Corners of nature in accordance with the requirements of the Federal State Educational Standard in different age groups

What is important to consider when creating a natural corner in a kindergarten?

A living corner in a kindergarten is designed for each age group, taking into account sanitary standards, the age of the pupils and their capabilities.

SANPIN rules for preschool educational institutions 2.4.1.3049-13 clause 6.11. It has been established that placing animals, aquariums and birds in group rooms (dressing room, group room, bedroom, buffet, toilet) is not allowed.

Therefore, the main inhabitants of the corner will be plants: indoor flowers and a mini garden on the windowsill. The mini garden is made up of garlic, onions, oats and other crops grown in boxes in autumn and winter.

Requirements for the selection of plants

1. Work in a corner of nature should be accessible to children in terms of time and strength, so plants are selected that are unpretentious in food and care.
2. Plants should not be harmful to the health of children.
3. Flowers for a corner of nature in a preschool educational institution should be selected from different types for comparison.
4. When placing plants, you need to take into account their biological needs.
5. The design of a corner of nature in a preschool educational institution must be done in such a way that preschool children can come up, observe, and do some work.
6. Plants should have an attractive appearance that can attract and retain the unsteady attention of children.

The best corner of nature

Features of choosing indoor flowers for different groups

A corner of nature in the younger group should contain no more than 4-5 types of unpretentious indoor flowers. These are plants with distinct flowers, leaves and stems that bloom long and beautifully. Primrose, balsam, ficus, and geranium are perfect.

A corner of nature in the middle group should contain 5-6 species of plants. These are flowers with different sizes and shapes of leaves. In particular, agave, asparagus, chlorophytum.

In the corner of nature in the older group, 6 to 7 types of flowers are placed, 2 or 3 copies each. Plants must have different stems (creeping, climbing) and have bulbs or corms. These include ivy, tradescantia, amaryllis.

For the preparatory group, the number of plants is 6-7 species, which differ in the method of reproduction (bulbs, viviparous). For example, saxifrage, bryophyllum, cyperus.

When planning the design of a nature corner in a kindergarten, do not forget to provide a place to store work equipment, these could be:

• spray,
• watering can,
• cloths for wiping leaves,
• stick for loosening the soil,
• cups for seedlings.

In younger groups, the teacher monitors the cleanliness of the corner and instruments. In the senior and preparatory groups, this can be done with children (appoint a person on duty). The work of preschool children in a corner of nature is carried out in accordance with the curriculum.

Why do you need a living corner?

According to the study, observing animals increases activity in the prefrontal cortex of the brain. This area is responsible for establishing social contacts and making decisions. And this is not the only benefit that communication with animals will bring to a child.

• Studying nature in practice forms in children a realistic understanding of animals and plants, broadens their horizons, develops logical thinking and the ability to look for interdisciplinary connections.
• According to American journalist Richard Lowe, children who from an early age were introduced to the exploration of nature in all its manifestations, as adults, treat the world around them more responsibly and carefully. A child who takes care of pets reduces the level of aggressiveness and conflict and develops empathy.
• According to research, contact with animals helps a person reduce stress and creates a positive attitude.

According to Maria Skripnik, animal corners develop emotional intelligence in children and teach them to be independent:

“We need to teach children to love, properly care for and be responsible for their pet. This is what living corners are for, she believes. — By working with children and participating in various events, we not only explore environmental issues, but also instill in children a love for animals, teach them to care for a living creature and bear responsibility for it. Often guys want to have a cute little animal, but they know absolutely nothing about it - how to keep it, what to feed it. Then they quickly get tired of it and end up on the street or with other people. This is a lot of stress for the animal. We have pets that are tired of them and are thrown out onto the street and were not kept properly.”

Living corner in MBU DO "CD (Yu)TT" Salavat

Natural corner in kindergarten: DIY decoration

When decorating a corner of nature in a preschool educational institution with your own hands, remember that it should contain a lot of visual material. The most significant of them is the nature calendar.

In a group for kids, it will be enough to place a picture depicting the current season. And also a doll dressed for the season.

For older children, there is a manual on the wall with pictures of the seasons and weather conditions with a moving arrow in the center. After the walk, you can discuss the weather with the children and move the arrow to the desired image. Also, in a corner of nature, it is necessary to set aside a place for children’s drawings on the topic of the observations made.

In older groups, children are introduced to symbols for indicating the weather. Every day, preschoolers mark weather fluctuations with conventional signs and at the end of the month they sum up the results: how many days were cloudy, how many sunny, windy, rainy. By the end of the year, the children will have an idea of ​​the climate in their region.

A beautiful corner of nature in kindergarten

Often, a natural and ecological corner in a kindergarten is combined into one and, in addition to the above, the following is placed in it:

• a set of pictures with birds, insects, domestic and wild animals, plants;
• dummies of vegetables and fruits;
• children's crafts made from natural materials;
• equipment for conducting experiments - molds, containers of different volumes, spatulas, measuring spoons. You can conduct didactic games and experiments with water, sand, stones, shells, and clay to study their properties.

Activities in a corner of nature contribute to the development of work skills in preschool children. Already in the younger group, the teacher involves children in carrying out feasible work assignments. In the older group, corner duty is introduced.

Working in a corner of nature gives children a lot of pleasant experiences. Preschoolers learn to understand the world around them, to notice both general and individual signs of natural objects, which leads them to an understanding of the uniqueness and diversity of living organisms. Communication with nature stimulates children's thirst for creativity. A properly organized living corner is a powerful educational tool in the aesthetic, psychological and moral development of children.

Card file for a corner of nature in the middle group

Card index: Labor in nature. Pre-school group.

Watering indoor plants.

Goal: Teach children to care for indoor plants; water from a watering can

water at room temperature; consolidate children's knowledge about different methods of watering indoor plants. Develop accuracy when working with water and plants, confidence in your actions, work skills. Foster a caring attitude towards the natural environment and a desire to take care of it.

Loosening the soil of indoor plants.

Goal: Teach children to care for indoor plants; give children knowledge about why it is necessary to loosen the soil of plants; consolidate loosening techniques and rules for using the necessary items for this. Develop labor skills, accuracy. Foster an ecological culture and respect for the environment.

Spraying indoor plants.

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: spray the plants with water at room temperature, use the sprayer correctly. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Caring for large-leaved plants (wet wiping of leaves).

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: wipe large leaves of plants with a damp cloth, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Caring for plant leaves (removing dust with brushes and a dry cloth)

Goal: To teach children to provide all possible assistance to the teacher in caring for indoor flowers: remove dust from plants with brushes or dry cloths, being careful. Give children the knowledge that this method of care makes it easier for plants to breathe, which determines their growth and development, and improves their appearance. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Plant cuttings.

Goal: To clarify children’s knowledge of what a plant can be grown from.

Teach children how to properly plant a plant cutting, prepare the soil, care for them and the sequence of work: pour sand into the bottom of the pot, then soil, water, wait until the water is absorbed into the sand, make a hole in the middle (center) of the pot with a stick and plant the cutting until the first leaf, press the ground. Water as needed. Develop labor skills and habits, accuracy when working with water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Replanting indoor plants.

Goal: To teach children to provide all possible assistance to the teacher in replanting plants; teach plant transplantation techniques and sequences

work: choose the right size pot, prepare sand and soil, plant. To consolidate children's knowledge about indoor plants and their differences from each other. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Planting onions on the windowsill.

Goal: To teach children to set a goal, prepare a workplace, tools and clean up after themselves. To consolidate children's knowledge about the structure of the onion and the conditions necessary for onion growth. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an environmental culture, a desire to achieve results, and participate in a common cause.

Sowing flower and vegetable seeds.

Goal: To give children knowledge that every plant has seeds. Learn the sequence of actions required when sowing seeds; make a hole in the soil (for sowing seeds, marking each time with a stick

the distance between them and grooves for small seeds; teach to observe cultural and hygienic skills when working. To consolidate children's knowledge about at what time, which seeds are sown in boxes in a group for preparing seedlings, and which seeds are sown in open ground. Develop labor skills and abilities. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Planting seedlings and caring for them.

Goal: To form children’s ideas about the main stages of plant growth and development (seed, seedling, stem with leaves); about the basic methods of growing plants and caring for them (planting in loose soil, watering, loosening the soil, weeding, feeding). Be careful when planting seedlings, as the plants are very fragile. Develop labor skills and habits, accuracy when working with land, water and plants. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Digging up beds.

Purpose: To give children an idea of ​​the need to dig up a bed.

Teach proper digging: try to stick the shovel (bayonet) deeper, carefully break up the lumps; old plant roots and stones need to be removed from the beds.

Develop labor skills and abilities, the ability to observe cultural and hygienic habits when working with the land. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Weeding the beds on your site and the children's site.

Goal: To teach children to distinguish a cultivated plant from a weed; pull out weeds by the roots, because if the root is left the weed continues to grow;

Give children some knowledge about the harm weeds cause to flowers and vegetables. Develop labor skills and abilities, the ability to observe cultural and hygienic habits when working with the land. Foster an ecological culture, a caring attitude towards the natural environment, and a desire to take care of it.

Watering flower beds and beds.

Purpose: To give children an idea of ​​the need to water and care for plants in beds and flower beds. Involve children in watering plants from a watering can with water at room temperature.

Develop accuracy when working with water and plants, confidence in your actions, work skills.

To cultivate a caring attitude towards the surrounding nature, a desire to take care of it, and an ecological culture.

Natural corner in kindergarten (photo)

What animals should not be kept in a zoo corner?

It is not recommended to keep wild animals in a living area: hedgehogs, marmots, raccoons, dormice, gophers. Most often they are not bred in captivity, but rather caught in the wild, so they are not domesticated and can bite. In addition, some types of rodents carry dangerous diseases: rabies, plague, brucellosis, typhoid, dysentery. Pathogens are excreted in animal excrement and can infect other inhabitants of the zoo and people.

It is prohibited to purchase poisonous plants and reptiles for preschool institutions. For example, there is a risk that nightshade will attract children with its bright berries, which are poisonous. And monstera and philodendron juice will cause burns on the skin.

Even specially bred domestic birds and reptiles carry salmonellosis. To prevent diseases, monthly examination of pets by a veterinarian, timely treatment against parasites and vaccination are required.

Living corner in MBU DO "CD (Yu)TT" Salavat

If you are allergic in the group, you should consult with an allergist, find out which animal has reactions to it, and have as little contact with this species as possible, and take antihistamines before visiting the animal area. Sometimes the allergy goes away over time and the body gets used to it. Often an allergic reaction occurs not to the animals themselves, but to food, bedding, secretions, and dust.

Design of the ecological corner “Ecolyats and preschool children”

CORNER “ECOLOGY-PRESCHOOL CHILDREN”

Step by step,

Day after day

We get to know nature!

How to take care of her and love her

And be educated!

In the group, one of the corners of the subject-developmental environment is the “Eco-children-preschoolers” corner.

The purpose of creating a corner is environmental education of preschool children in an entertaining way.

Tasks:

— formation of the foundations of ecological knowledge about nature in everyday life;

— development in pupils of a caring attitude towards nature and its inhabitants;

- speech development;

— formation of a holistic picture of the world by familiarizing with the surrounding world;

- fostering hard work, curiosity and activity

The ecological corner in the preschool educational institution "Ekolyata-Preshkolata" was developed by teachers of the mixed-age group of the OSP "Kindergarten No. 6 "Semitsvetik"" MBDOU "TsRR-D/garden No. 9 "Rodnichok"" of senior preschool age for a visual and effective introduction to nature for preschool children.

The corner "Eco-children - preschool children" is an educational, play and learning area. The corner is a place for systematic work and observation of pupils, where they have the opportunity to maximize their activity and independence in understanding the world around them.

The corner is located in a group in a place accessible to children and has four ecological functional sections. The content of each section is dedicated to one of the heroes of the Ekolyat - Naughty, Clever, Herringbone and Quiet. They protect the forest and its inhabitants. And thanks to the heroes - the Ecolates of the “ABC of Nature Love”, our students have the opportunity to touch the natural world, learn its secrets, become its defenders and friends

In the center of the corner is the logo “Ecolyat - Preschool Children”

Section 1 of the ecological corner is dedicated to the Christmas tree. This is a friend of the kids, she is cheerful and sociable, she often comes to visit the children to play and talk about this and that. Yolochka invites children to learn environmental poems and introduce them to a green pharmacy. According to the Red Book, Yolochka encourages children to think about preserving rare and endangered species of animals and plants in the Arkhangelsk region and introduces some of them.

and encourages each pupil to reflect his impressions from observations, excursions and research in the heading “Child and Nature”

through children's drawings, illustrations of the nature of their native land, and also to show their creativity in crafts made from natural materials

Section 2 of the ecological corner “Eco-children - preschool children” is dedicated to

Naughty. He loves fun games and strives to learn something new and unknown. Shalun offers to play didactic games that consolidate children's knowledge about the rules of behavior in nature using mnemonic tables to compose stories and also carry out project activities in the experimental corner. An important component of the ecological corner are materials and equipment for experimental activities with children: collections of cones, shells, stones, plant seeds, etc.

Section 3 is dedicated to Smart Girl. She knows a lot and tells her friends interesting stories. Clever girl invites the children to read environmental fairy tales, proverbs and sayings; make up a story based on pictures, guess riddles about nature. Also, together with Clever Girl, the children learn to observe changes in nature and keep an observation diary together. Offers reminders, consultations and recommendations to parents. The section also covers the preschool educational institution’s work plan for environmental education. Clever Girl offers parents the “It’s Interesting to Know” section about interesting facts of living and inanimate nature, and an ecological calendar is presented. Very often we have no idea how many people are concerned about the environment and how many areas are affected by those who care. Everyone can make this world a better place

Section 4 is dedicated to Tikhon. He is quiet and modest. Tikhonya also loves flowers very much, so he introduces children and parents to environmental signs and reminds preschoolers and parents how to behave in the forest and in nature. And, of course, Tikhonya draws children’s attention to the fact that they need to be nature’s friend. Pupils of the group, together with Tikhonya, learn to care for flowers and a mini-garden located in the group. Children take care of the flowers themselves: they water and wash the leaves. And this forms in children a caring attitude towards plants, care for living beings, a love for nature, and also develops work skills.

The ecological corner contains works of art about nature:

fairy tales, short stories, riddles, poems, proverbs and sayings, as well as models for telling poems and fairy tales; a card index of didactic games, illustrations, thematic pictures, educational environmental fairy tales, a soft educational book “Seasons”

The ecological corner “Eco-preschool children” is constantly updated with new material; by changing the content of the sections, it is possible to plan further familiarization of children with nature conservation, which will allow preschoolers to grow up to be real conservationists who will take care of the environment.

Author's didactic manual "Seasonal Tree". Methodological development (senior group)

Konovalova Nadezhda Ivanovna – teacher of the senior group

JV - “Kindergarten “Beryozka” GBOU secondary school “OC” in the village of Augustovka.

Structural unit of the state budgetary educational institution of the Samara region secondary school "Educational Center" named after Hero of the Soviet Union S.S. Zarudneva s. Augustovka municipal district Bolshechernigovsky Samara region “Kindergarten “Beryozka”, implementing basic general educational programs - educational programs of preschool education.

446281, Samara region, Bolshechernigovsky district, village. Augustovka, st. Kosmicheskaya, 1

89372010604

[email protected]

The author's didactic manual “Seasonal Tree” as a means of development and socialization of preschool children.

The pedagogical idea of ​​​​making a didactic manual is to use it as a means of becoming familiar with seasonal changes in nature and the seasons. The direction of the benefit: - allows you to expand children's understanding of living and inanimate nature at different times of the year; — the manual can be used as part of the nature calendar; — promotes effective memorization of the seasons, allows you to increase your vocabulary, develops children’s speech and fine motor skills; — develops communication skills in games and other activities; — promotes the development of imagination as the basis of creative activity, helps the formation of the process of non-standard thinking; — the manual is used in many areas of educational development: artistic and aesthetic development (drawing, modeling, appliqué), speech development (composing stories), cognitive development (FCCM, FEMP). This manual will be useful for preschool children from 4 to 7 years old.

Goal: Expanding children's knowledge and understanding of the seasons and seasonal changes in nature. Objectives: Cognitive development: - deepen and expand knowledge about the seasons; - develop mathematical abilities, fine motor skills, visual perception, and the ability to concentrate. Social and communicative development: - to develop skills of cooperation and mutual understanding; — to cultivate a caring attitude towards the materials used, a desire to participate in the manufacture of toys and aids. Speech development: - develop monologue and dialogic speech; - activate your vocabulary. Artistic and aesthetic development: - develop creative thinking, perception, artistic and aesthetic taste; — to form a process of non-standard thinking. Physical development: - train and strengthen the eye muscles.

Relevance.

The didactic manual can be used both in educational activities and in gaming. Work with the manual is aimed at consolidating children’s knowledge about the world around them and the characteristic signs of the seasons, about the animal and plant world; to increase the level of speech development, activation of thought processes. The manual is perfect for playing out various thematic plots and can serve as a backdrop for showing mini-performances. The benefit complies with the Federal State Educational Standard for Education. It is meaningful - rich (various attributes depicting birds, animals, insects, leaves, flowers, snowflakes, fruits and more); transformable (not fixed to one place, can move); multifunctional, variable, accessible and safe to use. There is the possibility of changes and adjustments depending on the educational situation and the tasks set by the teacher (periodic changes of game material depending on the interests of the children, addition of other teaching aids). The manual is developmental in nature, activates children's initiative, arouses children's interest, creates conditions for the possibility of choosing material, allows them to consolidate acquired knowledge, form new ideas and methods of cognitive activity. The manual is intended to be used by children in their free time independently and in a team, following the given rules and inventing new ones. Children comprehend new material and find application for it.

The culture of design of teaching aids.

The didactic manual has a certain design that allows it to be collected and transferred to the right place. All elements of the manual have the ability to replace components in the event of a malfunction of parts or when they become unusable. The manual allows you to: use substitute objects, supplement them with other necessary attributes (development of imagination). The attributes of the benefit correspond to the physical parameters of the children (size, weight), and are also within the child’s reach. The attributes of the benefit do not have a negative impact on the child and do not provoke him to aggressive actions.

The demonstration material used is varied and was selected taking into account the individual characteristics of children’s perception. These flat and three-dimensional figures are familiar and understandable to children, they are also attractive, arouse interest and a desire to play with them. Models and images are realistic and, if possible, correspond to the real object (appearance, size). The components of the manual are aesthetically designed, neat and safe to use.

Uniqueness and novelty of the manual. Any new benefit arouses children's interest. And when it is large, colorful, and conducive to playful activities, it doubly attracts the attention of children. Children can use this layout in accordance with their own ideas and the plot of the game, which contributes to the development of creative imagination. The idea of ​​​​creating a game manual made it possible to open up new opportunities for interaction with parents (joint discussion of the implementation of the idea, assistance in designing the “Seasonal Tree”, inventing game moments).

Methodological techniques for working with the manual: familiarization with the signs of the seasons, examination, situational conversations, composing stories, fairy tales, guessing riddles, reading and memorizing poems about birds and animals, trees, didactic games, manual labor for the production of the components of the manual, playing, practical actions (replacement and repair of materials), drawing, modeling, application on the topic, counting, composing problems. Our manual also inspired joint creativity. We recently composed a poem, “This is the magic.”

“In our kindergarten, we will tell you without embellishment: “It’s a miracle - a tree grows. Miracle - wonderful miracle! Wonderful – wonderful marvelous!” They didn’t sow or plant, they just glued and embroidered. Birds - small ones, bullfinches, titmice. Butterflies, bugs, fruits, berries, flowers. Everything on our tree appeared at the same hour! Summer, autumn, winter, spring, as we want, will always come to us. This is the kind of magic it gave us!”

Conclusion: The teaching aid “Seasonal Tree” is in demand by children and contributes to their comprehensive development.

Educational results.

As a result of using this manual: - children's initiative, interest and activity are stimulated; — children acquire skills of independent work with various materials; — the skill of collective activity is formed; — communication activity develops; - develops fine motor skills of the hands.

Used Books.

1. Federal state educational standard for preschool education, M: 2013.
2. “Development of the basic educational program for preschool education in accordance with the requirements of the Federal State Educational Standard for Preschool Education.”
3. Justus T.I., Dudareva A.I., Korotkova Yu.A. and others. “Creating conditions for the development of initiative in preschoolers in kindergarten. Guidelines". Krasnoyarsk, 2015