Methodology for organizing and conducting excursions and targeted walks in preschool educational institutions.

Methodology for organizing and conducting excursions and targeted walks in preschool educational institutions. consultation

Excursions with children are conducted outside the institution. Excursions, as a form of classes, are conducted in middle, senior and preparatory groups. But for young children, special lessons and excursions around the group room with supervision can be organized (in the room, on the playground).

When planning to work with children in the summer, you must remember to include physical education and musical entertainment in the plan (2 times a week); health days (once per quarter); sports festivals (once a quarter); work on traffic rules (once a week) and safety basics (once a week); walks along the route (simple tourism), excursions, walking tours (1-2 times a week, in the older group - up to 3 times a week).

According to the content, excursions are divided into 2 types: natural history (educational) excursions - to the park, forest, lake; excursions to familiarize yourself with the work of adults (school, library, museum, fire department and various manufacturing enterprises).

Natural history excursions.

Since time immemorial, humanity has valued nature and sees in it not only its nurse, but also a wise educator and mentor. Observations in natural conditions, thanks to which children perceive the world around them in all its richness, color, and dynamics, contribute to the development of curiosity, aesthetic and moral feelings.

During the excursions, the foundation of specific ideas about our native nature is laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

Excursions are one of the main types of classes and a special form of organizing work on environmental education, one of the very labor-intensive and complex forms of training.

Mostly excursions are conducted outside the preschool. The advantage of excursions is that they allow children to become acquainted with objects and natural phenomena in a natural setting.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.

An excursion is much more difficult to conduct than a group lesson, so its success depends on careful preparation of the teacher and children. The teacher’s preparation consists, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher reminds children about the rules of behavior on the street, in the forest, and in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature.

It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursion. All equipment must be located in a specific place. Before the excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask the students what kind words you can give to the flowers in the park’s flower beds, and what wishes you can send to your feathered friends. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help a tree”, “Be careful, ant”, “Birds love silence”, “Good morning”, etc. Small environmental events expand the experience of environmental activities, support the desire to actively and independently help natural objects, allow you to experience the feeling pride in the work done. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks that force children to examine an object, compare it with other objects, find differences and similarities, and establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, k run to the birch!”). In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. The main goal of the final stage is to summarize the excursion work.

Creative tasks will allow the child to express his impressions and show his attitude towards the natural world. You can invite the children, together with the teacher, to compose books of fairy tales. For example, preschoolers can write a story about a park and imagine what tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express attitudes towards various environmental situations. As an option for creative tasks, the teacher suggests drawing up collective collages depicting above-water and underwater inhabitants of reservoirs, favorite park alleys, etc.

Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursion, the layout can be supplemented and transformed.

Based on specific information, children build food chains, add new natural objects, etc. Thus, excursions help expand students’ understanding of ecological systems (parks, reservoirs), form ideas about their “life” throughout the year, and observe what changes occur with every natural object depending on the season, learn to love and protect the environment.

Starting from the second youngest group, targeted walks are carried out around the site with access beyond its boundaries. Taking into account the natural environment of the kindergarten, the most striking seasonal natural phenomena, the children’s capabilities, and the work done with them, the teacher decides where to go and what to see. Targeted walks, unlike excursions, are short-term, and a small volume of problems is solved during them. Children get acquainted with the striking natural phenomena of a particular season: bird nesting, ice drift. Targeted walks are carried out to a pond and a meadow. You can select one object for observation in the rural area, for example, a birch tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

Tips for preparing and conducting walks along the route:

— a walk-hike is carried out only after a thorough study of the route;

— the content of the route or hike is carefully thought out;

- an adult together with children prepares the necessary equipment and equipment;

- children’s clothing is thought out - comfortable and appropriate for the weather;

— children and their parents are notified in advance about the time of the hike;

— it is advisable to clarify the weather forecast;

- the day before, a conversation is held with children about the rules of behavior while moving and in the process of communicating with objects of nature;

— adults should have a good knowledge of berries, mushrooms, and plants growing in the area;

- must know the contents of the first aid kit and the rules for using it;

- adults should be well aware of and take into account the individual and physical capabilities of children (movement should be in a certain rhythm, aligned with the weakest participant, walking should not be monotonous);

— the plan and route are coordinated with the health worker, manager, deputy manager;

— Adults must know and follow traffic rules well.

Planning walks and hikes.

A long-term plan for conducting walks and hikes can be drawn up approximately according to the following scheme: date of conduct; topic or objects of observation; target; completion mark.

A brief description of the route is given, stops and activities on them are noted. For each trip, a script (summary) is drawn up, which indicates the location, departure time, form and duration.

The content of the walk-hike consists of: didactic games; outdoor games; reading fiction; experimental and practical work.

Educators must find a successful combination of various types of physical activity with rest, taking into account the conditions of the area. Children can be taught navigation.

Route maps are approved by the teachers' council, which is confirmed by the signature of the head on the map. All routes are numbered. Dangerous sections of the road and rest stops must be marked. The total length of the route and the length of the sections of the path between rest stops, as well as its duration, are noted.

Before leaving, a note is made in the notebook of the arrival and departure of the group on the hike according to the scheme: No.; date of; group; number of children; Route number; number of accompanying persons, full name; care time; signature; return time; signature of who accepted the information.

Memo for teachers on organizing excursions and targeted walks: Walking walks should be designed for a 30-minute walk in one direction. In such a hike, children’s strength strengthens, endurance develops, the ability to overcome difficulties, will and perseverance are exercised. The teacher outlines a route in advance on which a flat road alternates with various natural obstacles: slopes, logs, stumps, ditches, bridges, etc. resting places and places to set up camp.

A music director and a nurse take part in such trips. A summary is being drawn up. It indicates: with which group the hike is being carried out and at what distance, place and time of departure, route. During walking walks, children must be organized in such a way that they can walk not only in pairs, but also freely, in groups of 3-4 people.

There should be obstacles on the road: a fallen tree, low hanging branches, a stream, etc. The natural environment can always be used for jumping exercises: jump from flat stones, from stumps (no higher than 50 cm). For long jumps, use the width of paths and grooves. You can jump in height through a twig placed on two adjacent stumps, through low stumps. To climb over, use logs, fallen trees, and low-hanging branches for crawling. We must strive on every walk to exercise children in all types of basic movements, using a combination of natural conditions with special aids. For example: walk between two lines, throw the ball up and catch it with your hands, when you reach a stone, put the ball near it, stand on the stone, jump, walk on all fours to a hoop (woven from branches), crawl into it, run up to a branch with a hanging bell, jump up and ring.

During a walking walk, organize with the children the collection of natural materials that can be used in design classes for work. After such a walk, children are asked to make sketches, and conversations are held about what they saw.

When setting up a camp, it is advisable to provide telephone communication, and limit the camp area with garlands of flags, flowers, etc. When organizing small tourism, provide measures to ensure the protection of the life and health of children.

NOTE: Increase the duration of the route gradually, giving it a game form - “Tourist hike”. Make up your own little tourist song. Before going on a hike, give instructions on how to behave on a hike. At rest stops, organize recreation for children: songs, round dances, competitions, reading and looking at books, etc.

Tourist equipment: Headgear (hat, cap, Panama), tracksuit, sneakers or sneakers. You will need a backpack, dishes, toys, sports equipment (ball, skittles, jump ropes, etc.). Be sure to take a first aid kit and drinking water with you. You can take musical instruments with you.

Excursions to familiarize yourself with the work of adults.

An important area of social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. A child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it.

Excursions are an important means of developing adults’ ideas about work, since children have the opportunity to see labor actions, the labor process itself, and its tools. The advantage of excursions is that they allow children to become acquainted with objects and phenomena in a natural setting. Excursions contribute to the development of observation skills and interest. To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work.

A properly conducted excursion leaves a deep imprint on children’s memory and is reflected in children’s creative games, influencing their actions and behavior. But the game does not reflect observations in which only objects come to the fore for the child and people, their activities and relationships slip away. A successful excursion, of course, is the basis for the process of children acquiring knowledge about the meaning of work, how, by whom and why it is carried out. Since living images are the most intelligible and convincing, a true example of the work of adults. Visibility of life (observations, excursions) ensures the greatest clarity of ideas and maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the inclusion of children in various types of activities, the information obtained during observations is clarified, consolidated, and supplemented.

Preparing for the excursion.

One form of excursion aimed at introducing adults to work is a field trip. Preparation for the excursion begins with drawing up a plan for its implementation and choosing an object, that is, an enterprise that preschoolers will visit. And based on the purpose and objectives of the excursion, the teacher determines issues that children should pay attention to. Then he negotiates with the organizers of the excursion at the enterprise or seeks permission to conduct it himself. When outlining a route plan, the teacher thinks through how to ensure the safe movement of children around the enterprise, how to make the excursion less tiring and at the same time more meaningful.

Below are some indicative questions on which you can prepare information for conducting a field trip:

— Name of the enterprise.

— What types of work are performed in the main workshops of the enterprise.

— Modern equipment used in the workshops.

— Employees of the main professions of the enterprise.

— What technological sequence of materials processing exists at this enterprise?

— Which workshops use equipment that performs several operations simultaneously?

— Describe the technological sequence of processing a particular part or component of the product.

During the excursion, children always listen with great interest to the explanations of those directly involved in production. The teacher needs to come to an agreement with such people, involve them in participating in the excursion, clarify the content of the conversations and highlight the most important thing in the conversation. Convey the story in clear language, avoiding highly specialized terms. Involving workers in the excursion does not free the teacher from preparing for the story.

Methodology for conducting field trips.

Any field trip usually takes place in several stages:

1. Preparing preschoolers for the excursion (preparatory conversation).

2. Introductory conversation at the enterprise.

3. The procedure for getting to know the production, the teacher’s story, children’s observations, explanations from the enterprise’s specialists.

4. Collection of illustrated materials.

5. Meetings and conversations with production workers.

6. Brief final conversation at the excursion site. Preparation for the excursion is carried out in two directions: content and organizational issues.

In the preparatory conversation, the teacher explains the purpose of the excursion, tells the children where they will go and what they should observe. During the conversation, you can ask questions, the answers to which will need to be given after the tour. Such questions will help children conduct observations in a given direction, preventing them from being distracted. The teacher explains that an excursion is the same activity as any other, therefore during the excursion it is necessary to fulfill the requirements for children in the lesson: listen carefully, ask questions in an organized manner, do not talk, maintain discipline. You cannot violate order and discipline on the way to an excursion. At the enterprise, everyone should stay together, move from one room to another calmly, without fussing.

When observing an object, it becomes so that everyone can see it. Particular attention should be paid to safety and caution. Children must be warned not to take anything on their own. Collecting materials for the collection will have to be done with the permission of the teacher and guide.

Before the start of the excursion, the means of transportation to the destination (pedestrian crossings, public transport), travel time, time to get acquainted with the production, time of return are discussed. Reminds you of the traffic rules.

The teacher, having arrived at the place, usually has a brief conversation again about the purpose of the excursion and the procedure for inspecting the enterprise. After the conversation, the children meet the guide and begin to tour the enterprise. An important task of the guide is to pose guiding questions that help to arouse interest in the objects being observed.

Children cannot simultaneously listen and observe the actions of the worker or the operation of the machine. Therefore, brief explanations should be replaced by independent observations. The structure of the excursion must meet the basic requirement; the story is subordinate to the show. The story is told in the form of detailed material, information, explanation, introductory and final words. The missing visual links are filled with exhibits - “The Guide's Portfolio” (photos, illustrations, collections, samples). The theme of the excursion regulates the story - it does not allow the guide to say everything he knows about the object, but only what will reveal the topic.

Methodology for displaying excursion objects.

In the classification of excursion techniques, two groups are distinguished:

Display techniques - which include techniques that organize observation (study, research) of objects and allow you to isolate the object from the environment, from the whole. The task of which, relying on the imagination of excursionists, is to make visible changes in the external appearance of the object. The techniques make it possible to see objects in the desired form, based on movement - the excursion group approaching the object, moving away from it, moving along it. Display techniques make it possible to simplify the observation of an object, highlight its features that are invisible during normal inspection, and enable tourists to mentally dissect the object into its component parts. Invent lost details, “see” a currently non-existent object in its original form, historical events that took place many years ago.
Storytelling techniques are techniques based on explaining an object, describing its internal appearance and evoking visual associations among tourists, as well as reporting techniques that make it possible to understand the changes occurring in the observed object, etc.

Demonstration is the main element of the excursion, with the help of which the excursion object is purposefully observed. It is necessary to pay attention to the choice of location of the group as it moves, stopping at objects. The features of the excursion display are activity, purposefulness, consistency, and the leading role of the display. Types of inspection - technical equipment, diagrams, tables, fine paintings, drawings, photocopies. The means of demonstration are the guide's gesture, story, verbal description. Features of the story in the excursion: Dependence on the movement of the group. Submission to show. Use of visual evidence. Limited time.

There are many display techniques, here are a few examples:

Acceptance of preliminary inspection. This technique is used at the moment when tourists are at the location of the object. It represents the first stage of object observation. This technique invites tourists to conduct an initial observation of the object themselves, get acquainted with its appearance, and see some details. Give a certain assessment to the object.
The reception of a panoramic display allows tourists to observe the view of the area. For a panoramic display, towers, bell towers, fortress walls, bridges and other high points can be used, from where a panorama of the city, battlefield, valley, and river opens up. To enhance the sightseers’ perception of the broad picture opening before them, it is necessary to identify the compositional center in the observed panorama and draw the group’s attention to it. Another feature of a panoramic display is that many objects fall into the sight of tourists. The guide must show those objects that reveal the topic, moving from a general panorama display to a private one.
Technique of visual reconstruction (recreation). The term “reconstruction” means the restoration of the original appearance (appearance) of something from remains or written sources. The essence of this technique is that the original appearance of a historical building is restored verbally. The guide does this, relying on the visual impressions of the tourists. This technique is widely used when showing memorable places where military battles, popular uprisings, etc. took place. The purpose of this technique is to give tourists the opportunity to “visually” restore a memorable place, building, structure in its original form, a historical event that happened at this place.
Visual comparison technique. The excursion methodology uses various types of comparison: visual, verbal. Comparison of a visually perceived object with an object mentally reconstructed or shown to tourists earlier. This technique is based on a visual comparison of various objects or parts of one object with another, located before the eyes of tourists. At the same time, both similar and different in appearance objects are compared with each other.

Methodological techniques of the story.

The methodological techniques of the story are, as it were, the spring of oral speech; their main task is to present facts, examples, events so that the tourists get a figurative idea of how it was, and see most of what was told to them by the guide.

The purpose of the story is to involve you in the excursion. The story must be accessible, accurate, scientific, exemplary. Logical transitions should be used that contribute to the integrity of the story and consistency of presentation.

Storytelling techniques can be divided into two large groups:

The first group combines techniques related to the form of the story (reference, description, report, citation). The techniques of this group fulfill the task of conveying the content of the story to excursionists, promoting the formation of information, its organization, memorization, storage and reproduction in the excursionists’ memory.

The second group combines the techniques of characterization, explanation, questions and answers, reference to eyewitnesses, tasks, verbal montage, complicity, induction and deduction. The techniques of this group paint an external picture of events and the actions of specific characters.

Principles for constructing a story: Inductive - from the particular to the general; Deductive – from general to specific; From the known to the unknown.

Story Techniques:

1. Excursion information, a condensed presentation of factual material.

2. Description – a sequential listing of the main qualities and properties of the excursion object.

3. Explanation – a detailed story about the object.

4. Commenting – used when an object is demonstrated in the process of development or movement (working equipment).

5. Quoting – using excerpts from their fiction, speeches, reports, etc.

6. Conversation – questions and answers.

Here are a few storytelling techniques:

The description technique aims to assist in the correct display of the object in the minds of tourists (shape, volume, what material it is made of, location relative to surrounding objects). The description of an object is characterized by accuracy and specificity. This technique involves the guide presenting the characteristic features, signs, and features of the appearance of the object in a certain sequence. The description technique applies not only to objects (architectural monuments), but also to historical events. The description of historical events is figurative. It evokes visual images in tourists and allows them to mentally imagine how the event took place. The method of describing events is of a subordinate nature, merging with the methodological method of visual reconstruction.
The explanation technique is typical for excursions with displays of works of fine art. The guide explains the meaning of what the artist depicts in the painting and the content of the monumental sculpture. The peculiarity of the explanation technique is that the story about the object is of an evidentiary nature.
Reception of comments. Commentary in periodicals is used in two forms - as an interpretation of events, phenomena, texts, and also as reasoning or critical comments about something of interest to readers. During an excursion, the methodological technique of commenting is used by the guide when presenting material that explains the meaning of an event or the intention of the author of a historical and cultural monument that is currently being observed by excursionists.
Reception of questions and answers. The essence of this technique is that during the story the guide asks various questions to the excursionists in order to activate them. Most of these questions are not designed to elicit any answers from the excursion participants. They perform the function of a methodological technique.

The level of effectiveness of the excursion depends on the following conditions:

Firstly, it depends on the guides what a person remembers from the knowledge imparted to him. Their task is to help a person understand and retain in his memory what is most important in the excursion. This is achieved using methodical techniques.

Secondly, the effectiveness of each specific excursion depends on what part of the excursion can be visually represented by its participants. Verbal material must be constructed and presented in such a way that, with the help of observable objects and visual aids, it turns into visual impressions in the minds of tourists. This should be methodically thought out, planned and ensured during the preparation of the excursion. The success of the case is ensured by the deep content of the material, figurative language, and methodological techniques that allow you to visually convey the excursion material to the excursion participants.

Thirdly, the technique should not be limited to showing objects and visual perception. The technique should be focused on active participation in the process of perception of the senses. Following the example of natural history and city excursions, the basis for perception can be the sense of touch and smell of excursionists. It is necessary to expand the effectiveness of sound visualization, for example, the sounds of nature (the noise of a forest, the babbling of a stream), through which a person communicates with the outside world.

The course of the excursion depends on the educational tasks facing the children. If children only have to become familiar with the equipment, then all attention is focused on it. If it concerns technological processes, then they study them.

At the end of the excursion, the results are summed up. The teacher reminds the excursion plan, its main objectives and finds out whether the children have learned everything and whether they can answer all the questions. If something remains unclear to them, they ask the guide or teacher questions. Based on the results of the excursion, children prepare oral reports, make stands, albums, and drawings.

Sources:

Kameneva L.A.: “How to introduce preschoolers to nature” - M.: “Enlightenment”, 1983.
Kameneva L.A.: “Methods of introducing children to nature in kindergarten” - M.: “Prosveshchenie”, 1991.
Lucich M.V.: “Walks with children in nature” - M.: “Enlightenment”, 1969.
Mazurina A.F.: “Observations and work of children in nature” - M.: “Enlightenment”, 1976.
Frolov V.G.: “Physical training, games and exercises while walking” - M., “Education”, 1986.
Frolov V.G.: “Physical exercises in the air with preschool children” - M., “Prosveshchenie”, 1983.

Bure, R.S.; Godina, G.N. Teach children to work: A manual for kindergarten teachers / R.S. Bure. – M.: Education, 1983.
Vinogradova, A.M. Moral and labor education of children in kindergarten / R. S. Bure et al. - M.: Education, 1987.
Kotlyarova, S. Familiarization of children of the preparatory group with the work of adults / Preschool education 1973 No. 7.
Kotlyarova, S. Familiarization with the work of adults / Preschool education 1974 No. 12.
Markova, T.Ya. Nurturing hard work in preschoolers: A book for kindergarten teachers. – M.: Education, 1991.

Excursion as a form of education for preschool children

Category: Methodological piggy bank Created: 08/20/2014

Matvienko Natalya Nikolaevna, teacher 1st qualification category

Among the problems aimed at improving the learning process, an excursion as the formation of cognitive interests is quite significant for preschoolers. An excursion is an important form of organizing education in kindergarten. Excursions are a special type of activity that provides an opportunity in a natural setting to introduce children to natural, cultural sites, and the activities of adults. The main significance of excursions is that they provide children with specific ideas and impressions about the life around them. During excursions, preschoolers begin to explore the world in all its diversity and development, and observe the interconnection of phenomena. An excursion is not a simple pastime, it is an intellectual activity in free and directly organized educational time, requiring a certain expenditure of physical and spiritual strength. Thanks to its clarity, clarity, and emotionality, an excursion is an extremely effective form of transferring knowledge to children, promotes a strong assimilation of the facts presented, and has a strong impact on the formation of the child’s spiritual image. To the inherent features of an excursion we should also add the indispensable presence of its goals and objectives, which dictate the choice of excursion objects, the development of a route, the selection of literary sources, illustrations, in the so-called tour guide’s portfolio, the general emotional mood of the excursion and everything else that it consists of. But the main feature of an excursion is the obligatory use of the unity of showing and telling when conducting it, with the primary and determining role of showing. The whole variety of excursions is divided according to the following criteria: • Content; • By composition of participants; • By venue; • By method of transportation; • According to the form of conduct. In this organized process of learning about the world around us, the emotional side plays a huge role, which is a necessary component of every excursion. It is important for the guide (in our case, the teacher) to achieve empathy from children, and not just observation and listening. What they see and hear should evoke reciprocal feelings in children: admiration, indignation, joy from what they heard, etc. Based on the content, excursions are divided into overview and thematic. Thematic excursions are divided into the following groups: • Historical, which highlight a specific period in the history of the region; • Military-historical, i.e. excursions to memorable places of military events and to military-historical and memorial museums; • Production records, which reveal the history of the enterprise, show its achievements, the production process; • Natural history - on environmental topics, to unique natural monuments, to the nature departments of the local history museum; • Art excursions tell about the work of composers and artists. These are excursions to art galleries, exhibition halls; • Literary; • Architectural and urban planning - with a display of architectural monuments, introducing the planning and development of the city. The main thing in preparing and conducting an excursion is the educational and age level of its participants. It is important that the information provided by the guide is not generally known, otherwise interest in it will quickly disappear. But it is also impossible for them to be too divorced from the children’s knowledge. New information must build on the basis of knowledge formed by children’s previous life experiences. Based on the location, excursions are divided into: • City (sightseeing and thematic); • Correspondence (videos); • Suburban (bus and pedestrian); • Museum. Museum excursions are the most common group of excursions. The museum introduces the child to the world of universal human values, to history, and develops artistic taste. Leading a child into the world of art, developing his artistic culture in the sociocultural environment of museums, understanding the language of art - these and other tasks must be solved by kindergarten teachers. Museum pedagogy allows preschoolers to become familiar with the aesthetics of folk life. The creation of mini-museums in kindergartens allows children to develop a sense of love for their Motherland, develop a caring attitude towards the history of their country and its heritage, and develop a sense of pride in their people and their fortitude. Expanding children's horizons is one of the difficult tasks facing teachers. A broad outlook not only facilitates the process of cognition, but also activates thought processes, imagination, fantasy, and develops a creative attitude towards the world. Close cooperation between preschool teachers and museum workers helps make the world of museum exhibits understandable and meaningful for children. According to the method of transportation, excursions are divided into walking, transport and combined. Walking tours give participants the opportunity to explore deeper, explore objects, and feel like participants in the events that the guide talks about. The length of walking tours is usually 2 – 6 km. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, and 40–50 minutes in the senior and preparatory school groups. In this case, you should take into account the characteristics of the road and weather conditions. According to the form of excursions, they are divided as follows: • Ordinary excursions (sightseeing and thematic); • Educational; • Excursions – walks The important role of educational excursions is that with their help the local history principle of education is implemented, i.e. the use of local geographical material when studying various topics to become familiar with the environment. Excursions - walks most often are nature excursions with outdoor recreation, for example, around the territory of a kindergarten, nearby squares and parks. In this type of excursion, children’s independent communication with the objects on display takes more time than in any other. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called attention crises. The first crisis of attention occurs at 14-18 minutes, the second - 11-14 minutes after the first, the third - after 9-11 minutes, the fourth - after 8-9 minutes, and then the intervals between crises of attention follow every 4-5 minutes. The following ways to maintain the attention of preschoolers are recommended: • Display of excursion objects, which should be distinguished by logic, consistency, activity, accuracy, imagery; • Use of visual aids: when used, auditory perception switches to visual, creating a certain stress relief; • Jokes, humor; • Question answer; Basic methodological techniques for conducting excursions: • Element of ritual (in excursions on military-historical topics); • Research (completing simple research tasks, the results of which confirm what the guide said (creating the album “Our Dear Army”); • Assignments (read the text on the plaque, compare the shape of the needles of fir and spruce, etc.); When developing an excursion, it is important set and solve a set of problems of an educational, educational and developmental nature. Preparing children begins with the teacher informing them of the purpose of the excursion. The children must know where they will go, why, what they will learn, what needs to be collected. It is necessary to explain to the pupils that during the excursion they must be disciplined and attentive, remind the rules of cultural and safe behavior on the street. You need to pay attention to the clothes of children. They should be dressed comfortably, in accordance with the weather and season. It is good to involve children in the preparation of excursion equipment and equipment. This helps to arouse their interest in the upcoming excursion. Depending on the specific content of educational objectives, the excursion route and structure are developed, and methods are determined. Subsequent work to deepen and consolidate the ideas gained during the excursion is carried out in everyday life: in visual arts, design, stories, and children’s work. At the end, a final conversation is held. The complexity of the excursion as a form of educational organization makes it accessible only to middle and senior groups. In the second junior group, excursions are carried out inside the preschool institution, site, and starting from the middle group - outside the kindergarten. The content of the excursions is determined by the program according to which the preschool institution operates. The immediate environment of the preschool institution also plays an important role, namely: the presence of attractions, cultural sites (library, theater, concert hall, museum, etc.), natural landscapes (park, square, river, canal, etc.), production establishments (ateliers, workshops), etc. The teacher must ensure that children are directly acquainted with the most striking and interesting objects of the flora and fauna, with seasonal changes in nature, with types of agricultural and other labor characteristic of that month Details where the kindergarten is located. Taking into account the principle of local history and the principle of seasonality when developing the plan and content of excursions ensures clarity and repetition of the perception of educational material, gradual complexity of knowledge in accordance with the characteristics of children's thinking, and creates favorable conditions for the development of cognitive interests. In each preschool institution, objects of nature, labor, public and cultural institutions are identified, which it is advisable to become familiar with on excursions. A description of the excursion routes is located in the methodological office of the preschool institution. When planning a system of excursions, you need to keep in mind the following: - the excursion should provide an initial vivid holistic perception of objects and phenomena, which is dictated by the special role of the emotional factor in awakening and developing children's curiosity and cognitive interests; - to expand, deepen, and generalize children’s ideas about a familiar object or phenomenon, repeated excursions are conducted. It is advisable to schedule repeated excursions for the period when noticeable and qualitative changes occur in the observed object or phenomenon; — gradual complication of program material should occur in two directions: by expanding the range of observed phenomena and by consistently deepening and generalizing knowledge about the same phenomena; - on each excursion, educational and educational tasks should be solved in unity, so you need to plan the amount of knowledge and skills; think through what feelings, relationships, moral qualities, aesthetic experiences will be activated. The excursion has certain structural parts that are inextricably linked with each other: the preparatory stage, the course of the excursion, subsequent post-excursion work. The preparatory stage includes the preparation of the teacher and the preparation of children. The teacher (when planning educational work) outlines the topic of the excursion, determines its program content and timing. The day before, the teacher inspects the place where it is planned to take the children, gets acquainted with the state of the objects, clarifies the amount of knowledge to be learned, formulates sample questions, thinks through the content of the explanations, selects fragments from poems, proverbs and sayings. Organizational issues are also being resolved: which route to take the children, where to place them for observation, rest, and games. During the excursion itself, various teaching methods are used, but the leader is observation. First, children are given the opportunity to get to know the object as a whole. Direct perception can be enhanced by artistic expression: the teacher himself or one of the children reads a poem (excerpt). From a holistic perception of an object (phenomenon), the teacher leads children to its analysis, which provides the basis for in-depth knowledge. In this case, questions of different types are used: - targeting attention, requiring statements of facts (what is it called, what parts, what qualities, features); - activating thinking, requiring comparison, juxtaposition, distinction, generalization (to establish connections, relationships); - stimulating the activity of the imagination, encouraging creative thinking, conclusions, judgments. Explanations on excursions should relate to what children directly perceive and be brief and precise. On some excursions, the main method of teaching becomes a conversation, for example, with a representative of the profession with which the children are introduced (postal worker, cook, salesman, librarian, agronomist, tour guide, etc.). The teacher prepares such a conversation in advance. During the excursion, it is important to support the mental activity of children. For this purpose, techniques are used that stimulate cognitive search: children are asked to ask questions about what they perceive, what interests them, what seems incomprehensible; remember the corresponding poem, proverb, folk sign, riddle. At the end of the excursion, a summary is summed up: what we learned and saw. You can invite several children to talk about what they liked and what was especially interesting. Post-excursion work is aimed at expanding, clarifying, systematizing knowledge, strengthening feelings and attitudes that arose during the excursion. To do this, the following techniques are used: - design of materials brought from the excursion. These can be cones, acorns, stones, etc.; - appeal to works of art (books, music, songs, reproductions, objects of decorative and applied art); - work in the book corner (design of the albums “Our City”, “Our Park”, “Who Lives in the Forest”, “How the People of Our City Work”, etc.), in the corner of nature (making models, collections, herbariums) ; — organization of games (director’s, didactic, role-playing, etc.); — generalizing conversations that are held upon completion of a block of educational work on a specific topic. 2-3 days after the excursion, the teacher organizes the children’s activities using handouts (drawing, modeling, didactic games, reading fiction, listens to children’s stories about where they were and what they saw), and at the end a general conversation is held. When planning a conversation after the excursion, the teacher must prepare such questions in order to restore in the children’s memory the entire course of the excursion, emphasize the most important educational moments, and lead them to the connection between phenomena. The developmental component of excursions stimulates the formation of: • Observation and observation skills; • Sensory abilities (the ability to see various features of objects, spatial arrangement, variety of shapes, textures, etc.); • Thought processes (analysis, comparison, generalization, classification, ability to establish connections, different in nature and degree of complexity); • Imagination and creativity. Excursions are one of the most labor-intensive and complex forms of training and education. The advantage of excursions is that they allow children to become acquainted with various objects in a natural setting, contribute to the development of observation skills, and the emergence of interest in nature, their hometown, and the region. The role of excursions in the aesthetic education of children is also great. The beauty of nature and paintings evokes deep emotions and contributes to the development of aesthetic feelings.

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Consultation for teachers “Walks and trips outside the kindergarten territory”

Tourist walks, hikes and expeditions can have different purposes:

* wellness (hardening, gaining a reserve of vigor and performance, emotional and psychological recovery);

* sports training (physical training, training in overcoming natural obstacles, terrain orientation, tactics in extreme situations);

* educational (studying the native land, getting to know its historical and natural attractions);

* entertaining (games, competitions, competitions of nature experts, hiking songs, etc.);

* aesthetic (artistic and creative activities in nature: drawing, writing, etc., communication with friends).

The goals of walks can be combined, combined in different ways, or can be defined as the main and only ones. Depending on the main purpose, tourist walks with preschool children are divided into different types.

Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask your students what kind words you can give to the flowers in the flower beds of the park, what wishes you can send to your feathered friends, etc. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir , defining the conditional interaction between them, building logical chains of connections and dependencies.

Small environmental actions expand the experience of environmental protection activities, support the desire to actively and independently provide assistance to natural objects, and allow you to experience a sense of pride from the work performed. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.