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Environmental education of preschoolers within the framework of the Federal State Educational Standard in the preschool educational institution Completed by the senior educator: L.V. Skrynnikova

“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howl of a blizzard outside the window, the gentle splash of the wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life. V. A. Sukhomlinsky

The word "ecology" is ancient Greek: "eco" - dwelling, "logos" - concept, science. The term was first proposed by the German biologist Ernst Haeckel in 1866 in his book General Morphology of Organisms. Thus, ecology is the science of the interactions of living organisms and their communities with each other and with the environment. The modern interpretation of the concept of "ecology" is much broader. Currently, environmental issues are mistakenly understood as problems of environmental protection. This is largely due to the consequences that arise due to the harmful effects of human activities on the environment.

Therefore, today we can say with confidence that the environmental education of children is a concern for the future of the planet. Such an early formation of an ecological orientation is explained by the fact that before the age of 7, a child creates a foundation for laying a conscious attitude to the environment; there is an accumulation vivid emotions; direct perception of information allows you to remember it firmly and easily, because it is interesting. Modern studies have shown that at the psychological level, the perception of the world around a child under 7 years old is formed by 70%. But after reaching this line, the remaining 30% accumulate until the end of days. Therefore, working with children preschool age so important for the formation of ecological culture of the individual.

Regulatory documents that reflect aspects of environmental education, education, enlightenment: - Convention on the Rights of the Child of 11/20/1989. - Constitution Russian Federation dated 12.121.1993. - the federal law dated 10.01.2002 No. 7-FZ "On Environmental Protection". - The Federal State Educational Standard for Preschool Education, approved by Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. - The Strategy for the Development of Education in the Russian Federation for the period up to 2025, approved by Order of the Government of the Russian Federation dated May 29, 2015 No. 996-r.

According to the Strategy for the development of education in the Russian Federation, environmental education involves: - the development of pupils' ideas and elementary concepts about the interrelationships and relationships between man and nature; - the formation and development of an ecological culture in a child, a careful attitude to his native land; - fostering a sense of responsibility for the state of natural resources and reasonable interaction with them; - awareness of one's own "I" as part of nature.

When characterizing the ecological culture of a person, such elements are distinguished as: ecological perception - vision, hearing, smell, touch of nature in all its harmonious natural and aesthetic integrity; ecological thinking - a reflection of significant connections and relationships, creative reconstruction and prediction of the consequences of one or another human intervention in the life of nature; ecological feeling - emotional resonance of man and nature, empathy; environmental knowledge - reflection in the human mind of the relationship and interdependence between man and nature in the form of environmental ideas, concepts, judgments; ecological attitude - effective-practical, strong-willed, environmentally justified behavior in nature in accordance with the laws of interaction between nature and man, the norms of law, morality.

The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about nature and gradually “transitions” into independent behavior of children. Leading in this process should be the joint activity of an adult and a child.

Role-playing and d / games Games with natural material Target walks and observation in nature Watching films about nature Creating home-made books Reading children's fiction Working in a mine - the center of nature Experienced, experimental, search activities Conversations with children on environmental topics Collecting collections of seeds, stones, designing a herbarium Working with nature calendars, diaries of observations Visual activities on environmental topics Examining didactic pictures, illustrations about nature Environmental leisure activities, projects Joint activities of the educator and pupils

All these methods contribute to the development of cognitive processes in children, the formation of values ​​for the reality around them, and foster a careful attitude to nature, to everything that surrounds them. It is very important that adults themselves love nature and try to instill this love in children by their personal example.

Cognitive Environment and health of the child The state of the environment in their own microdistrict, city Ways to solve these problems Development of the child through acquaintance with the outside world Methods for familiarizing the child with the outside world Activity Participation in environmental campaigns together with children Participation in environmental holidays, excursions, hikes Growing plants Read Literature together with children Valuable Nature as a universal value for a person The importance of nature in human life Child health and nature Man is a part of nature Formation of reasonable needs Normative Knowledge of the rules of behavior during outdoor recreation. The choice of environmentally friendly areas for walking with children. Environmental safety of the home, environmentally friendly products Knowledge of the psychological characteristics of the child, corresponding to his age, needs, including in communication with nature. "Environmental Education for Parents"

V.A. Sukhomlinsky considered nature to be the main source of the comprehensive development of the child. K.D. Ushinsky called nature a great educator: “To induce a living sense of nature in children means to excite one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: “Everything beautiful on Earth is from the Sun, and everything good is from man.” “For a fish - water, for a bird - air, for an animal - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland”

Therefore, the most important thing in the process of environmental education is to instill in the child the main principles of his life in harmony with nature: 1. "Do no harm." 2. "Knowing, do not destroy." 3. "Do not take more from nature than you need." 4. “Before you do it, answer yourself three questions: - What do I want to do? - Why do I need it? Who gains what and who loses what? 5. "Think about the consequences!"

Everything good in children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Surprise, learn, love! We want the earth to flourish. They grew like flowers, kids, so that for them ecology became not a science, but a part of the soul!

Thank you for your attention!

Preview:

Slide 1-2 Environmental educationwithin the framework of the Federal State Educational Standard in the preschool educational institution

“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howl of a blizzard outside the window, the gentle splash of the wave and the solemn silence of the night, - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.

V. A. Sukhomlinsky.

slide 3 According to scientists, nature is an absolute value of the highest order, because it is the basis of human existence on Earth and determines not only physical, but also spiritual well-being.
The modern educational system recognizes the right of one of the priority areas of psychological and pedagogical activity of educators in preschool educational institutions for environmental education. And only an ecological worldview, an ecological culture of people living today can lead the planet and humanity out of the catastrophic state in which we are now. Therefore, environmental education and education of preschoolers is an extremely important problem of the present time.

Slide 4 The word "ecology" ancient Greek:"eco" - housing, "logos" concept, science. The term was first proposed by the German biologist Ernst Haeckel in 1866 in his book General Morphology of Organisms. Thus, ecology is the science of the interactions of living organisms and their communities with each other and with the environment. The modern interpretation of the concept of "ecology" is much broader. Currently, environmental issues are mistakenly understood as problems of environmental protection. This is largely due to the consequences that arise due to the harmful effects of human activities on the environment.

slide 5 Therefore, today we can confidently say thatenvironmental education of childrenIt's about the future of the planet. Such an early formation of an ecological orientation is explained by the fact that before the age of 7, a child creates a foundation for laying a conscious attitude to the environment; there is an accumulation of vivid emotions; direct perception of information allows you to remember it firmly and easily, because it is interesting. Modern studies have shown that at the psychological level, the perception of the world around a child under 7 years old is formed by 70%. But after reaching this line, the remaining 30% accumulate until the end of days. Therefore, working with kids from 2.5 to 7 years old is important for the formation of an ecological culture of the individual.

slide 6 Regulations,which reflect aspects of environmental education, education, enlightenment:
- Convention on the Rights of the Child of 11/20/1989.
- The Constitution of the Russian Federation of 12.121.1993.
- Federal Law of January 10, 2002 No. 7-FZ "On Environmental Protection".
- Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155.
- The strategy for the development of education in the Russian Federation for the period up to 2025, approved by the order of the Government of the Russian Federation of May 29, 2015 No. 996-r.

Slide 7 According to the Strategy for the development of education in the Russian Federation, environmental education involves:

The development of pupils' ideas and elementary concepts about the interrelationships and relationships between man and nature;

The formation and development of an ecological culture in a child, a careful attitude to his native land;

Raising a sense of responsibility for the state of natural resources and reasonable interaction with them;

Awareness of one's own "I" as part of nature.

Slide 8
When characterizing the ecological culture of a person, such elements are distinguished as:
- ecological perception- seeing, hearing, smelling, touching nature in all its harmonious natural and aesthetic integrity;
-environmental thinking- reflection of significant connections and relationships, creative reconstruction and prediction of the consequences of one or another human intervention in the life of nature;
- ecological feeling– emotional resonance of man and nature, empathy;
- ecological knowledge– reflection in human consciousness of interrelations and interdependencies between man and nature in the form of ecological ideas, concepts, judgments;
- environmental attitude- effective-practical, strong-willed, environmentally justified behavior in nature in accordance with the laws of interaction between nature and man, the norms of law, morality.

Slide 9 The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about nature and gradually “transitions” into independent behavior of children. Leading in this process should be the joint activity of an adult and a child.

Slide 10 One of the ways to increase the effectiveness of environmental education is to use a variety of methods and techniques of work.

List of forms and methods of environmental work with preschoolers:

Ecological excursions;

Lessons of kindness;

Lessons of thinking;

Ecological circles;

Ecological contests;

Ecological auctions, quizzes, marathons;

Ecological fairy tales;

Club of researchers of nature;

Laboratory of the young ecologist;

Compilation of ecological maps;

Ecological exhibitions and expositions;

ecological museums;

Days of ecological creativity;

Ecological holidays and festivals;

slide 11 All these methods contribute to the development of cognitive processes in children, the formation of values ​​for the reality around them, and foster a careful attitude to nature, to everything that surrounds them.
It is very important that adults themselves love nature and try to instill this love in children by their personal example.

Slide 12 Environmental education for parents

One of the conditions for successful education of the foundations of ecological culture is not only work with children, but also with their families. Environmental education (enlightenment) of parents is one of the most important and at the same time one of the most difficult areas of work of a preschool institution. Cooperation with the families of children in the environmental direction, jointly organized events not only help to ensure the unity and continuity of the pedagogical process, but also bring into this process the special positive emotional coloring necessary for the child.

Thus, the most important condition successful work environmental education is the implementation of an integrated approach, the creation of an environment in which adults, by personal example, demonstrate to children the right attitude towards nature and actively, to the extent possible, participate in environmental activities together with children.

slide 13

V.A. Sukhomlinskyconsidered nature as the main source of all-round development of the child.

K.D.Ushinsky called nature a great educator: "To arouse in children a living sense of nature means to arouse one of the most beneficent influences that educate the soul."

Great writer Mikhail Prishvinsaid: "Everything beautiful on Earth is from the Sun, and everything good is from man." “For a fish - water, for a bird - air, for an animal - forest, steppe, mountains. And a man needs a homeland. Protecting nature means protecting the Motherland”

Slide 14

Therefore, the most important thing is to instill in the child the main principles of his life in harmony with nature:
1. "Do no harm."
2. "Knowing, do not destroy."
3. "Do not take more from nature than you need."
4. “Before you do it, answer yourself three questions:
1. What do I want to do?
2. Why do I need it?
3. Who gains what and who loses what?
5. "Think about the consequences!"

slide 15 In conclusion, I want to remind you that it depends on us what our children will be like. We want them to love nature, understand it and take care of it. But it is not enough to want, this must be achieved by joint efforts.

Everything good in children from childhood!
How to awaken the origins of goodness?

Touch nature with all your heart:

Surprise, learn, love!
We want the earth to flourish.

They grew like flowers, kids,

So that for them the ecology becomes
Not science, but part of the soul!

One of the main tasks of education, in accordance with the Law of the Russian Federation “On Education”, is the formation of a spiritual and moral personality. The spiritual and moral education of children is multifaceted in content.

This is love for one’s native places and pride in one’s people, and a sense of one’s inseparability with the surrounding world, and a desire to preserve and increase the wealth of one’s country.

Each of the directions of spiritual and moral development and education is based on a certain system of basic values ​​and should ensure their assimilation by pupils. Environmental education has already become an integral part of preschool pedagogy.

Ecological education of preschoolers is a continuous process of education, upbringing and development of a child, aimed at the formation of his ecological culture, which manifests itself in an emotionally positive attitude towards nature, towards the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral standards, in system value orientations.

Slide 3 The relevance of the topic we are raising lies in the fact that environmental upbringing and education of preschoolers is an extremely urgent problem of the present time: only an ecological worldview, an ecological culture of living people can bring the planet and humanity out of the catastrophic state in which they are now arriving.

Problems of today: - Difficult ecological situation in the world; - its severe consequences; - ecology of the native land; - contamination of the habitat; - water bodies become more polluted and become lifeless; - lose soil fertility; - flora and fauna are depleted

Slide 6 Tasks:

1. The development of pupils' ideas and elementary concepts about the relationships and relationships between man and nature;

2. Formation of emotionally-valuable attitude to nature;

3. Awareness of one's own "I" as part of nature;

4. Generalization of the experience of practical activities to reflect the knowledge gained and impressions from interaction with nature, the outside world.

How to create an effective system of environmental education in kindergarten based on an integrated approach? How to make sure that the ideas of environmental education are realized through different types of activities of the child:

Experimentation;

Observation;

Work;

game;

Musical; pictorial; physical activity;

The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, owning the methodology of ecological education, he organizes the activities of children so that it is meaningful, emotionally rich, contributes to the formation of practical skills and the necessary ideas about nature and gradually “transitions” into independent behavior of children. Leading in this process should be the joint activity of an adult and a child. The processes of upbringing and education do not by themselves directly develop the child, but only when they have active forms and have the appropriate content.

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Presentation on the topic: Ecology in preschool educational institution

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Preschoolers are the initial link in the system of continuous education. Elementary environmental knowledge acquired by children in younger age will help them to further master the subjects of environmental orientation. Knowledge is not an end in itself, it only helps to form in children a certain attitude towards nature, environmentally competent and safe behavior, and an active life position.

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The content of environmental education in kindergarten is aimed at solving the following tasks: 1. Formation in children of ideas about the biological laws of nature; 2. Development of curiosity, cognitive interest, cognitive activity; 3. Formation of an emotionally positive attitude towards nature (joy, surprise, desire to show sympathy, understanding of responsibility); 4. Development of practical skills in caring for plants and animals.

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1. Formation in children of ideas about the biological laws of nature, understanding that there are 2 worlds: the natural world and the world created by man; understanding that in the natural world there are various animals and plants, there are many of them, but they are all living and neighbors (diversity and unity); the idea that all these organisms adapt differently to the conditions of life (nutrition, movement, protection from enemies); - every living being changes: it grows, develops, and this requires certain conditions (light, temperature, air) and care, housing, etc.

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The ecological development of preschoolers in the preschool educational institution is based on integration with other aspects of development - this is security, socialization, communication, reading fiction, work, artistic creativity, health, experimentation. All this ensures the integrity of the educational process.

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The educational area "Reading fiction" includes such a task as the Formation of a holistic picture of the world. That is, an integrated approach to designing a holistic educational process allows you to organically weave environmental education into general process personal development of children and achieve optimal developmental outcomes

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according to the nature of cognitive tasks, observations are divided into groups: recreating (for example, observing footprints in the snow), recognizing (observing a kitten), long-term (observing the growth of an onion) Loginova V., etc. According to the method of organizing children: - frontal, - with subgroup, - individual independent observations of children By time: 1. episodic (short-term); 2. cyclic (long

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Observations are used as a method on excursions, walks, in a corner of nature. On walks, observation acts as a method and type of activity. Observation accompanies search activity, labor in nature. Observation includes a dialogue between the teacher and children about the observed object (questions, answers), observation must be accompanied by a literary word. Questions to children in older groups should be problematic; observations may include TRIZ methods (What do tree leaves whisper about? Where does the stream run? Who is mom and dad at the wind? etc.) In older groups, the content of observations should be devoted to introducing children to relationships in nature. Compact carrying out of a cycle in time; The predominance of contemplation over the word; All children must participate; Use of physical activity of children; Reliance on biological laws; Engage as many of the children's senses as possible; The results of observations should be recorded in order to consolidate, clarify, and systematize the ideas of children.

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Use of visual aids and modeling Painting is the most common method of environmental work. The picture allows you to clarify the features of the appearance of animals, to reveal the mechanisms of fitness. (For example, the painting "Squirrels in Winter"), the growth and development of animals. Examining the picture develops cognitive activity in children (Will the marten catch up with the squirrel?). Paintings allow you to develop aesthetic perception (consideration of landscape paintings - reproductions, paintings by great artists).

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Models Models are substitutes for real objects, objects (Reismers N.). From a scientific point of view, a model is a special kind of symbolic-sign idealization. The purpose of models in the environmental education of children is that models always contain images of those objects that children once perceive, i.e. allow you to recall in memory.

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groups (kinds) of models Material (material, real): static (forest model) and dynamic (clockwork toys). Ideal: figurative (iconic), pictograms, schematic (abstract) and spatial-graphic. In the Development program, models are the leading method. Models in the "Development" program are distinguished: sign-symbolic (signs denoting animals), mental, mental-imaginary (Euler circles, classification tree).

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games with rules didactic games didactic games with natural material (seeds, fruits, indoor plants). didactic desktop - printed (zoological loto, botanical lotto, dominoes, split pictures, etc.) didactic word games (Where do mushrooms grow? When does it happen? Edible - inedible, etc.). creative games The game is recommended for use by all age groups.

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Game training situations (ITS) 1st type - the use of toys - analogues. A live kitty and a toy - a kitten, a real Christmas tree with a toy one (comparison) A toy bunny wants to learn about the life of hares in the forest. Type 2 - use literary characters(Carlson, Chipollino, Cheburashka, Aibolit, etc.). Carlson talks about bird nests, Kolobok delves into the life of forest dwellers. The character acts in this case as a partner of the child in cognition. Type 3 - role-playing games on a journey (to the sea, to the Arctic). Approximate theme of travel: The mysterious world of the past. Riches of the bowels of the Earth. The region where I live. Life in the depths of the sea. How the shirt grew in the field.

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Cognitive - research (Search activity Search activity is a joint activity of a teacher and children aimed at understanding objects and natural phenomena, it is a search for answers to problematic questions of nature. Experiments and experiments are the basis of search activity. Requirements for search activity and the content of search activity Experiments should not harm living beings The methodology of experiments should be clear, simple Content of search activities: Experiments with inanimate phenomena (N. Ryzhova "Magic Water"; Experiments with plants (Khaidurova); Experiments with animals (Sikoruk);

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The project method is a practical method for the ecological development of preschoolers The project is a way of organizing the educational process based on the interaction of the teacher and children, interaction with the environment, phase Practical activities to achieve the goal, to solve the problem.

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It is based on the idea of ​​relying on the search behavior of children. Search behavior is the tension of thought, fantasy, creativity in conditions of uncertainty. The suppression of children's initiative blocks search behavior, as a result, a passive position in the future develops, a refusal to overcome difficulties.

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Design is a complex activity, the participants of which master new concepts and ideas about various aspects of life. Types of projects are diverse. Types of projects: Research - creative (children experiment, and the results are drawn up in the form of newspapers, dramatization of children's design); Role-playing (children enter the image of the characters of fairy tales and solve the problems posed); Creative (project results are presented in the form children's holiday). Adventure (for example, "Journey to the land of butterflies", "In the kingdom indoor plants”, “Singing Forest”, “Sky Islands”, etc.) Practice-oriented or constructive (for example, creating a birdhouse)

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An excursion is also a type of outdoor environmental education lesson. Tour includes all elements learning activities(goal, educational, educational tasks). Targeted walks are organized in all age groups, starting with the younger ones.

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Holidays and entertainments of ecological theme Entertainments (in June). "Our little friends (insects)"; in theatrical activities, children consolidate knowledge about insects. Holidays: Bird Day (March 18), Earth Day (April 22), Water Day, etc. Holidays and entertainment give children a lot of joy and at the same time contribute to solving the problems of environmental education

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Ecological actions are socially significant, long-term events that include a cycle of observations, work, competitions, games Creation of an ecological museum (posters, environmental signs, children's creative works, collections, herbariums, etc.) Ecological expeditions, hikes Natural theater Exhibition of records nature (presentation of exhibits natural material- seeds, fruits, knots of unusual, unique, children measure, weigh) Creation of a meteorological center, an island of weather forecasting (to help children predict the weather according to folk omens, keep a calendar of nature) Conducting environmental quizzes, Issuing environmental leaflets, Environmental training (guess whose voice is birds)

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Formation of elementary ideas about the correct ways of interacting with plants and animals: examining a plant without harming them; observing animals without disturbing or harming them; feeding animals only with the permission of adults. Explain to children that it is impossible to tear any plants and eat them. These tasks are set before us by the Program "From Birth to School" for the entire period of preschool childhood.

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Acquaintance with nature 1 junior group. To acquaint children with accessible natural phenomena. To teach to recognize in nature, in pictures, in toys of domestic animals a cat, dog, cow, chicken, etc.) and their cubs and name them; recognize some wild animals in pictures (bear, hare, fox, etc.): name them. Watch for birds and insects on the site (butterfly and ladybug), for fish in the aquarium. Teach children to feed the birds. Learn to distinguish vegetables (tomato, cucumber, carrot) and fruits (apple, pear, etc.) by their appearance. Help children see the beauty of nature different time of the year. Cultivate respect for plants and animals. Learn the basics of interaction with nature (examine plants and animals without harming them; dress according to the weather). Seasonal observations Autumn. To form elementary ideas about autumn changes in nature: it got colder, the leaves turned yellow on the trees and the leaves fall; that many vegetables and fruits ripen in autumn. Winter. To form ideas about winter natural phenomena: it became cold, it is snowing, ice, slippery, you can fall. Encourage participation in winter fun (sledding and sledding, playing snowballs, making a snowman, etc.). Spring. To form ideas about spring changes in nature: it is warmer, snow is melting; puddles, grass, insects appeared; buds swollen. Summer. Observe natural changes with children: bright sun, hot weather, butterflies fly.

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Acquaintance with nature 2 junior group Expand children's ideas about plants and animals. Continue to acquaint with pets and their cubs, their behavior and nutrition. Introduce indoor plants (ficus, geranium). Understand that plants need land, water, and air to grow. To acquaint with the characteristic features of the following one after another seasons and the changes that occur in connection with this in the lives and activities of adults and children. Give an idea of ​​the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). To form ideas about the simplest relationships in animate and inanimate nature. To acquaint with the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).

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Acquaintance with nature Middle group Introduce representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an elongated body, it has a long tail that it can shed; the lizard runs very fast). Expand children's ideas about some insects (ant, butterfly, beetle, ladybug). To consolidate children's knowledge about herbaceous and indoor plants, their names (balsam, ficus, chlorophytum, geranium, begonia, primrose, etc.); learn how to take care of them. Learn to recognize and name 3-4 types of trees (tree, pine, birch, maple, etc.). Tell children about the properties of sand, clay and stone. Organize observations of birds arriving at the site (crow, dove, tit, sparrow, bullfinch), feed them in winter. Expand children's ideas about the conditions necessary for the life of people, animals, plants (air, water, food, etc.). To develop the ability of children to notice changes in nature. In the process of various activities, expand our understanding of the properties of sand, water, stones and clay.

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Senior group Expand and clarify children's ideas about nature. Strengthen the ability to observe. To consolidate ideas about the plants of the immediate environment: trees, shrubs and herbaceous plants. To introduce the concepts of "forest", "meadow" and "garden". To form ideas about the alternation of seasons, parts of the day and some of their characteristics. To acquaint with the diversity of native nature; with plants and animals of different climatic zones. Show how a person uses water, sand, clay, stones in his life. To form ideas that a person is a part of nature and that he should preserve, protect and protect it. Learn to establish causal relationships between natural phenomena (season - vegetation - people's work). Show children the interaction of animate and inanimate nature. Talk about the importance of the sun and air in the life of humans, animals and plants.

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Preparatory group Specify children's ideas about the living conditions of indoor plants. To acquaint with the methods of their vegetative propagation (cuttings, leaves, mustaches). Learn to establish relationships between the state of the plant and environmental conditions. Introduce medicinal plants (plantain, nettle, etc.). Expand and systematize knowledge about domestic, wintering and migratory birds; domestic animals and inhabitants of a corner of nature. Continue to meet wild animals. Expand ideas about the features of adaptation of animals to the environment, Expand children's knowledge about mammals, amphibians and reptiles. Introduce some forms of protection for amphibians and reptiles from enemies (for example, it scares away enemies with a hiss, etc.) Expand ideas about insects. To acquaint with the peculiarities of their life (ants, bees, wasps live in large families, ants live in anthills, bees live in hollows, hives).

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To cultivate respect for the work of rural residents (farmers, machine operators, foresters). To consolidate the ability to generalize and systematize ideas about the seasons. To form ideas about the transition of substances from a solid to a liquid state, and vice versa. Observe such natural phenomena as frost, hail, fog, rain. Explain to children that everything in nature is interconnected. To consolidate the ability to establish causal relationships between natural phenomena (if insects - pollinators of plants disappear, then the plants will not produce seeds, etc.). To bring children to the understanding that human life on Earth largely depends on the environment: clean air, water, forest, soil have a positive effect on human health and life. To consolidate the ability to behave correctly in nature (do not break bushes and tree branches, do not leave garbage, do not destroy anthills, etc.). Make albums with children about the seasons: select pictures, photographs, children's drawings and stories.

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Preschoolers should understand the reasons for the need to preserve all kinds of animals and plants without exception. For them, there should be no concepts of "harmful, useful." Children need to be taught not only not to pick flowers, but also to teach that flowers will disappear due to habitat disturbance, for example, when trampling. Ecological knowledge forms a certain system of values. The idea of ​​a person as a part of nature, about the dependence of one's life, one's health on its state. It is important to teach the understanding of the need for reasonable consumption - do not pick more berries than you can eat. Children need to form active position, the desire to change something around you for the better - at least not to throw garbage past on the street. They must also understand their responsibility for the state of the environment. When telling children about any problems that arise in nature, the educator must necessarily emphasize what each of us can do to solve them. Let it be a small help, but its price will be high.

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Thus, the implementation of the field of FGT "Cognition" should contribute to the organization of the process of active activity of the child, provide him with the position of an "inquisitive researcher", develop the foundations of environmental consciousness, which further contributes to the formation of human theoretical thinking.

The role of observations in the environmental education of preschool children. Ecological education of children cannot be carried out in the same way throughout Russia - its content largely depends on the natural conditions of the territory where the preschool is located.

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Municipal budgetary preschool educational institution kindergarten of the combined type "Golden Key" of the urban settlement "Working settlement of Vanino" of the municipal district of the Khabarovsk Territory. "environmental education of preschoolers"

I give my heart

V.A. Sukhomlinsky

The presentation was prepared by: educator Kraft M.A.:

rps.Vanino 2017

“The world surrounding the child is, first of all, the world of nature with an unlimited wealth of phenomena, with inexhaustible beauty. Here in nature, the eternal source of children's mind» .

V.V. Sukhomlinsky

Relevance of the topic

The formation of ecological consciousness of preschoolers is an extremely urgent problem of the present time:

Only an ecological worldview, an ecological culture of people living today can lead the planet and humanity out of a catastrophic state.

The goal of environmental education is the formation of the foundations of an environmental outlook

and ecological culture of preschoolers.

environmental education

"The continuous process of education, upbringing and development of the individual, aimed at the formation of a system of knowledge and skills, value orientations, moral, ethical and aesthetic relations that ensure the environmental responsibility of the individual for the state and improvement of the socio-natural environment." (I.D. Zverev)

Upbringing

Education

Development

Formation of ideas about the relationship of nature, society and man; formation of practical skills for solving environmental problems

valuable

orientations, motives, needs, habits of vigorous activity for environmental protection

Ability to analyze environmental situations; assess the aesthetic state of the environment

"Federal State Educational Standards for Preschool Education" No. 1155 OT 17. 10. 2013 Entered into force on 01.01.2014

Educational directions
	acquaintance with children's literature, including natural history;
cognitive	formation of primary ideas about the objects of the surrounding world, their properties and relationships (shape, color, size, causes and effects, etc.); about the planet Earth as a common home of people, about the peculiarities of its nature, the diversity of countries and peoples; expanding the horizons of children;
Physical	formation of values healthy lifestyle life.
Socio-communicative	assimilation of norms and values ​​accepted in society; development of emotional responsiveness, empathy, including in relation to natural objects; formation of the foundations of safe behavior in everyday life, society, nature;
Artistic and aesthetic	formation of prerequisites for value-semantic perception and understanding of the natural world; the formation of an aesthetic attitude to the surrounding world as a whole;

Principles	Content Feature
Individual approach	Accounting for individual ethnic and cultural characteristics, family and social opportunities and conditions for full development
Scientific	the validity and reliability of the content of theories, the formation of practical skills for adapting and predicting one's actions.
Availability	compliance with the age, psychological, social and intellectual characteristics of children; taking into account the level of their development, individual cognitive abilities.
visibility	Availability of visual material
Systematic	Progressive transition: from simple to complex
Consistency	Collaboration: Children + educators-parents
combinatorial	Thoughtfulness of combinations different types activities
Integrity	Relationship different areas knowledge
Regionality	Accounting for regional features
Integration	Greening in all areas of activity

Environmental education is carried out through a variety of

forms of activity of a preschooler

Cognitive	Formation of an understanding of the harmonious unity and interaction of nature, the ability to see patterns, appreciate the uniqueness and peculiarity of each object, recognize the right to existence of every living being without a false sense of one's own superiority
Artistic aesthetic	Humanization of the child's relationship with nature, actualization of emotional perception in the process of creative embodiment of the beauty of the world in the form of a drawing, song, poem.
Labor	Awareness of the need for plants or animals in caring care and attention, the formation of responsibility for a living being and caution in handling it, the cultivation of a desire to save natural resources, create and restore the habitat.
	Symbolic struggle for a healthy and prosperous life of nature; mastering the rules and laws of environmental ethics; the ability to distinguish actions that are negative in direction, carrying the destruction of harmony.

ENVIRONMENTAL EDUCATION PROGRAMS

complex

partial

emphasis on one direction in the education and upbringing of the child

Adhere to the principle of the integrity of the approach to education, taking into account existing psychological and pedagogical norms

"Rainbow", "Childhood", "Development", "Origins", "Dialogue".

"From birth to school", "Baby".

"Young Ecologist" "Seven-flower", "Nature and the artist",

"Our home is nature"

"Life around us"

"Spider line"

Each of the programs is based on a personality-oriented model of education, an individual approach to the development of the child's intellectual and artistic abilities.

To achieve the fundamental goal of environmental education for preschoolers, it is necessary to create an integral system: conditions, select methodological and methodological tools, build work with social partners.

RPPS: Elements of an Ecological Developing Environment

ecological path

Library

Mini-Laboratory

Ecological theater

Museum, art gallery

Territory of preschool educational institution

Vegetable garden, garden

Musical, Sports

Corners in groups

Exhibition corner

VISUAL (observation, demonstration, examination, display) VERBAL (conversation, story, reading x / l, explanation, indication, pedagogical assessment, question, etc.)

PRACTICAL (elementary experiments, simulations, exercises, etc.)

OWN-PRACTICAL (appeal to the experience of children,

practical situations, search actions, examination)

GAME (didactic games, game situation, actions with toys, imitation of actions, hiding, search, outdoor game, episodic game techniques, riddles).

Methods and techniques

• - environmental GCD; - ecological excursions; - lessons of kindness; thinking lessons; - ecological circles; - environmental competitions; - KVN, auction, marathon, quiz, "Field of Miracles"; - environmental actions; - discussion and playing situations; - labor landing; green patrol; - laboratory of a young ecologist; - drawing up ecological maps; - maintaining the "Panorama of good deeds"; phenological calendars of nature; - ecological exhibitions and expositions; ecological museums; - day (week) of ecological creativity; - ecological holidays and festivals; - environmental games (didactic, simulation, games - modeling - ecosystems; competitive, games - travel, etc.); - ecological fairy tales; environmental trainings; etc.

List of forms and methods of environmental work in preschool

• ICT technology
• Case technology
• Health saving technologies
• Gaming technologies
• TRIZ technology
• Learner-Centered Technology

approach (I.S. Yakimanskaya)

• Developmental learning technology

(D.B. Elkonin, V.V. Davydov)

• Technology of project activity
• Quest technology

Innovative technologies in environmental education

Social partnership

The interaction of preschool educational institutions with the society includes the following areas:

Work with government agencies and local authorities;

Interaction with institutions of education, science and culture;

Interaction with healthcare institutions;

Working with parents.

Forms of interaction with the family on environmental education of preschoolers Forms of interaction with the family on environmental education of preschoolers

involvement of parents in participation in competitions, exhibitions, labor activity

advice for parents

Round table discussions, non-traditional parental advice (talk shows, business games, etc.)

survey on the problem of environmental education

"Ecological stand" in the ecological corner - issue of newspapers, posters, travel folders

To create a rational subject-spatial environment for the successful knowledge of the world around the preschooler, based on the integration of educational areas.

Familiarization with objects and phenomena of the surrounding nature will be more effective if the teacher notes all the achievements and independence of children, praise for confidence and initiative.

Must be used continuously teaching practice innovative technologies as a result of which the development of all aspects of the cognitive activity of the child will be achieved.

Establishing trusting, partnership relationships with children's parents, finding and applying effective forms and methods of working with them will lead to the achievement of the goal much faster.

List of references to help the methodologist and educator

• Aksenova, Z.F. Enter nature as a friend. Ecological education of preschool children. - Moscow: TC Sphere, 2011. - 128 p. - (Teacher's library)
• Gorkova, L.G. Scenarios of classes on environmental education of preschoolers (middle, senior, preparatory group) / L.G. Gorkova, A.V. Kochergina, L.A. Obukhov. - Moscow: VAKO, 2005. - 240 p. - (Preschoolers: teach, develop, educate).
• Egorenkov, L.I. Ecological education of preschoolers and younger schoolchildren: A guide for parents, teachers and educators of preschool institutions, teachers primary school. - Moscow: ARKTI, 2001. - 128s.
• Zverev I.D. Ecological education and upbringing: key issues. Ecological education: concepts and technologies. M.: Change, 1996
• Kovinko, L.V. Secrets of nature - it's so interesting! - Moscow: Linka-Press, 2004. - 72p.: ill.
• Lopatina, A.A. Tales of Mother Earth. Ecological education through fairy tales, poems and creative tasks/ A. A. Lopatina, M. V. Skrebtsov. - 2nd ed. - Moscow: Amrita-Rus, 2008. - 256 p. - (Education and creativity).

• Mazilnikova, N.N. Ecological and valeological education of preschool children. Organization of walks in the summer / N.N. Mazilnikova, S.V. Terekhin. - St. Petersburg: PUBLISHING HOUSE "CHILDHOOD-PRESS", 2013. - 96p.
• Nikolaev, S.N. Theory and methods of environmental education of children: Proc. allowance for students. higher ped. textbook establishments. - Moscow: Publishing Center "Academy", 2002. - 336s.
• Nikolaeva, S.N. Ecological education of younger preschoolers. A book for kindergarten teachers. - Moscow: Mosaic-Synthesis, 2004. - 96s
• Rimashevskaya, L.S. Theories and technologies of ecological development of preschool children. Program training course and guidelines for independent work of undergraduate students.: Teaching aid / L.S. Rimashevskaya, N.O. Nikonova, T.A. Ivchenko. - Moscow: Center for Pedagogical Education, 2008. - 128p.

• Lukonina, N.N. Matinees in kindergarten: Scenarios about nature / N.N. Lukonina, L.E. Chadov. - Moscow: Iris-press, 2002. - 240p.: ill. - (Attention, children).
• Ryzhova, N.A. The air around us: [method. allowance] / N.A. Ryzhova, S.I. Musienko. - 2nd ed. - Moscow: Hoop, 2013. - 208 p.: ill.
• The system of environmental education in preschool educational institutions: information and methodological materials, ecologization of the developing environment of the kindergarten, development of classes in the section "The World of Nature", matinees, quizzes, games. - 2nd ed., stereotype. / aut.-stat. O.F. Gorbatenko. - Volgograd: Teacher, 2008. - 286s.
• Fedotova, A.M. We learn the world around us by playing: plot-didactic games for preschoolers. - Moscow: TC Sphere, 2015. - 112 p. - (Library of the Educator).
• Ecological poems and fairy tales of WWF friends clubs. / Comp. E. Kuznetsova. - Moscow: World Foundation wildlife, 2006. - 104 p.: ill.

Thus, a holistic system of work on the formation of the foundations of an ecological worldview and ecological culture will allow children to understand that all of us together and each of us individually is responsible for the earth, and everyone can preserve and increase its beauty.

And, only together, only together, we will be able to induce in the little man - inexhaustible nature -

WEALTH OF THE WORLD-SOUL.

“To arouse in children a living sense of nature means to arouse one of the most beneficent influences that educate the soul.” K.D. Ushinsky

Description of the presentation on individual slides:

1 slide

Description of the slide:

Consultation for educators "Environmental education in kindergarten" Author: educator O.V. Tretyakova MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN №48" BEES "Tambov 2016

2 slide

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“For a fish - water, for a bird - air, for a beast - forest, steppes, mountains. And a man needs a homeland. And to protect nature means to protect the Motherland”, M.M. Prishvin.

3 slide

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Nature is not only a temple of health and aesthetic pleasure. Nature is a powerful ancient source of knowledge and education of mankind. We must teach children to love and respect nature, to protect it, but first we ourselves must learn to love it. Relevance

4 slide

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The goal of ecological education of preschool children is the formation of the principles of ecological culture. The formation of the principles of ecological culture is the formation, awareness right attitude directly to nature itself in all its diversity, to people who preserve and create it, as well as to people who create material or spiritual values ​​on the basis of wealth.

5 slide

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Preschoolers are the initial link in the system of continuous education, which means that the content of their education should be related to the content of environmental education of the next stages - schoolchildren. Elementary environmental knowledge acquired by children at a young age will help them to further master environmental subjects;

6 slide

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Knowledge is not an end in itself, it only helps to form in children a certain attitude towards nature, environmentally competent and safe behavior, and an 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 outlook. It is very important to maintain this cognitive interest;

7 slide

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The content must be scientific. Despite their age, children should receive in an accessible form scientific ideas about the world around them, in particular, about nature. The formation of a scientific worldview is especially important in our time, when a mythologized consciousness is widespread in society, a non-scientific approach to explaining natural phenomena; The content should contribute to the formation in children of a holistic perception of the world around, on the one hand, and the interrelationships of the parts of this whole, on the other;

8 slide

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Environmental education is a part of general education, it has an interdisciplinary character, contributes to the development of thinking, speech, erudition, emotional sphere, moral education, that is, the formation of the personality as a whole; Norms of environmentally competent safe behavior: children should learn to understand and form independently on the basis of a complex of elementary environmental knowledge and awareness of cause-and-effect relationships in nature;

9 slide

Description of the slide:

The child must realize himself as a part of nature, environmental education contributes to the formation of children not only a certain attitude towards nature (in particular, the rejection of a purely consumer approach), but also the skills of rational use of nature.

10 slide

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Methods of ecological education. Teaching methods are ways of joint activity of the educator and children, during which knowledge, skills and abilities are formed, as well as attitudes towards the world around them. In the pedagogical process of the kindergarten, various teaching methods are used: visual, practical, verbal.

11 slide

Description of the slide:

Visual methods include observation, viewing pictures, demonstrating models. Practical methods are games, elementary experiments and simulations. Verbal methods are the stories of the teacher and children, reading works of art about nature, conversations. Children's labor in nature Diverse labor in nature gives children a lot of joy and contributes to their comprehensive development. In the process of labor, love for nature, a careful attitude towards it are brought up.

12 slide

Description of the slide:

The game is a very important method of environmental education Subject games are games using various objects of nature (leaves, seeds, fruits). In subject games, children's ideas about the properties and qualities of certain objects of nature are clarified, concretized and enriched. Board-printed games are games such as loto, dominoes, split and paired pictures. Preschoolers enjoy playing Zoological Lotto, Botanical Lotto, Who Lives Where? etc.

13 slide

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Word games are games, the content of which is a variety of knowledge that children have, and the word itself. They are held to consolidate children's knowledge about the properties and characteristics of certain objects. Word games develop attention, intelligence, speed of reaction, coherent speech. Outdoor games of a natural history nature are associated with the imitation of the habits of animals, their way of life. By imitating actions, imitating sounds, children consolidate knowledge; the joy received during the game contributes to the deepening of interest in nature.

14 slide

Description of the slide:

Among the various methods of environmental education of preschoolers, an important place should be given to observation. Its essence lies in the sensory knowledge of natural objects, in their knowledge through various forms perception - visual, auditory, tactile, gustatory, olfactory. Great opportunities for observation are provided by the seasonal life of plants. The different state of trees and shrubs, the appearance and disappearance of herbaceous vegetation in the warm and cold seasons allow children in the process of observation to form ideas about the dependence of plant life on external conditions.

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Promotions are socially significant events that are held in preschool its employees and children, the participation of parents is desirable. Actions, as a rule, are timed to coincide with some dates, events of public importance. Another form of environmental work in kindergarten is environmental holidays and leisure activities. Ecological holidays can be dedicated to the seasons, harvest, birds, etc.

16 slide

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With preschool children, you can conduct simple experiments with various objects of animate and inanimate nature. Specially organized experimental situations, in contrast to simple observations, make it possible to more clearly see individual properties, aspects, characteristics of plants, animals, and their vital activity. Experiments encourage children to compare, compare, develop observation, perception, thinking. Interesting experiments can be carried out with water, air, sand and clay, when growing greens, such as onions. The modeling method occupies a significant place in the system of environmental education. Work with the calendar of nature, diagrams, tables, etc.

17 slide

Description of the slide:

Model "Ecological education of preschoolers" Familiarization of children with nature Organization and holding of exhibitions, reviews, competitions Labor activity in nature Creation of conditions for work on environmental education, equipping nature corners in groups, equipping 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 methodical and visual - illustrative material , exhibition of books on natural history, design of material on environmental education for parents Communication with the educational process, environmental leisure, musical holidays, quizzes on environmental topics, construction from natural material Ecological education of preschoolers

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Layout " Team work educator and children "Diagnostics of ecological education of children Role-playing and d / games Targeted walks in nature Observation in a corner of nature Working with models Visual activities on environmental topics Watching films about nature Experimental, experimental, search activities Creating home-made books Reading children's fiction Ecological leisure and holidays Examination of didactic pictures, illustrations about nature Work in the mini-center of nature and on the site Conversations with children on environmental topics Work with nature calendars, observation diaries Collecting collections of seeds, stones, designing a herbarium Joint activities of the educator and children

19 slide

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Model "Ecological education of parents" Cognitive Environment and health of the child The state of the environment in their own microdistrict, city Ways to solve these problems Development of the child through acquaintance with the outside world Methods for familiarizing the child with the outside world Activity Participation in environmental campaigns together with children Participation in environmental holidays, excursions, hikes Growing plants Reading literature together with children Normative Knowledge of the rules of conduct during outdoor recreation, environmental safety rules and norms of behavior in experimental situations Choosing environmentally safe areas for walking with children, playing sports, gardens Environmental safety of the home, environmentally friendly products Knowledge psychological characteristics of the child and the opportunities, needs corresponding to his age, including in communication with nature Valuable Nature as a universal value for a person e children and nature Man is part of nature Formation of reasonable needs

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Ecological education of preschool children is an important component of the process of harmonious development. Do not forget about this and pay as much attention as possible to solving the tasks set, acting in a coordinated manner. The most important thing for which ecological education is needed for a child of this age is the timely formation of a positive personal opinion and love for the wildlife around him. Also, such education helps children gain basic knowledge about the phenomena that occur in living and inanimate nature.