"Environmental education in the second younger group» Elena Aleksandrovna Belyaeva, teacher of category I, 2012
Relevance: Environmental education is the education of morality, spirituality, and intelligence. For centuries, man has been a consumer in relation to nature: he lived and used its gifts without thinking about the consequences. And I had a desire to protect nature from its unjustifiably barbaric destruction and pollution, to instill in people a caring attitude towards it. And you need to start with the little ones.
Goal: Formation of ideas in children about biological patterns Formation of emotional - positive attitude to the world Formation of labor skills and skills in caring for animals and plants Formation in children of the need for independent study of nature.
Objectives: To develop in children a desire to preserve the world nature. Improve the subject-development environment. Develop cognitive activity and curiosity. Improve the pedagogical culture of parents on issues environmental education children.
Features of environmental education for children of primary preschool age To lay the first guidelines in the natural world, in the world of plants and animals. Provide an understanding of the original connections in nature and an understanding of the need for certain conditions for their life.
Domestic programs for environmental education of preschool children. A. Veresova “We are earthlings” E. Ryleeva “Discover yourself” N. A. Avdeeva and G. B. Stepanov “Life around us” Zh. L. Vasyakin-Novikov “Spiderweb” V. I. and S. G. Ashikov "Seven Flowers" T. A. Koptseva "Nature and the Artist" N. A. Ryukbeil "Sense of Nature" N. A. Ryzhova "Our Home is Nature" S. Nikolaev "Young Ecologist" E. V. Pchelintseva-Ivanova "Enduring Values nature"
The importance of joint activities of an adult and a child in the process of environmental education. The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, mastering the methodology of environmental education, he organizes children’s activities so that they are meaningful, emotionally rich, contribute to the formation of practical skills and necessary ideas about nature, and gradually turn into independent behavior of children. The leading role in this process should be the joint activity of an adult and a child.
I believe that environmental education of preschoolers should be given an important place. The problem arose before me of how to instill in a child an initial understanding of certain aspects of human interaction with nature: man as a living being in need of well-defined vital conditions; man as a user of nature, consuming the Earth's resources, protecting nature. I am sure that every person’s conscious, careful and interested attitude towards nature should be cultivated with early age both in the family and in preschool institutions.
Methods of environmental education in preschool educational institutions Observation method with the connection of various analyzers, Experiences and experiments, Problem situations or conducting experiments (allowing “to discover new knowledge”); Verbal methods (conversation, problematic questions, stories - description, etc.), Practical activities in nature (work in nature, environmental actions, visual activities with display of nature), Game methods and games, Practical work and search activities; Excursions, Project method
Environmental education of preschoolers through different types activities Ecological culture Construction Reading Observation Labor activity Play activities Physical activities Artistic activities Theater activities Musical activities
Subject-developing environment Collections Mini-garden Mini-lab Photo albums, illustrations Ecological games Models of the habitats of wild and domestic animals Analog toys, dummies of vegetables and fruits Collections Mini-garden Mini-lab Photo albums, illustrations Ecological games Models of the habitats of wild and domestic animals Toys- analogues, dummies of vegetables and fruits
Working with parents Involving in the design of the group’s developmental environment Parent meetings in the form of entertainment, games Children-parent exhibitions of drawings Involving parents in participation in environmental exhibitions Individual conversations, poster consultations Participation in matinees
Municipal autonomous preschool educational
institution kindergarten No. 4 “Sunshine”
Chernyakhovsk, Kaliningrad region
Experimental activities as a means of environmental education of preschool children
Prepared by the teacher
Galkina Olga Alexandrovna
The environmental education of a preschooler is expressed in a humane and value-based attitude towards nature, the main manifestations of which are:
- kindness towards living beings;
- emotional responsiveness to their condition;
- interest in natural objects;
- the desire to interact positively with them, taking into account their characteristics as living beings;
- the desire and ability to care for living things, to create the conditions necessary for life.
Objectives of environmental education in groups of senior preschool age
- Development in preschool children of environmental ideas, knowledge about the value of nature and the rules of behavior in it;
- Formation of skills in various activities in nature and the formation of environmentally oriented interaction with its objects;
- Formation of skills in various activities in nature and the formation of environmentally oriented interaction with its objects,
- Children's accumulation of emotionally positive experiences with nature.
Research activity is the path to knowledge through one’s own creative, exploratory search.
Components research activities:
- identifying the problem,
- development and formulation of a hypothesis,
- observations, experiences, experiments,
- judgments and conclusions made on the basis of experiences and experiments.
The tasks of research activities are specific for each age.
1. Expand children’s understanding of the physical properties of the world around them: - introduce them to the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility).
Introduce the main types and characteristics of movement (speed, direction).
2. Develop ideas about basic physical phenomena (reflection, refraction of light, magnetic attraction).
3. Develop children’s understanding of certain environmental factors (light, air temperature and its variability; water passes into various states: liquid, solid, gaseous, their difference from each other; air its pressure and strength)
4. Expand children’s understanding of the importance of water and air in human life.
5. Expand ideas about human use of environmental factors (sun, earth, air, water, plants, animals) to meet their needs.
6. Introduce children to the properties of soil and its constituent sand and clay.
7.Develop an emotional and value-based attitude towards the world around you.
Stages of organizing and conducting experiments
1. Statement of the problem (task).
2. Search for ways to solve the problem.
3. Conducting experiments.
4.Fixing observations.
5. Discussion of the results and formulation of conclusions.
Stages of work
stage
tasks
Stage 1 –
"Training in research activities"
1. Development of the preschooler’s skills to see problems, put forward hypotheses, ask questions, define concepts, classify, observe, experiment, make judgments, draw conclusions and conclusions.
2. Use of exercises and didactic games aimed at developing research skills in other classes, in various types activities.
Stage 2 - “Children’s research practice”
Includes educational activities on children’s acquisition of knowledge and development of their research skills.
1. Organization of independent research practice for preschoolers
Stage 3 - “Presentation of research works”
Involves conducting independent work.
1. Getting to know the results of your work
Environmental education of preschool children in kindergarten involves: - fostering a humane attitude towards nature (moral education); -formation of a system of environmental knowledge and ideas ( intellectual development) ; -development of aesthetic feelings (the ability to see and feel the beauty of nature, admire it, the desire to preserve it); -participation of children in activities feasible for them to care for plants and animals, to protect and protect nature.
The main directions of environmental education of children and educational areas Physical development Informative- speech development Artistic and aesthetic development Social and personal development Physical Culture Health Artistic creativity Communication Music Reading fiction Cognition Horizons Socialization Labor Safety
ECOLOGICAL EDUCATION Senior group ECOLOGICAL EDUCATION Senior group Familiarization with living and inanimate nature Emotional- aesthetic development Excursions, walks, Observations of objects on the ecological trail Excursions, walks, Observations of objects on the ecological trail Mysterious announcements Speech logic problems Mysterious announcements Speech logic tasks Cultural and leisure activities Educational projects Game activities Artistic and creative activity Teacher Koptenko T.A
The teacher's PORTFOLIO contains: 1. Information and technology cards; 2. Didactic and illustrative material; 3. Long-term calendar planning of work with children; 4. Practical material for working with children to familiarize themselves with the natural world: Speech games Riddles Models and diagrams of objects of living and inanimate nature Games of ecological content, game-based educational situations, travel games, environmental games with rules Description of objects of the ecological trail
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As a result of the work done, positive results are noted: - the beginnings of an ecological culture have been formed in children; -formed consciously right attitude to objects and natural phenomena; -children learn practical actions to protect nature; -develop mental capacity children who manifest themselves in the ability to experiment, analyze, and draw conclusions. PROSPECTS OF WORKING WITH SENIOR GROUP STUDENTS IN ECOLOGY At the school. Implementation of long-term educational project“Love and know the Komi region” Quiz with children and their parents “I want to know everything” Organization and implementation of the “Green Christmas tree - living needle” campaign
Slide 1
The theme of the project is “Game as a method of environmental education.” Author of the project: Elena Viktorovna Chernysheva, teacher at the Children’s Educational Institution of General Development Kindergarten “Ivushka”; S. Tatanovo, Tambov district, Tambov region.Slide 2
Relevance: Play is the leading activity of preschool children, a means of child self-expression. Promotes the development of cognitive interests. The aggravation of the environmental problem in the country, the need to develop environmental consciousness in children.
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Goal: to prove: the game method is the most effective in environmental education of a preschooler
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Objectives: TO DEVELOP CHILDREN'S OBSERVATION AND CURIOSITY IN THE PROCESS OF FAMILIARIZING THEM WITH NATURE PHENOMENA; FORM GENERALIZED IMPLICATIONS ABOUT THE SIGNS OF NATURAL OBJECTS AND PHENOMENA, ESTABLISH THE SIMPLE CONNECTIONS BETWEEN THEM; TO EDUCATE IN CHILDREN A SENSITIVE ATTITUDE TO ALL LIVING THINGS (PLANTS, ANIMALS); TO CULTIVATE A LOVE FOR NATURE, INTEREST AND CARING ATTITUDE FOR THE PLANT WORLD; ESTABLISH MUTUAL UNDERSTANDING BETWEEN TEACHERS AND CHILDREN AND THEIR PARENTS.
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Contradictions: Between the fact that the main activity of preschool children is play and the insufficient use of them in the environmental education of children; Between children’s knowledge and its application.
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The main question of the project: How to use games to achieve in children solid knowledge and sustainable rules of behavior in nature. Project participants: Children senior group, parents of pupils, teachers.
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Hypothesis of pedagogical research: Using the game as the main method of environmental education of preschoolers, I will help them to more successfully master knowledge, accumulate emotionally positive experience in communicating with nature, and cultivate a caring attitude towards it. Object of study: the process of developing environmental knowledge, skills and abilities in preschool children. Subject of research: the use of games as the main method of developing environmental knowledge in preschool children.
Slide 8
Scientific and methodological substantiation of the relevance of the topic: First aspect Preschool childhood is the initial stage of the formation of a person’s personality, his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself and towards the people around them is formed. It is very important already in early childhood to form in the child a gentle, protective and responsible attitude towards objects of living and inanimate nature.
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The second aspect is especially relevant and effective method in environmental education of children for the period preschool childhood is a game, since in the life of preschool children, play is the leading activity. Play is primarily an emotional activity: a child playing is in good location spirit, active and friendly. Everything that children like, everything that impresses them, is transformed into the practice of a plot or some other game. Therefore, if preschoolers organized a game based on a natural history plot (zoo, farm, circus, etc.), this means that the resulting ideas turned out to be vivid, memorable, and evoked an emotional response. “Ecological knowledge that evokes an emotional reaction in children will enter into their independent play and become its content, better than knowledge whose impact affects only the intellectual sphere.” S. N. Nikolaeva
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Project stages: preparatory stage: (1 month) Informing project participants of the importance of this problem. Get every teacher interested in the topic of the project. Selection of methodological literature, illustrative material, manuals, toys, attributes on this topic. Compiling a list of necessary equipment (camera, computer, multimedia projector) Development of diagnostic tools to determine the level of knowledge, skills and abilities of children in ecology. Carrying out initial diagnostics. Drawing up a long-term plan.
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Main stage (7 months) Creation of a developing ecological environment Working with children Working with parents
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Subject-developing ecological environment (nature corner) Mini-vegetable garden Seed collection Ecological games Mini-laboratory Analogue toys, dummies
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GAME Games With IOS rules with literary characters Plot - role-playing game IOS with toys-analogs of travel-type IOS Working with children
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Participation in morning performances Visual information Parent meetings Individual conversations, consultations Involvement in the design of the subject environment Work with parents
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Final stage (1 month) Multimedia presentation on the results of the project at the pedagogical council Organization of a joint exhibition with parents “Nature and Fantasy” Organization of an exhibition of educational games in methodological office with natural history content Control section. Summarizing
Slide 22
Results of the study: When children are introduced to nature through play activities, ideas about the diversity of the plant world are formed; the diversity and wide range of nature games help children acquire the skills of a caring and careful attitude towards the inhabitants of nature, the skills of caring for them; Children have developed voluntary regulation of behavior through developing the ability to follow the rules of the game; the children became friendly and learned to work together.
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Evaluation of the result To diagnose the level of functional learning, the method of individual conversation was used (according to S.N. Nikolaeva), which includes 3 parts: The first is the child’s understanding of the essential signs of living things and integrity as the most important condition for the life of the organism. The second is the study of the idea of the properties of an integral living organism: its need for environmental conditions, condition. The third is about the adaptation of living beings to different habitats. As a result, the following criteria were identified: ideas about seasonal changes, ideas about domestic and wild animals, knowledge of trees, shrubs, vegetables, fruits, the ability to name surrounding objects, their properties and purpose, respect for nature, skills in caring for plants and animals, knowledge about the rules of behavior in nature, knowledge of environmental games.
Description of the presentation by individual slides:
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Slide description:
Environmental education of preschool children
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He who does not love nature does not love man is a bad citizen. Fedor Dostoevsky
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Relevance of the topic: “Everything good in people comes from childhood! How to awaken the origins of goodness? Touch nature with all your heart. Be surprised, learn, love! I want the earth to bloom, And babies to grow like flowers, So that ecology becomes for them, Not a science, but a part of the soul! » The relevance of introducing environmental education at exactly this age (from 3 to 6 years) lies in the fact that during this period of life, children are very inquisitive, kind and responsive. Since they have not yet formed a model of behavior and attitude towards nature, and knowing the goals and objectives of environmental education, it is possible to develop in them the correct attitude towards all of nature.
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Project goal: To develop children's environmental knowledge and respect for nature and everything around them. Project objectives: To form in children a caring, responsible, emotionally friendly attitude towards the natural world, towards living beings, in the process of communicating with them. Develop observation and experimentation skills in the process of search and cognitive activity. Develop children's imagination, speech, fantasy, thinking, ability to analyze, compare and generalize. Protect and promote children's health.
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Preschoolers are the initial link in the system of lifelong education, which means that the content of their education should be related to the content of environmental education. Basic environmental knowledge acquired by children in younger age, will help them in the future to master environmental subjects;
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Knowledge is not an end in itself, it only helps to form in children a certain attitude towards nature, environmentally literate and safe behavior, active life position; Preschool children have a very developed cognitive interest, in particular in nature. It is at this age that they perceive the world as a whole, which contributes to the formation of an ecological worldview. It is very important to maintain this cognitive interest;
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The content must be scientific. Despite their age, children should receive scientific ideas about the world around them, in particular about nature, in an accessible form. The formation of a scientific worldview is especially important in our time, when mythologized consciousness and a non-scientific approach to explaining natural phenomena are widespread in society; The content should contribute to the formation in children of a holistic perception of the world around them, on the one hand, and the interconnections of the parts of this whole, on the other;
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Environmental education- part of general education, it is interdisciplinary in nature, promotes the development of thinking, speech, erudition, emotional sphere, moral education, - that is, the formation of the personality as a whole; Norms of environmentally literate safe behavior: children must learn to understand and form independently on the basis of a set of basic environmental knowledge and awareness of cause and effect relationships in nature;
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Model “Environmental education of preschool children” Introducing children to nature Organizing and holding exhibitions, shows, competitions Labor activities in nature Creating conditions for work on environmental education, equipping nature corners in groups, equipping them with items for caring for plants Observation of living objects and seasonal natural phenomena - targeted walks - excursions - work with nature calendars, sketches Creation of a fund of methodological and visual - illustrative material, exhibition of books with natural history content, design of material on environmental education for parents Communication with the educational process, environmental leisure activities, musical holidays, quizzes on environmental topics, construction from natural material Environmental education of preschool children
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Layout " Cooperative activity teacher and children" Diagnostics environmental awareness children Role-playing and d/games Targeted walks into nature Observation in a corner of nature Working with models Visual activities on environmental topics Watching films about nature Experimental, experimental, search activities Creating homemade books Reading children's fiction Ecological leisure activities and holidays Looking at didactic pictures, illustrations about nature Work in a mini-nature center and on the site Conversations with children on environmental themes Working with the nature calendar Collecting collections of seeds, stones, shells Joint activities of the teacher and children
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Model “Environmental education of parents” Cognitive block Environment and child health State of the environment in one’s own neighborhood, city Ways to solve these problems Development of the child through familiarization with the outside world Methods of introducing the child to the outside world Activity block Participation in environmental actions together with children Participation in environmental holidays, excursions, hikes Growing plants Reading literature with children Normative block Knowledge of the rules of behavior during outdoor recreation, rules of environmental safety and norms of behavior in experimental situations Choosing environmentally safe areas for walking with children, playing sports, vegetable gardens, dachas Value block Nature as a universal value for humans The importance of nature in human life Child health and nature Man is part of nature Formation of reasonable needs
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RESULTS OF ENVIRONMENTAL EDUCATION I, as a teacher: I try to take a responsible approach to organizing the natural environment in the group, introduce new technologies into practice, know the methods of environmental education, conduct experimental work with children, develop integrated classes, and engage in environmental education of parents. Preschoolers: enjoy meeting nature on their own initiative; observe living objects; see the diversity of the natural world; recognize the value of life; have ideas about the rules of behavior in nature; the beginning of an ecological culture has been formed; Parents: participate in joint events and introduce children to the natural world
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