Great opportunities for developing environmental feelings in relation to the world around us lie, first of all, in didactic games.

Didactic games are a multifaceted and complex phenomenon. This is a method and form of learning, an independent play activity, and a means of comprehensive personality education . I use didactic games not only in children’s free activities, but also include them in classes, targeted walks, as well as in experimental activities of pupils . Games with various natural materials (vegetables, fruits, flowers, stones, seeds, dry fruits, which bring children as close as possible to nature and always arouse keen interest and an active desire to play) are very effective.

Of particular joy and interest to children are outdoor games of a natural history nature, which are associated with imitation of the habits of animals and their way of life: “Little Frogs and Heron”

,
“Mice and the Cat”
, some games reflect the phenomena of inanimate nature:
“Droplets”
,
“Sun and Rain”
. The joy gained in the game helps to deepen children's interest in nature and the development of physical qualities

Word games: “Find out by description”

;
"Good bad"
;
“What’s extra?”
;
"Recognize by voice"
;
“Who is screaming?”
;
“Who came to us?”
develop children's attention, imagination, and increase knowledge about the world around them.

With the help of toys and pictures, I introduce children to domestic and wild animals, and cultivate interest in them and their babies. For a deeper study of this topic, I made mini-models of “Animal Farm”

and
“Forest Glade”
, here children see the difference in the lives of domestic and wild animals.

In my work I use experimental research activities . Children are born explorers. And this is confirmed by their curiosity, constant desire to experiment, and desire to independently find a solution to a problem situation. My task is not to suppress this activity, but, on the contrary, to actively encourage it.

experimental research activities in games and activities; it can be associated with children’s work in a corner of nature and in the garden.

First of all, a corner of nature where indoor plants are kept helps to introduce children to nature and cultivate Children see plants in this corner of nature every day; under my leadership, children systematically observe and care for them. Working in a corner of nature has great educational value . Children develop a caring, caring attitude towards nature and develop a responsible attitude towards their responsibilities. In the process of care, children gain an understanding of the diversity of the plant world, how plants grow and develop, and what conditions need to be created for them. She also created a corner of nature, where there are natural materials, visual aids, educational games, card indexes of riddles about animals and plants, observations in nature, artistic expression, physical education lessons, finger games, a nature calendar (children regularly record the weather and the state of wildlife by inserting pictures with natural phenomena observed on the street, “garden on the window”

.

The most effective way to implement the tasks of environmental education is to organize project activities. I believe that project activities (as a way to implement a student-centered approach in education)

is a unique means of ensuring cooperation and co-creation between children and adults.
A project, in translation, is a plan, a plan, a “serious game”
where the results are significant for both children and adults.
Design is focused on unique child-adult
, which are built on participation in activities - this is communication on equal terms, where no one has the privilege to indicate, control, evaluate.
I have developed environmental projects :
“Vitamins grow in the garden”

Target:

-Expand and generalize children’s knowledge about vegetables through different types of activities.

-Explain that vegetables contain vitamins necessary for our health.

"Wild and Domestic Animals"

Tasks:

-Create conditions for the formation of cognitive interest in children. -Introduce children to vitamins.

-Teach to distinguish vegetables by color, shape, size.

-Consolidate acquired knowledge.

-Develop in children the desire to reflect their ideas in productive activities (drawing, modeling)

.

-Broaden horizons, develop observation, curiosity, coherent speech, enrich children’s vocabulary.

-To instill in children a desire to participate in work activities (planting onions)

;
cultivate a culture of nutrition , understand that behind every vegetable there is a certain benefit.
"Wild and Domestic Animals"

Objective of the project:

• Develop sustainable cognitive interest

• treat wild and domestic animals as living beings.

•Form ideas about animals: structure, characteristic features - size, lifestyle features (how they move, what they eat, what sounds they make)

.

• Promote love and care for pets, the emergence of curiosity.

• Create conditions in the group to expand the understanding of animals.

• Involve parents in closer cooperation in project activities.

•Tasks:

• To form children’s initial ideas about wild and domestic animals, expanding children’s horizons.

• -Develop children’s ability to answer the teacher’s .

• -Form a holistic picture of the world, including primary value ideas about animals, through reading children's fiction.

• -Develop aesthetic perception .

• -Develop fine motor skills of the hands.

• -Develop the ability to perform imitative movements, imitate the movements of animals.

• -Follow basic rules of behavior with animals.

• -Accumulation and enrichment of children's motor experience .

• -Introduce children to music.

CONCLUSION:

• The experience of my work has shown that purposeful, systematic work on environmental education of preschool children , in an interesting, entertaining form, helps children see all the beauty of nature, reveal all its secrets and laws, instill in children kindness , a responsible attitude towards the world around them, people who live nearby.

• Childhood years are the most important and how they will pass depends on parents and us, teachers. It is very important to reveal to parents the developmental aspects of each child in a timely manner and recommend appropriate techniques.

Expected results.

• • Clarify, systematize and expand children's knowledge about plants, animals and natural phenomena.

• • Develop a conscious understanding of the relationships in nature.

• • Develop an emotionally friendly attitude towards living objects.

• • Develop skills and abilities to properly interact with nature.

• • Promote the need for environmental education of preschool children among parents .

Planning work for the future .

• 1. Continue searching for new sources and new technologies for environmental education .

• 2. Hold an open event with the active participation of parents.

• 3. Develop long-term planning for environmental education in the senior group .

• 4. Development and implementation of a long-term project.

A message from experience in environmental education of children in kindergarten

Municipal preschool educational budgetary institution

"Child development center - kindergarten "Alyonushka"

Urban district of the city of Sibay of the Republic of Bashkortostan

REPORT FROM WORK EXPERIENCE IN ENVIRONMENTAL EDUCATION OF CHILDREN

(Berry group)

Prepared :

Makhiyanova Ekaterina Konstantinovna

teacher

2017

A message from experience in environmental education of children

Environmental education is one of the priority areas for the development of modern kindergartens and the education system as a whole.

The emotionality of a preschool child, special sensitivity and great interest in the natural world are fundamental factors for successful environmental education in preschool educational institutions.

How many discoveries a child makes when communicating with nature! Every living creature he saw is unique. There are also a variety of natural materials (sand, clay, water, snow, etc.) that children love to play with.

Preschoolers communicate with nature at different times of the year - both when fluffy white snow lies around and when the gardens bloom. No didactic material can compare with nature in terms of diversity and strength of developmental impact on the child.

The earlier the formation of the foundations of ecological culture begins, the higher its level in the future. To teach to see and understand the beauty of our native nature, to treat all living things with care, and to convey certain knowledge in the field of ecology are the main tasks of environmental work in a preschool educational institution. In preschool age, a positive attitude towards nature, the objective world, towards oneself and other people is formed.

Forms and methods of work on environmental education of children:

In our group, when working with children, we try to use

• various forms:

(conversations, walks, memorizing poems, theatrical activities, folklore)

• methods (visual, verbal, practical)
• techniques (choral techniques, individual, game)

taking into account the age and individual characteristics of children.

• Practical joint activities of children and teachers in a corner of nature.

In the morning, we try to involve children in joint activities, which take on different forms and organization in different age groups.

Proper pedagogical communication between the teacher and children in this event has a particularly deep meaning: preschoolers learn to see what conditions plants need, learn to determine what they lack at the moment, learn to practically perform labor actions, and master tools for the first time.

Children develop a caring, caring attitude towards nature and develop a responsible attitude towards their responsibilities. In the process of care, children gain an understanding of the diversity of the plant world, how plants grow and develop, and what conditions need to be created for them.

Our communication boils down to a friendly explanation, clear demonstration, and help in every case when the child finds it difficult. When communicating, we find the opportunity to praise the child, and not just once, but several times throughout the entire event: at the beginning, praise instills confidence in the child’s abilities, then it is praise-support, at the end - the main praise as the result of a good deed that the child has done . Such pedagogical communication in joint activities in a corner of nature increases the environmental education of children.

• Observation.

Cycles of observations are carried out in a corner of nature and in the kindergarten area throughout the school year. Each cycle includes a series of observations of one object. Observations of one cycle are carried out sequentially one after another with a gap of 2 - 3 days. Thus, observations were made of the growth of plantings in the “Garden on the Window”, in flower beds, and beds.

We systematically observe the weather - children examine the sky every day, clarify the nature of precipitation, the presence or absence of wind, and determine the degree of heat or cold by clothing. Observing the surrounding nature, children begin to understand what is good and what is bad, distinguish good from evil, learn to feel the beautiful and the ugly, learn to “talk” to a bird and a flower, the sun and the wind and love them. During the observations, children developed powers of observation, a strong interest in nature, and ideas about the characteristics of plants and animals.

• Bird watching.

Every day, while walking, we attract the children’s attention to feeding the birds flying to the feeder. Children can observe the habits of different birds, for example, how whole flocks of sparrows sit on trees, fences and fly away when a person approaches, how a pigeon pecks at a crust of bread or other food, how they noisily fly to feed. In addition to the sparrow, crows and pigeons, I show the children other birds that visit the feeder or fly into the area in search of food; children may recognize some of them from a corner of nature. Most often you can see bullfinches and tits.

• Targeted walks.

A targeted walk is one of the main types of activities and a special form of organizing work on environmental education, one of the very labor-intensive and complex forms of training. On walks, we introduce children to plants, animals and, at the same time, their living conditions, and this contributes to the formation of primary ideas about the relationships in nature.

Thanks to such walks, observation skills develop and an interest in nature arises. The beauty of nature that surrounds them evokes deep emotions and contributes to the development of aesthetic feelings.

During walks, children also get acquainted with the changes in nature over the seasons (length of day, weather, changes in the life of plants and animals, human labor).

During our walks, we try to organize games with natural materials (sand, water, snow, leaves, fruits). For such games, the site has equipment such as a box of sand, scoops, molds, and signets. It is on a walk that children become acquainted with the properties of sand, earth, clay, snow, ice, water. Children love to play games with toys driven by the wind. Through games, children determine the strength and direction of the wind.

• Games with environmental themes

One of the most effective and most interesting means of environmental education for children is games. Games of environmental content are used primarily for the purpose of clarifying, consolidating, generalizing, and systematizing knowledge. While playing, children better acquire knowledge about objects and natural phenomena, learn to establish relationships between them and the environment, learn about ways of adaptation of living beings to the conditions of their habitats, about the sequential change of seasons and about changes in living and inanimate nature.

Great opportunities for developing environmental feelings are found in didactic games. Didactic games are used not only in children’s free activities, but are also included in classes, targeted walks, and experimental activities.

These are games such as “Children on the branches”, “Tops and roots”, “Which tree is the leaf from”, “Wonderful bag”, “Guess what you ate”, “Find the same plant in the bouquet” “Who lives where”; “Flies, runs, jumps” (about the adaptation of animals to their environment); “Who has which house” (about ecosystems); “Living - nonliving”; “Birds - fish - animals” (for classification according to given characteristics); “What comes first, what comes next” (growth and development of living organisms); “Choose the right road” (about the rules of behavior in nature), etc.

Games with natural materials (vegetables, fruits, flowers, stones, seeds, dry fruits) are effective.

Of particular joy and interest in children are outdoor games of a natural history nature, which are associated with imitation of the habits of animals, their way of life: “Frogs and Heron”, “Cat and Mice”, some games reflect the phenomena of inanimate nature: “Droplets”, “Sun and rain”, “cheerful breeze”. The joy gained in the game helps to deepen children's interest in nature and the development of physical qualities.

• Visual activity.

Children reflect their impressions of communicating with nature in drawings. Exhibitions of children's works were held on the topics: “Take care of nature”, “”, etc.

• Creating conditions

To implement the tasks set for environmental education, the necessary conditions were created in the group:

• methodological, natural history and children's literature about nature was selected;
• paintings and sets of postcards were selected;
• a natural corner has been created (indoor plants, weather calendar, nature calendar, observation diaries);
• a laboratory for a young researcher has been created, which contains a variety of natural materials and the necessary equipment for conducting experiments;
• tools were purchased;
• materials for playing with sand and water have been collected.

• Working with parents.

We work very closely on environmental education with the family. Only by relying on the family, only through joint efforts can we solve the main task - raising an environmentally literate person.

When working with parents on environmental education of children, individual consultations and conversations are used. The parent corner hosts various activities and consultations, such as ""

Conclusion:

• The work done is reflected in the children's success. They show positive changes in the formation of the moral qualities of the personality of preschoolers.
• Children began to be more attentive to the surrounding living and inanimate nature, to their comrades.
• They have increased their cognitive interest in natural objects and the desire to take care of them.
• Children learned to independently observe, care for and treat plants with care, show curiosity, pay attention to the beauty of the surrounding nature, and children’s games contain natural content.

So, step by step, we instill in children a love of nature and respect for it.

When building the pedagogical process for environmental education, I took into account the following principles:

1. Humanism and pedagogical optimism,

which consists in the requirement “Do no harm!”

2. Efficiency and scientificity.

It should be remembered that a child is not a small adult, but a full-fledged person with his own vision of the world and way of thinking.

3.Principle of democratization:

joint activities of preschoolers, teachers and parents in this area. Communication with the child “as equals”.

4. Principle of individualization

: for each child – taking into account the individual and age characteristics of children;

5. Principle of differentiation and integration:

the unity of all subsystems of educational work and regime aspects in the environmental education of children.

6.The principle of developmental education

: the use of new technologies based on a reasonable combination of all methods: information-reproductive and information-retrieval;

7.Principles of consistency, visibility, accessibility, seasonality

.

innovative technologies such as : Design technology ( “magical world of nature” or “seed germination”).

In the upbringing and training of preschoolers, parents unanimously note that life activities organized using this technology in kindergarten allow them to get to know the students better and penetrate into the child’s inner world. Social and personal experience is developed and enriched through the inclusion of children and parents in the sphere of interpersonal interaction. To expand children's ideas about nature and deepen their knowledge, I use ICT. They, due to their clarity, colorfulness and simplicity, allow me to more effectively build the process of learning new concepts for children and for systematizing knowledge. I also use the technology of research activities, the purpose of which is to form in preschoolers the basic key competencies and the ability for a research type of thinking.

In my work on environmental education I use

Generalization of work experience “Environmental education of junior schoolchildren during extracurricular hours.”

Description of work experience.

Topic of the experiment: Environmental education of junior schoolchildren during extracurricular hours

Information about the author of the experience:

Gorokhova Svetlana Vladimirovna, teaching experience - 34 years, first category teacher, higher education.

Subjects taught:

biology, chemistry, fine arts, basic financial literacy.

Place of work:

municipal government educational institution "Starogolchikhinskaya basic secondary school" of the Vichuga district of the Ivanovo region.

Occurrence condition:

Our school is located in a rural area, in close proximity to nature, which is a natural laboratory for environmental education. Natural components are an essential part of children's living environment. There are many indoor plants in the school classrooms. Children know that plants not only create coziness in school and decorate it, but also purify the air. Teachers teach children how to care for plants and grow them.

The conditions under which environmental education will ensure the effective development of an individual’s ecological culture are providing students with a system of forms and methods of influencing the child that corresponds to the age characteristics of younger schoolchildren, an integrated approach to the educational process, organizing the child’s interaction with the environment, influencing the emotional and sensory sphere of the student’s personality .

Implementation of experience:

conducting open classes, participating in seminars, meetings of the methodological association of environmental issues.

To learn to know nature means to become familiar with it,

to be not a stranger to her, but close, her own...

D.M. Kaygorodov

There are many planets in the Universe, but among them there is the closest, the most beautiful - the Earth. The poetess E. Ognetsvet said so warmly about her, so heartfeltly: She wishes us nothing, Giving us her priceless gifts, And demands in return only one thing: That people be kind to her.

Currently, environmental education and upbringing in primary schools is becoming an increasingly priority area in pedagogical theory and practice. Environmental education is a pressing problem. This is due to the difficult environmental situation on Earth, which determines the urgent need for the formation of new environmental thinking. One of the reasons for this situation is the environmental illiteracy of the majority of the population and the inability to foresee the consequences of human intervention in nature. Our country has a diverse flora and fauna. The beauty and wealth of the native land is in the hands of man. The desire to extract immediate benefits without thinking about the damage caused to nature and society indicates a low ecological culture of relationships with the environment.

Environmental education should begin from early childhood. Children are receptive to goodness, they are very inquisitive. And at this time one should lay moral foundations, develop a sense of beauty, the ability to see the beauty of nature. Junior school age is the stage of formation of these foundations. The basic level in the development of ecological culture of junior schoolchildren is the level acquired by them in preschool age. A new stage of a child’s development is associated with his acquisition of environmentally oriented personal experience through: observations of various environmental conditions, accompanied by explanations from the teacher; compliance with the proposed rules of conduct and treatment of representatives of the animal and plant world; emotional experiences; aesthetic enjoyment of the beauty of nature and the creative embodiment of one’s impressions in oral stories and drawings; feeling the need for environmental knowledge; careful handling of used items and food products; monitoring the activities of adults to improve the environment and their own possible participation in it.

Thanks to various forms and methods of work, the moral experience of children is enriched, positive personality traits are nurtured, ethical and aesthetic feelings are formed, a caring attitude towards nature is fostered, and the desire to change the world for the better.

The content of environmental education is complex. It includes ideological, scientific, moral-aesthetic, legal, personal-ideological and practical aspects. Environmental education is based on several principles. This is an awareness of the unity of the “nature – society – man” system, where man is part of nature and his development is a factor in changing nature itself.

The goal of environmental education is the formation of a new type of person with new ecological thinking, capable of realizing the consequences of his actions in relation to the environment and able to live in relative harmony with nature. It is in primary school that the foundations of environmental culture are laid. Here children first enter the world of knowledge about nature. Their further attitude towards nature will largely depend on whether they realize its value, how deeply aesthetic and moral attitudes towards natural objects will be cultivated. Forming a responsible attitude towards nature in children is a complex, long-term process. The end result should be not only the mastery of certain knowledge and skills, but the development of emotional responsiveness, ability and desire to actively protect, improve, and ennoble the natural environment.

Work on environmental education of primary school students involves solving a number of problems:

— expansion of environmental knowledge;

— improving environmental culture;

— development of the needs of harmonious communication with nature;

- enriching children's horizons;

- development of observation, attention, memory, thinking;

- development of a sense of compassion, empathy for representatives of the animal and plant world;

— instilling a caring attitude and love for nature.

To solve these problems, I planned classes in the “Young Ecologist” circle on environmental education.

Ecological circle classes are divided into five sections:

1st

–
“
Ecological conversations ”
. Conversations
expand environmental knowledge and form a caring attitude towards nature. During conversations, children get acquainted with the facts of the disappearance of plants and animals, discuss stories of correct and incorrect behavior in nature, become familiar with the natural world, understand its value in the life of every person, and understand their involvement in the conservation and protection of natural inhabitants living next to us in one earthly house. For example, “The future of water depends on us.” This event promotes the formation of a caring attitude towards the nature of their native land, forms the cognitive activity of children, and contributes to the deepening and expansion of environmental and local history knowledge.

2nd

–
“
Ecological readings ”.
This is obtaining additional information of an environmental nature from the artistic works of V. Bianki, M. Prishvin, L.N. Tolstoy, S. Yesenin, A.S. Pushkin, F. Tyutchev, V. Chaplina. For poets, nature is a source of inspiration. Through the poem
, children see the beauty of nature.
Stories
and
fairy tales
teach respect for the environment and develop cognitive interest in the animals of our region. An hour of poetry “Autumn leaf fall” was held about the time of year in the works of poets. Its goal is to develop the aesthetic taste of students, cultivate a love for art, and create a favorable psychological climate in the team. An hour of interesting information “To four-legged people - for loyalty and devotion” about unusual monuments erected by man in different countries of the world to four-legged friends. Oral journal “Our Natural Healers” about the rules for collecting, drying, storing medicinal plants and the precautions associated with collecting herbs. During the event “Birds are our friends,” she introduced children to books from the “Nature Around Us” series, the habits of birds, and tried to instill love and care for our little brothers.

3rd

–
“
Ecological games ”
. Play
is an important form of environmental education. By playing, students gain a variety of experiences interacting with nature. While playing, they perform very specific environmental work. While playing, they learn the rules of behavior in the environment. While playing, they become kind, sensitive, and responsive to the misfortune of others. The game enriches students' personal experiences with examples of positive interaction with their environment. The game is interesting and exciting. It is full of images and clarity that remain in children's memory. There is a wide variety of environmental games (travel games, educational games, creative games, quizzes, etc.). For example, I spent my finest hour on the topic “Nature: animals and birds”; "Call of the Jungle"; “Ecological game - quiz”, the goals of which are to expand children’s horizons, their knowledge of the world around them, to reveal the importance of rational use and protection of the environment, to cultivate an ecological culture, a desire to take care of the environment, and a sense of responsibility for their actions in relation to natural objects. The educational game “Make Friends with Nature” teaches children to take care of nature, of which we are a part, and teaches them not only to discover and use its treasures, but also to protect them, and to prevent the consequences of using natural resources. Protecting nature means protecting the Motherland. The game “I am a Nature Connoisseur” and the game “Field of Miracles” on the topic “Familiar Trees and Shrubs” foster an ecological culture and respect for nature, and give an idea of ​​the habitat of the animal and plant world. The wonderful Russian writer Yu. Nagibin evaluates children's play this way: “Game helps children resurrect the past and look into the future. The game reveals the character of the little man, his views on life, his ideals. Without realizing it, children, while playing, are getting closer to solving complex life problems.” In the process of playing, children master many skills and abilities; sometimes they achieve something that did not work out in educational activities. Therefore, I try to build lessons and activities in the circle in the form of intellectual and educational games and competitions.

4th
–
“Hour of creativity ”.
Activities in which children draw

make
something .
In these classes they learn to see and depict the beauty of nature. Schoolchildren are involved in creative activities, the result of which is their own drawings, applications, and collective works. 5th –
“Mysteries of Nature”.
Riddles
help broaden your horizons, develop your powers of observation, thinking, and intelligence . There are many folk and original riddles about living and inanimate nature, the seasons and natural phenomena. For example, a competition of funny riddles about animals.

In addition, it must be remembered that one of the most important conditions for the formation of an ecological culture is direct observations

children for objects and natural phenomena.
provide a large and varied material for observations .
Students get acquainted with what is around the school and learn to observe nature. A correspondence excursion “Journey along ecological paths” was conducted; the purpose of this event was the formation of environmental knowledge, an active, humane position in relation to nature, the development of observation, attention, thinking, curiosity, nurturing love for nature, responsibility for the fate of one’s home - planet Earth.

In addition to traditional forms of environmental education for junior schoolchildren, innovative forms such as environmental actions are currently becoming widespread .

Conclusion

I believe that my work on environmental education contributes to the formation of:

• knowledge, skills and abilities of creative activities filled with environmental content.
• interest in research activities, desire for a healthy lifestyle.

I am sure that my students will become worthy citizens of their country, because they will never remain indifferent to the world that surrounds them. And you’re right, I.V. Goethe said:

“Nature is the only book whose every page is full of deep content.”