Short-term environmental projects in older groups of kindergartens

Goals and objectives of environmental projects in preschool educational institutions

Project activities activate the cognitive and creative development of preschool children and form personal qualities. The goal of environmental education is the development of personality through the continuous accumulation of experience in communicating with the natural environment. The pupil independently accumulates experience and receives direction for further intellectual and social development.

Scientific conference as part of project activities

The teacher sets himself the task of forming:

• skills of search-cognitive, research activities;
• caring attitude towards the world.

The environmental project in the preparatory group differs in goals and forms of work.

Project protection

Pupils aged 6–7 years have research experience and basic knowledge about the environment. More advanced ones can choose problems for projects on their own.

Organization of environmental projects

For environmental projects in different groups, it is preferable to choose topics related to the native land. Observations and experiments that are carried out in real conditions will bring more benefits than those that the child watches a video about or reads about in a book. The development of project activities goes through three age stages.

In younger groups

The beginning of the first stage refers to the age of 3–4 years. Search activity is natural for children. They explore the world, they are interested in everything. Starting from the age of three, they use this type of work as an environmental project. The leading role still belongs to the adult. Teachers usually choose practice-oriented, game projects. Environmental education begins with the immediate environment. Let the kids look at what flowers grow in their flowerbed and watch the insects. At 3–4 years old, any little thing encountered on the street is a discovery.

The theme "Native Trees" is suitable for this age group. As part of the project activity, kids will learn what deciduous and coniferous species grow in the yard. They will observe when the leaves appear, what color they are, and what happens to them in the fall. Different forms are used:

• an adult's story;
• conversation;
• excursion;
• observation;
• walk;
• Reading books;
• viewing photographs, pictures, reproductions;
• watching videos;
• acquaintance with folklore.

In a kindergarten setting, group projects are chosen for 3-4 year olds.

In middle groups

The second stage begins at the age of four. Students become more independent, and the goals of the project become more complex. Life experience does not yet allow one to show independence in choosing a problem; activity proceeds at an imitative-executive level.

Important! Students can act as “customers” of the project, asking questions of interest.

Forms and methods of research activity are moving to a new level. Work on the topic “Flora of my region” includes activities such as collecting a herbarium and compiling a photo album. Co-creation between children and adults is a mandatory component of the project.

Family project

Pupils can engage in socially significant activities. They don’t just observe what flowers grow in the flowerbed, but they themselves plant a flower garden. Working on the theme “Our Flowerbed,” the kids get to know the flowers and choose which ones will grow in their area. Together with adults, they will sow seeds and wait for germination. The result is a beautiful blooming flowerbed that they will be proud to show to their friends and relatives.

Book by Nikolaeva S.N. environmental education of preschool children - methodology

The study of spectral colors can be carried out in the form of a project activity by choosing the theme “Rainbow”. By the age of 4-5, kids should know the basic colors, this project will take them further. They will get acquainted with shades and learn what colors are obtained when mixing paints. During the work, they will become familiar with the concept of spectrum, learn poems and songs, and conduct scientific experiments.

For older groups

As they get older, social experience accumulates and students begin to cooperate with each other. It's time for paired projects. At the psychological level, noticeable changes occur: the ability to self-control appears, impulsive impulses become less frequent, and self-esteem develops.

The senior group uses different types of projects:

• research;
• creative;
• role-playing

Important! An environmental project in the senior group provides for organizational initiative on the part of students.

It is expected to develop the ability to find ways to solve a problem and develop the desire to use environmental terms in speech. The words “save the environment” are filled with meaning.

Excursion with Little Red Riding Hood

It would be appropriate to carry out the project “We are your children, Earth!” The teacher raises the problem of garbage in public places, explains why the forest is useful, what the “Red Book” is and what animals are listed in it. The planet takes care of earthlings like a mother, she feeds, clothes, gives warmth and beauty, and they must respond in kind.

In preparatory groups

The third stage of development of project activities refers to the preparatory group. It is characterized by a high level of interest, which is due to the development of cognitive abilities and personality traits. Adult activity gives way to support for children's initiative. An adult creates conditions for independent activity of pupils and organizes a cognitive space.

The ecology project in the preparatory group is of great importance for the development of the personality of students, as it involves the formation of ideas about the relationship between the natural environment and humans.

Note! Project activities have socially beneficial significance. Making bird feeders will allow you to feed the birds in winter. The plan may include events such as the release of leaflets, poetry readings, and a drawing competition.

Ecological landing

The projects pay great attention to the scientific basis. You can touch on the following questions: where do microbes come from? What is the harm from sewage? What is ice? What are north and south?

Forms, methods and means of environmental education

The result of project activities in the preparatory group should be the following:

• understanding the relationships in the natural environment;
• respect for the environment;
• development of basic environmental knowledge and culture of behavior;
• creation of a unified educational space for environmental education.

Project on ecology in the senior group. We and the trees

Project work.
Topic: “We and the trees” Author: Vera Petrovna Tukhvatullina, teacher at the Yulduz kindergarten, Chistopol district. Republic of Tatarstan. Description of material: I offer you my project for children of the senior group, about the importance of trees in our lives. Age: senior group (5-6 years). Project implementation location: Republic of Tatarstan, Chistopol district, Municipal budgetary preschool educational institution "Yulduz kindergarten". Type of project: informational, practice-oriented. Participants: teachers, children of the older group (age 5-6 years), parents of pupils. Duration: medium duration. Goal: the formation of an environmental culture, which should be understood as the totality of environmental consciousness, environmental activities and feelings. Objectives: • To teach children to recognize and distinguish trees in their immediate environment by external signs; • To form an understanding of the basic needs of a tree for light, water and air in the process of growth and development; • Clarify the understanding of the relationship between living and inanimate nature, the place of man in them; • Deepen knowledge about the importance of trees in the lives of all living beings, including humans; • Involve children and parents in a variety of activities in nature; • Contribute to the development of a sense of empathy for the troubles of nature, the desire to fight for its preservation; • Continue reading poems, songs, riddles and stories about nature; • Cultivate a love for nature through direct communication with it, the ability to perceive its beauty and diversity; • Contribute to the formation of skills of environmentally literate moral behavior. Relevance. Currently, one of the first most important issues is the problem of strengthening the environmental awareness of every inhabitant of our planet. Direct contact with nature has been lost; people take everything from it, giving nothing in return. The barbaric attitude of both adults and children towards all living things leads to an environmental disaster. The modern content of educational work with preschool children involves the humanization of the entire pedagogical process. Today, environmental literacy, a careful and loving attitude towards nature have become the key to human survival on our planet. V. A. Sukhomlinsky wrote: “The world surrounding a child is, first of all, the world of nature with an endless wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of children’s intelligence.” It is very important from an early age to develop in children the ability to contemplate nature, enjoy it, peer and listen. By solving various cognitive and practical problems together with adults and peers, children acquire the ability to doubt and think practically. The positive emotions experienced at the same time - surprise, joy from success, pride from the approval of adults - give rise to confidence in the child’s abilities and encourage a new search for knowledge. Collective experiences bring children closer to each other and to adults. We must not forget that it is necessary to cultivate a caring attitude towards nature, the desire and ability to see, hear nature, and receive emotional pleasure from its beauty and uniqueness from early childhood. Preschool institutions are called upon to play a vital role in this, ensuring full physical, mental and spiritual development, while simultaneously becoming educational centers for parents. The essence of my project is to prevent children from being indifferent to green spaces. Deepen their knowledge of the importance of trees in people's lives. Any communication with nature should contribute to broadening one’s horizons, developing spiritual and moral personality traits, and developing a sense of responsibility for the fate of nature - a prerequisite for ensuring environmental safety not only of our hometown, but of the entire country as a whole. Hypothesis. Children's ideas about the relationship between living nature and humans will be formed provided that a system of work on environmental education is carried out using observations, didactic role-playing games, art classes, and practical interaction with the environment. Only the active participation of each of us in protecting the environment, the need to plant at least one tree, will contribute to the fact that there will be no place in the soul for indifference and cruelty. The world will be saved. Expected result: • Increasing the level of environmental literacy of children; • Formation of a conscious need to communicate with nature; • Creation of an ecologically developing environment on the kindergarten site; • Creation of an artistic and aesthetic environment; • Expanding children's knowledge about trees and shrubs, their significance in nature and human life; • Formation of the ability to see the variety of shades of colors in nature, to reflect one’s impressions in creative activities; • Promote more active participation of parents in the life of the kindergarten. Interaction between project participants. Stages of work on the project. Stages: - Activities of teachers; - Children's activities; - Activities of parents. Preparatory stage. Select materials, equipment, fiction, illustrations. They think through the course of conversations, organization and conduct of games, observations, excursions, and classes. Diagnostic examination. They get acquainted with literature, participate in games and observations. Consider poems and riddles. They help teachers select the necessary material and supplement the developmental environment. Statement of the problem (immersion in the problem). They form a problem: “Do you know that if you don’t protect and take care of all living things, there will be fewer trees, the air will be polluted, it will be more difficult to breathe, our health will not be good. To prevent this from happening, let’s plant trees, watch them grow, and try to become defenders of our nature.” They enter into the problem and accept the tasks. They enter into the problem and accept the tasks. Practical activities. They carry out joint work with children, including observing the life of trees and conducting research (roots, branches, buds, leaves, flowering, seeds, soil, light). They combine activities with drawing, appliqué, origami, and games. Participate in labor activities: planting seedlings, creating conditions for their growth. They develop basic tourism skills and reinforce the rules of behavior in nature during excursions. They play various games, learn poems, riddles, sculpt, draw, and design. They participate in excursions, conversations, planting tree seedlings, caring for them, collecting seeds and leaves for making a herbarium. They continue to replenish the developmental environment, participate in collecting seeds and leaves of trees, making a herbarium, and help children determine the sequence of work. The final stage. Analyze and summarize the results of the work. Strengthen children's knowledge. A diagnostic examination is carried out. Develop recommendations for educators. They are planning new areas of project activities at the preschool educational institution. Crafts for the exhibition are made from natural materials. Make up a herbarium of leaves. Take part in the preparation of new projects. Game activity: 1. Didactic game “Compare” Purpose: each child talks about his tree and compares it with another. The teacher encourages children to complete the sentences they have started, using comparative phrases for this. For example:
The leaves of viburnum in autumn are like... (Gold, sunshine) Viburnum berries are shiny, like... (Beads, precious stones) Viburnum is as good as... (Beautiful girl, beauty, princess) Educator.
Well done. Let's admire the beautiful viburnum. What do we call viburnum affectionately, tenderly? (Kalinka) Kalina has long been considered a symbol of our native land. Its red clusters decorate loaves that are served to dear guests; craftswomen embroider viburnum on festive tablecloths. 2. Didactic game “I recognize a tree” Purpose: to learn to find a tree by description. The adult asks the children to name the trees he is asking about. Which tree has white bark and is one of the first to turn yellow? (Birch) Which tree's leaves resemble a crow's foot? (Maple) Which tree is compared to a Cossack, a hero? (Oak) From which tree do bees collect honey in the summer? (From a linden tree) What tree has needles instead of leaves? (Spruce, pine) 3. Didactic game “Green World”
Pupils give answers to the adult’s questions.
Which plant has a trunk? (Near the tree) What plants grow low? (Herbaceous plants, grass) What do the leaves of trees and bushes grow on? (On the branches) What about the grass and flowers? (On the stem or just next to it) What plants do birds build their nests on? (In trees, sometimes in bushes) What part of the plant do bees and butterflies like most? (Flower) Which part of the plant drinks moisture from the ground? (Root) What do we call plants that have healing properties? (Medicinal plants) 4. Didactic game “Where does it ripen?” Goal: learn to use knowledge about plants, compare the fruits of a tree with its leaves. Progress of the game: two branches are laid out on the flannelgraph: on one - the fruits and leaves of one plant (apple tree), on the other - the fruits and leaves of different plants. (for example, gooseberry leaves, and pear fruits) The teacher asks the question: “Which fruits will ripen and which will not?” children correct mistakes made in drawing up a drawing. 5. Didactic game “Wonderful bag”
The bag contains: honey, nuts, cheese, millet, apple, carrots, etc.
Children get food for the animals, guess who it is for, who eats what. They approach the toys and give them treats. 6. Didactic game “Name the plant”
The teacher offers to name the plants (third from the right or fourth from the left, etc.).
Then the condition of the game changes (“Where is the balsam?”, etc.) The teacher draws the children’s attention to the fact that the plants have different stems. - Name plants with straight stems, with climbing ones, without stems. How should you care for them? How else do plants differ from each other? —What do violet leaves look like? What do the leaves of balsam, ficus, etc. look like? 7. Didactic game “What’s extra.” Goal: children must identify the extra object (oak, aspen, maple, spruce, chamomile). Outdoor games on the site: “Find your tree.” Purpose: The game requires the participation of several children. Before you start the game, talk to the children about trees, what different trees look like, how they differ from each other (trunk, shape of leaves, color and thickness of the trunk, branches, etc.) Divide the children into several groups, each standing near a certain tree. Draw the children's attention to which tree they are standing by and ask them to name it. Then, at your signal, everyone scatters in different directions. When the adult says: “Find your tree!”, the children should gather in groups to the trees where they stood before the start of the game. “Find the same leaf.” Purpose: You can play this game alone with your child, or with a group of children. During this game, children not only develop their activity, but also get acquainted with nature. Show your child a maple or birch leaf and examine it carefully. Invite the children to run in different directions, find the same leaves and bring them back. When repeated, the task is given to find the leaves of a different tree each time. "Forest Tags" Purpose: Children play tag with the following conditions: you cannot hit a player whose back is against a tree; you cannot salt two players if they hold hands and surround a tree; You cannot salt those who can wrap their arms around a tree or hang on it. "From tree to tree." Goal: Children take turns jumping on two or one leg from tree to tree. How many jumps will anyone have to do to reach the goal? Observations and research activities. 1. Getting to know the sounds of nature, listening to an audio recording with the sounds of nature, excursions along an ecological trail. Goal: to teach children to identify sounds in nature, to consolidate the ability to observe, compare, analyze, and draw conclusions about natural objects. 2. Study of the tree. Goal: to learn to identify a tree by color, shape, structure, bark, seeds, fruits. Artistic and productive activity. Exhibition:
“Forest Sculptors”, “Tree by Tree”, “Portrait of a Tree Family”, “Tree Neighbors”, “Autumn Birch Tree” – drawing, appliqué: “Decorative panel of autumn leaves”, panel “Tree of Life”, modeling: “ Rowan Brush.”
Reading fiction:
1. “Green Country” by E. Serov.
Goal: to instill love for green brothers and sisters. 2. “The Wisdom of the Tree” by A. Lopatin. Goal: to cultivate respect and love for trees, that much can be learned from them. 3. “The Life of a Tree” by A. Lopatin. Goal: to foster respect for trees. 4. “Lipkin’s Gifts” by A. Lopatin. Goal: explain to children that trees have healing properties. Organized activity: Conversation “What do we know about trees and birch in particular?” Goal: Find out what children know about trees in general and birch in particular. Deepen interest in birch, lead to the idea that birch wants to be friends with people. 1. How are trees different from other plants? 2. What trees do you know? 3. Are trees alive? Why do you think so? 4. Are there many trees growing near the kindergarten? What are their names? 5. Are there many trees growing near your house? What are their names? 6. Who plants trees? For what? 7. What is the name of a forest in which only birches grow? 8. Where are trees better - in the forest or in the city? 9. How can you determine the age of a birch? 10. Have trees ever helped you? What about you? Give examples. 11. Let's imagine that the trees have disappeared. What will happen on Earth? Why might trees disappear? Teacher's story “How was birch used in ancient times?” Goal: to bring children to an understanding that trees are of great importance in human life. Introduce how birch was used in ancient times. Our ancestors used birch beams to illuminate their houses. The sick were treated with birch sap. The wheels of the cart were lubricated with tar, which was made from birch. Wooden toys, wooden sculptures, spoons were made from birch; tueskas (they carried water and kvass), baskets for berries and mushrooms were made from birch bark. They wrote on birch bark. Nowadays, birch is used in construction, furniture, plywood, skis are made from it, yellow and green paint is made from birch leaves, and medicines are made from the buds. Conversation “The relationship of wood with living and inanimate nature.” Goal: To deepen the understanding of the relationships between living and inanimate nature and the factors that influence the life of birch. - Can a tree live without light? (Light, like an artist, colors the leaves green.) - Does the birch grow in an open or shaded place? - Can a tree live without heat? (The beginning of the appearance of leaves on trees depends on the amount of heat.) - What happens to trees in winter? (In winter, trees do not grow - they go into sleep. And the trees are protected from the cold by cork fabric, which does not allow either water or air to pass out.) - What else can’t trees live without? (Without water, they drink water like people. The tree receives water from rain, from melt water, drinks it from the ground - the soil.) - Trees, like us, must breathe. They breathe through small holes on the leaves, so small that they are invisible.) - Trees need clean air: they die from dirty air. At the same time, the trees themselves purify the air, making it suitable for humans and other living beings. —Does a tree need birds? (Birds eat various insects that can harm the tree.) - The wind carries birch seeds. — Earthworms participate in the formation of soil, “pass” lumps of earth and dry leaves through themselves, loosen the soil, making it suitable for the development of plants. - Why do trees get sick? (This means that harmful insects have settled on the bark. This can be seen if you look at the reverse side of the bark - the passages made by pests.) - How can you determine the age of a birch tree? (On the bark: the older the tree, the harder and thicker the bark, so old trees can withstand frosts more easily. Conversation “The beauty of nature is priceless.” Goal: to let children understand that no amount of money can buy a beautiful tree. You need to plant it and put a lot of effort into efforts so that it does not die, but takes root and grows. Cultivate love and respect for nature. Complex lesson in the senior group “I love the Russian birch tree.” (see appendix) Experiments:
“Observing changes in poplar and lilac branches in a vase with water” , “How trees save us from the heat.” Compiling a herbarium of trees on the site.
Consultation on the topic “Nature as an educator.” (see appendix) Participation of parents in the “Plant a Tree” campaign. Making joint crafts with children: Decorating a corner of nature with beautiful plants. Making origami - “Christmas tree”. Mosaic – “Tree”. Proverbs, sayings about trees. Guessing riddles. Inventing riddles for children. Reading poems, stories, fairy tales about trees: T. A. Shorygina “Trees. What are they? ”, A. Prokofiev “Birch Tree”, N. Nekrasov “Green Noise”, I. Tokmakova “Oak”, A. Tvardovsky “Forest in Autumn”, I. Sokolov - Mikitov “Falling Leaves”. Memorization: I. Bunin “Falling Leaves”. Drawing: “Lilac is blooming”, “Tree branch in a vase”, “Autumn landscape”. Modeling "Leaf". Application “Autumn carpet”. Listening: P. I. Tchaikovsky - the cycle of works “The Seasons”, memorizing songs about trees. Tour of the kindergarten site. Examination of seeds of various trees. Ecological observations. The goal is to form an idea of ​​animals and plants as living organisms, to show the relationships that exist in nature. It is important to consider the observed object from all points of view. So, observing the plants, one can distinguish interesting information about their names, classification (wood, shrub), about appearance, purpose, condition for their growth; wood, like habitats and food for birds; Ways to spread seeds, reproduction; The meaning in human life, as a person helps plants; Rules of conduct in nature. Environmental knowledge is the basis of environmental consciousness through the introduction of children to practical activities. Ecological excursions. The goal is to find answers to the questions posed, accumulate information, learn to observe, “read” the book of nature. The contents of excursions may be a survey of the nearest area to form ideas about surrounding natural conditions, environmental situation, and the presence of plants. During excursions, you can collect natural material for collections. The results are made out in the form of albums, drawings, collections. Thinking lessons. They will facilitate the answers to a variety of questions, for example: “Why do leaves change their color? "," Why does the Christmas tree have green needles? "," What do the trees eat? " A prerequisite should be a combination of cognitive activity with practical, forming the interest of children. Walks are combined with an exciting story, with a slight inclusion of art works. This forms a sense of nature in children. Collecting. The compilation of collections of natural material and herbaria helps to attract children's attention to the world around him. It should not harm nature. Collecting can launch conversations about the natural wealth of the region, about their use, can be the basis of exhibitions, museums organized by children. Lessons of kindness. The goal is to develop interest in nature, to form a positive attitude towards it, the desire to protect it and take care of it, to educate the sensitivity and a sense of empathy. The theme of kindness lessons can be diverse. They are carried out both individually and a group of children. Discussion and playing situations. This form of work helps to consolidate the norms and rules of behavior in nature. The topic of such conversations can also be diverse. Forms of work with parents. The result obtained: In the course of work on the environmental project “Trees around us”: • Children have increased interest in nature; • knowledge about trees and shrubs was fixed and clarified; • there was a desire to learn more about the trees; • a friendly attitude to all living things has been formed; • mental and speech activity has increased; • children learned to draw conclusions on their own; • a aesthetic taste has been formed; • they used knowledge and impressions in practice and art; • parents took an active part in the improvement of the kindergarten site, the landing of young seedlings; • in organizing an exhibition of crafts from natural material; Questioning: Based on this project, it is possible to develop other environmental projects, such as: “From seeds to wood”, “Inhabitants of gardens and forests”. Application. Consultation "Nature as a teacher."
Education of the correct attitude of children to nature, the ability to carefully handle animal creatures, can be fully implemented in the preschool period only if the system of work in kindergarten is combined with the impact on the child in the family.
In kindergarten, educators pay great attention to instilling skills in caring for plants, animals, and birds. Wonderful teacher V.A. Sukhomlinsky wrote: “A person has always been and remains the son of nature, and that he relates to him with nature should be used to introduce him to the wealth of spiritual culture. The world surrounding a child is primarily a world of nature with the boundless wealth of phenomena, with inexhaustible beauty. Here, in nature, the source of children's mind. All children are naturally curious. The circle of their interests is very wide. Among the questions that they ask us adults, there are such that are caused by various phenomena, objects of nature. In order to better understand all the living things that surround us, we must more often visit the parents in the field, in the meadow, in the forest, by the river, in the park, be able to see beauty in everything and notice everything interesting. How the first leaflets bloom, why in winter the spruce is very green, while others have the leaves. It depends on adults from us whether the child will be inquisitive, how his speech develops. The more the child saw and understood, the brighter and more figurative his speech, the more willing he communicates with peers, easier to contact adults. The ability to express your thoughts, helps better at school. He will actually make sure that not a single phenomenon arises for no reason, in itself and nothing disappears without a trace. In the process of systematic targeted observations, a child to learn to think and answer the questions "Why?" And even if such work is complex, difficult, but as a result of it, in the minds of the child, from early childhood, the foundations of curiosity, inquisitiveness, the ability to think logically, draw conclusions, conclusions are laid. Children love to go to the forest with adults, do not forget to say hello to him: “Hello the forest, dense forest, full of fairy tales and miracles!”, And leaving saying with him: the sun hides in the fog, the forest is densely goodbye! You defended us from the heat of health, treated us to fresh strength and treated us. It is always necessary to remind children, only the one who goes slowly, steps inaudibly, then he sees a lot, then he will see a lot of things how the leaves rustle, the dew on the grass, the squirrel enjoys sweet strawberries, and the birds feed their chicks, and here he is hedgehog with a hedgehog with a hedgehog with Hedgehogs. Play the game with children: "Forest Squares." At first, invite the children to smell like strawberries, moss, mint leaves, chamomiles of pharmacy, etc. First, take 2-3 plants, and then more, the children sniff, and then find out with the eyes closed which plant smells. Remember riddles, small poems about plants, signs. The anthill notice - watch the life of the ants, how friendly they were, piled on a bunch of caterpillar, drag it to their house - they clean the forest from pests. Treat them with sugar or candy and watch how they love sweets. You can go to the forest at different times of the year and admire it, notice problems and eliminate them. Remove dry branches on the path, tie a broken branch, plant a tree. Those parents who are treating nature and child do the right time. “Look how beautiful!”, “What a white, fluffy snow today!”, “As you think, what a cloud looks like!” etc. Children after games with snow, joyful return home. It is warm and comfortable here. Often on Sundays, pies are baked at home, and in a bread store it smells of bread. Give the children an impetus to thoughts by saying a saying: “A lot of snow, a lot of bread”, “Snow blew - he pouted bread.” Show the children a bread field at different times of the year, explain why they say: “Bread is the head”; So, it must be protected. To tell how many people work so that this odorous loaf of bread comes to our table. Everyone, even the smallest child should protect bread. And who has animals at home, do not forget to feed them. At first, there are dear dads and moms with you, and then it will be a habit and your child will do everything himself. The ability to see and understand another living being, the subtle movement of the child’s soul depends on the interest in the plant, the animal - on the degree of development of observation, moral feelings. This begins responsibility for all living things on the planet. When we adults, we say (do not tear, do not stomp, do not break, do not touch, etc.) It is necessary to explain why “do not tear”. To expand and consolidate knowledge about ecology, it is necessary to consider paintings, observe the plant and animal world, read fiction. We must always remember all adults and children that the Earth is our common house, a person living in this house should be kind, take care so that all living things are good. “Our planet Earth is very generous and rich in mountains, forests and fields of our dear friends! Let's take care of the planet together. There is no other such in the world. We will divorce clouds and smoke over it. We will not give it offense to anyone. We will protect birds, insects, animals. From this we will only get kinder. We decorate the whole earth with gardens, flowers, we need such a planet with you. ” A comprehensive lesson in the senior group “I love Russian birch” Purpose: to continue to form the interest of children in their native nature; Summarize knowledge of birch; to expand children's ideas about the image of birch in poetry, music, works of fine art; To educate a love for Russian birch. Material for the lesson: Illustration with the image of birch. A tape recorder with an audio recording of the song “The Birch Field stood” (Russian folk song), “Seasons” P.I. Tchaikovsky. Reproductions of paintings by I. Levitan “Spring. Large water ”,“ Golden Autumn ”, K. Junon“ March Sun ”. I. Grabar “February azure”, I. Shishkin “Forest of the Field”. Course of the lesson
Riddle: there is Alenka, a green scarf, a thin camp, a white sundress.
(Birch) The teacher offers to consider an illustration with the image of a birch. - How can we find out the birch at any time of the year? (The white trunk is only at the birch.) - What are the people called birch? (Russian, white, curly, elegant, gold, beloved.) - What are the birch trees? (Green, emerald, adhesive, gold.) - of all the trees of the Russian forest, our birch is nicer. Birch light groves are good and clean. White trunks are covered with thin birch bark. There is a special day in Russian nature, when young foliage begins to bloom on birches. You go into the forest and joyfully gasp: forest edges were covered with green tender haze. What a beauty! What a bliss! - With whom did the beauty compare in Rus' - a birch? (With a girl who has a thin, flexible waist, with a bride.) - in the month of June, in Rus', the holiday of the “Russian Birch” was celebrated. In the morning, a bright colorful crowd was heading for a birch grove. The girls chose one of the birches and decorated it, tied colored shreds, ribbons to the branches, hung gingerbread, sweets. Rounders were driven around, dancing, playing games. - A lot of poems and songs are composed about the white -stone beauty. The hearing of the Russian folk song "stood in the field of birch." - Now let's read the poems about the birch. Reading poems: A. Prokofiev “I love Russian birch”, S. Yesenin “White Birch”. - Many talented artists - landscape painters captured Birch in their paintings. In its own way, it is good at different times of the year! I suggest children to consider reproductions of paintings and talk about them. - In the paintings of artists, birch trees are straight, slender, white. - Our beauty - Birch can predict the weather. Listen to signs: if a lot of juice flows from a birch in spring - to a rainy summer. If in autumn the leaves of the birches begin to turn yellow from the top, the spring will be early. The birch before Olkha will dissolve the sheet - the summer will be dry, the alder before the birch will be wet. Under the Russian folk melodies, a collective applique "Birch" is performed. The literature used: 1. A. S. Gerasimova, O. S. Zhukov “Big Encyclopedia of the Preschoole”, Moscow “Olma Media Group” 2007 2. S. N. Nikolaev “Young Ecologist”. The program of environmental education in kindergarten, Moscow “Mosaic - Synthesis” 2010 3. A. Ditrich, G. Yurmin, R. Koshurnikov “Proachka”, Moscow “Pedagogy - Press” 2006 4. A. I. Ivanova “Ecological observations and experiments In kindergarten ”, Moscow shopping center“ Sphere ”2009 5. T. S. Komarova“ Fine activity in kindergarten ”, Education 1973 6. M. N. Sigimova“ Cognition of the world of plants ”, childhood press 2010 7. T. A. Shorygina "Trees. What are they? ", Moscow 2006 8. O. A. Solomennikova" Environmental education in kindergarten "Program and methodological recommendations for classes with children 2-7 years old, Moscow" Mosaic-Synthesis "2010

We recommend watching:

A project in a kindergarten for older preschoolers aged 5-7 years on legal topics. A project on ecology in the younger group of a preschool educational institution. Vegetable garden on the windowsill Ecology project in the preparatory group Ecological project in the middle group of the preschool educational institution

Similar articles:

Project for children of the senior group “Our cheerful garden”

Types of environmental projects in kindergarten

Projects are divided into several types based on their duration. This takes into account the age of the participants and the problem being studied.

Short

Projects aimed at solving a small problem and not requiring a large investment of time are considered short-term. When developing a project on ecology in the senior group of a kindergarten, short-term in duration, you can turn to the topic “Spring-Wizard”. The goal will be to reveal the characteristics of the season through the integration of all educational areas:

• cognitive development (conversations, excursions);
• social and communicative (games);
• speech (memorizing poetry);
• physical (walking);
• artistic and aesthetic (matinees).

Note! For clarity, it is convenient to use presentations on the problem under study. Home project protection activities are encouraged in many kindergartens.

Long term

Researching a big problem takes a lot of time. It is better to implement them with older students who have the skills to work on the project.

You can invite the kids to work on the topic “Vegetable garden on the window.” The activities necessary to complete research tasks will take more than one month.

Planting onions

During the work, students will gain new knowledge about cultivated, wild, and medicinal plants. They will develop skills in caring for seedlings, they will develop observation skills and a sense of responsibility.

Network projects

The relevance of Internet projects is dictated by the development of digital technologies. The project, launched online, makes it possible for an unlimited number of students, teachers, and parents to connect to solving the problem. Theme: “The globe, for me you are a dear face!” provides many solutions, it will be correct to solve the problem on a large scale.

The practice-oriented significance of events is increasing. This form of work makes it possible to create the basis for a new model of environmental education, which is the environmental movement. There is an opportunity to see your institution against the background of other organizations.

Materials for environmental projects taking into account the Federal State Educational Standard

Modern requirements for environmental education include the search for new forms of work. Kindergartens develop projects based on existing programs. We can recommend the partial program of T.V. Potapova “Hope”. In the course of work, the concept of “loving nature” should be supported by the skills of caring for the environment.

Programs of social-ecological, aesthetic-ecological orientation such as “Young Ecologist” by S. N. Nikolaeva, “The World Around Us” by T. I. Popova, “We are Earthlings” by N. N. Veresova, “The Planet is Our Home” I.G. Belavina and N.G. Naidenskaya give a good start for developing their own projects.

Creative project “Red Summer”

The formation of a conscious attitude towards the natural environment should be started from preschool age. The inclusion of pupils in active interaction with the outside world influences the formation of such personality qualities as responsibility for tomorrow, for their homeland and family.

Environmental project “Nature is our home”

Project type: regulatory.

By number of participants: group.

Project implementation period: long-term.

Project participants: children 5-6 years old (senior group), parents, teachers.

Objective of the project:

Formation of ecological culture of older preschoolers.

Fostering respect for the environment.

Project objectives:

1. Teach children to observe objects of living and inanimate nature.

2. To develop the skills of environmentally friendly behavior in nature, following the rules of safe work in nature.

3. Organize practical environmental activities of children and parents.

4. Cultivate a sense of empathy and desire to help natural objects in need: plants, insects, animals, birds, humans.

5. Foster a humane attitude towards nature.

6. Contribute to the development of project activities of a normative type.

Planned result:

1. Development of children’s mental abilities, which are manifested in the ability to experiment, research, analyze, and draw conclusions.

2. Involvement of parents of pupils in the active environmental and educational space of the kindergarten.

3. Fostering hard work, curiosity, and the desire to constantly discover something new.

Relevance

“The world around a child is, first of all, the world of nature,

with a limitless wealth of phenomena, with inexhaustible beauty.

Here, in nature, is the eternal source of children’s intelligence.”

V. A. Sukhomlinsky.

Nowadays, the problems of environmental education have come to the fore, and more and more attention is being paid to them. Why have these problems become so pressing? The reason is human activity in nature, which is often illiterate, incorrect from an environmental point of view, wasteful, leading to a disruption of the ecological balance.

Preschool age is the most valuable stage in the development of human ecological culture. During this period, the foundations of personality are laid, including a positive attitude towards nature and the surrounding world. At this age, the child begins to distinguish himself from the environment, an emotional and value-based attitude to the world around him develops, and the foundations of the moral and ecological positions of the individual are formed, which are manifested in the child’s interactions with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to develop environmental knowledge, norms and rules for interacting with nature, develop empathy for it, and be active in solving some environmental problems.

To develop love for the Motherland, for the native land, for the native nature, for people, it is possible only at a young age. After changing the worldview, changing a person’s ideas and views on the environment is extremely difficult. That is why it is important to promptly develop the ecological consciousness of a small personality.

Environmental education in the preschool education system is of great importance as the initial stage of the system of continuous and universal environmental education.

Most modern children rarely communicate with nature. Environmental education begins with familiarization with the objects of the immediate environment that the child encounters every day. In any city or town you can find natural objects interesting to observe: trees, grass, insects, birds. Practical and research activities in natural conditions play a huge role in the environmental education of preschool children. They can be studied in the process of design and research activities.

Scheme of work stages

While working on the project, the children learned:

1. Conduct simple research with natural objects: experiment, analyze, draw conclusions.

2. Learn a lot of interesting things from the life of plants.

3. Observe objects of living and inanimate nature.

4. Treat natural objects more carefully, interact correctly with plants according to the “do no harm” principle.

5. Hard work, curiosity, desire to constantly discover something new.

Conclusion:

Our project confirmed that in the future it is necessary to promote the merging of the child with the nature of his native land, to form an aesthetic attitude towards it, to deepen knowledge, improve skills, and support the individuality of each child. And then the child will show interest in research and cognitive activities, and will independently and creatively master new methods of research for a more accurate result.

Thus, the creation of an ecological and developmental environment in kindergarten is a continuous pedagogical process, which includes the organization of group spaces, observations in nature, and excursions along an ecological path. This allows, without leaving the territory of the kindergarten, to introduce children to their native nature, teach them to treat it with care, teach them to appreciate and protect its beauty.

Bibliography:

1. Aksenova Z.F. Enter nature as a friend. Environmental education of preschool children. – M.: TC Sfera, 2011. – 128 p.

2. Interaction between kindergarten and family in the environmental education of children // Preschool pedagogy. - 2009. - No. 6. - P. 54-57.

3. Ivanova A.I. “Ecological observations and experiments in kindergarten. World of Plants", M. 2005.

4. Mironov A.V. Environmental education of preschool children in the context of the Federal State Educational Standard for Education. Activity and ecological approaches, types, forms and methods of activity. – Volgograd: Teacher. – 260s.

5. Nikolaeva S.N. Introducing preschoolers to nature in kindergarten and at home. – M.: Mozaika-Sintez, 2013. – 120 p.

6. Tugusheva G.P., Chistyakova A.E. “Experimental activities of children of middle and senior preschool age” St. Petersburg Childhood - Press 2007

7. Internet resources.