The essence of the concept of ecological education of children in kindergarten. The concept of environmental education of preschool children 28 features of environmental education and education of preschoolers

State budget educational institution

Higher professional education of the city of Moscow

"Moscow City Pedagogical University"

Institute of Pedagogy and Psychology of Education

Department of Management of Preschool Education

Boriskin

Pedagogical conditions for modeling environmental education

in a preschool educational institution

COURSE WORK

Direction of training - 050100.62 Teacher Education

Course of study - 2

Form of education - part-time

supervisor: Kulakova

teacher Svetlana Alexandrovna

Moscow 2013

I slightly corrected the plan, as for the content of the text itself, it seems to me that the theoretical part is too capacious, it should be shortened. Everything else can be left, but program content can be added (analysis of programs by environmental content).

Introduction

Relevance. In the modern world, a rather complicated ecological situation has developed. Man in the process of life destroys the environment, and this negative impact on nature grows as the power supply and population increase. Obviously, the life and health of present and future generations depend on the preservation of the environment.

Today, the scientific and technological revolution has posed a number of new, very complex problems for humanity, which it has either not faced at all before, or they were not so large-scale. Among them, the relationship between man and the environment occupies a special place.

The interaction of man and society presupposes knowledge and observance of at least a minimum of ecological culture. Until recently, its formation was carried out mainly spontaneously, fixed in the public consciousness and practical activities of people through a system of customs and traditions, in assessments and decisions corresponding to the level of social development and people's understanding of possible environmental dangers.

It is obvious that such a way has completely exhausted itself and a conscious, purposeful formation of an ecological culture is required. This is impossible without a proper formulation of the entire educational process, an increase in the role of environmental education in it. it is the basis for the education of ecological culture, and the formation of ecological culture must begin from an early age.

Fragmentary environmental education of preschoolers has been going on for a long time, in this course work we have set goal to study the dynamics of views on the environmental education of preschoolers and analyze the features of the environmental education of children in a modern preschool educational institution.

Purpose of the study:

Object of study: ecological education of preschool children.

Subject of study: features of environmental education of preschoolers in modern preschool educational institutions.

Research objectives:

1. Consider the features of the organization of environmental education in a preschool educational institution.

2. To study the program content of environmental education for preschoolers.

3. Analyze the structural and functional model of environmental education of a modern preschool educational institution.

Structure term paper: . consists of introduction, two chapters, conclusion, bibliography and appendices.

Chapter I. Theoretical study of the historical formation of environmental education of preschoolers

The history of the development of environmental education in preschool pedagogy

At the origins of the domestic methodology of teaching natural science was V.F. Zuev, academician, professor of teachers' seminary. He was the founder of Russian theoretical and practical natural education, as well as the author of the first textbook "Inscription of Natural History". The material in the textbook was distributed in parts, from inanimate to living nature: "Fossil Kingdom", "Vegetable Kingdom", "Animal Kingdom", which favorably distinguished it from other textbooks of that time. Fresh scientifically reliable factual material presented in a lively, accessible language contributed to the formation of children's interest in nature. In the textbook, man was not alienated from nature and was placed among animals, and not singled out in a special category. As a methodologist, V.F. Zuev was a supporter of the study of natural objects of nature. Based on the ideas of Jan Amos Comenius, he insisted on objectivity and visibility in teaching, recommended teaching through live interviews, demanded not to be limited to the framework of the textbook, but to make excursions into nature. The positive features of his pedagogical teaching are noted by the famous methodologist B.E. Raikov: “Long before Pestalozzi, the Russian methodologist was quite clear about the advantage of vivid, objective visualization over “graphic” visualization.

Thus, V.F. Zuev made a serious attempt to solve a number of methodological problems: the ratio of scientificity and accessibility, determining the place of natural and graphic visualization in teaching, organizing the practical orientation of natural education. This stage in the development of natural science methodology is called practical. On the modern significance of V.F. Zueva in the environmental education of preschoolers is evidenced by the fact that at present, in the selection of content for various programs to familiarize children with nature in a preschool educational institution, his recommendations are used, for example, the sequence of studying the world.

By the beginning of the 19th century, the descriptive-systematic direction intensified in the natural sciences, which for a long time established itself in the domestic methodology of natural science. The development of this trend was due to the fact that the ideas of taxonomy of the Swedish botanist K. Linnaeus, described in his System of Nature, were gaining more and more popularity. But progressive ideas found a negative reflection in the methodology of teaching natural science - the memorization of dry taxonomy led to the decline of natural education in Russia.

It should also be noted that during this period of time the development of biological educational knowledge went in parallel with the development of biology as a science. It received its name in 1802, when the term "biology" in its modern interpretation was proposed by the French naturalist Jean Baptiste Lamarck. The formation of biological education took place under the influence of the methodology of scientific knowledge developed by F. Bacon, who called nature the source of knowledge of patterns.

The next stage in the development of biological science was outlined by the middle of the 19th century, when industry began to actively develop in Russia. This time was marked by the rise of progressive sentiments in public life and the increased interest not only in the development of the natural sciences, but also in the problem of natural science education.

During this period of time, new ways and means of preschool education were formed under the influence of the ideas of revolutionary-democratic pedagogy, standing on the position of educative education (V.G. Belinsky, A.I. Herzen, N.A. Dobrolyubov, D.I. Pisarev, N. .G. Chernyshevsky). On the one hand, the emphasis was on studying the characteristics of the development of preschool children. On the other hand, Russian enlighteners opposed the formal study of nature. In their pedagogical views, they proceeded from the fact that knowledge of natural laws will allow not only to form the moral qualities of a person, but also to regulate human behavior in nature.

The development of new pedagogical ideas and theories in the middle of the 19th century was associated with the criticism of serf education and the advancement of demands for the organization of a mass public school, for the development of teaching methods and public preschool education.

So, Russian enlighteners, materialist philosophers N.A. Dobrolyubov, D.I. Pisarev, N.G. Chernyshevsky, continuing the traditions of B.G. Belinsky and A.G. Herzen, actively fought for the creation of public education. ON THE. Dobrolyubov and N.G. Chernyshevsky believed that the development of children should begin from the early years of life, since the period of childhood is important in the formation of a person's personality. Opposing narrow pragmatism, a utilitarian attitude to nature, they contributed to the development of the learning process, one of which they considered the formation of realistic ideas about nature. D.N. Pisarev in his writings also actively promoted natural science, which he considered the most important means of education.

The development of preschool education in the second half of the 19th century was associated with the abolition of serfdom, after which there was an upsurge in the development of science and philosophy in Russia. Successes in the development of natural science at this stage are associated with the names of I.I. Mechnikov, K.F. Ruler, I.M. Sechenov and others.

New scientific discoveries have had a significant impact on the methodology of teaching natural science. The founder of the doctrine of the evolution of the organic world K.F. Roulier criticized the dominance of systematics in education and considered all natural phenomena in dynamics. He called for an understanding of nature as a whole, for the study of the complex relationship of the organism with the environment. Even before the appearance of the term "ecology", he emphasized that the further development of science education would be based on a biological (ecological) approach.

At the same time, Russian natural scientists A.N. Beketov, V.V. Dokuchaev, K.A. Timiryazev and others, finding support in the theory of Charles Darwin on the evolution of the organic world, the discoveries of G. Mendel in genetics, L. Pasteur in microbiology, opposed dogmatic teaching, a descriptive approach in natural science education. In their opinion, observations, independent study of nature, the inductive method and the value approach are the way that children should be introduced to nature.

Thus, in the second half of the 19th century, the most prominent progressive scientists, teachers and methodologists made serious attempts to show the importance of studying nature in the development of the child's personality in particular and social consciousness in general.

The pedagogical ideas of that time found the greatest expression in the works of the great Russian teacher, the founder of pedagogical science in Russia, K.D. Ushinsky. In the scientific pedagogical system he developed, special importance was attached to the upbringing of children during preschool childhood, the most important stage in the general system of upbringing and education.

Much attention to K.D. Ushinsky devoted in his scientific works to "impressions of nature that educate the soul." The methodology he developed for introducing children to nature still provides rich material for the development of kindergarten didactics. It is based on observations received by children in the process of playing and exercising in nature. The words of K.D. Ushinsky: "The logic of nature is the most accessible and most useful logic for children." He determined the requirements for the selection of material about nature, for the sequence of acquaintance with the outside world. His book "Native Word" included natural-scientific material reflecting the development of science of that time, and determined the content of knowledge about nature. In substantiating the principle of visualization and developing a method of observation, he constantly drew attention to the close ties of children with nature, the importance of their acquaintance with the surrounding natural world. He wrote about nature as "one of the most powerful agents of human education."

The depth of the scientific approach of K.D. Ushinsky can be assessed by the implementation of the principle of conformity to nature in his methodological works in several directions: a deep understanding of the nature of the child himself; in bringing the content and organization of the pedagogical process closer to nature; on the basis of education folk traditions and customs.

Further development of the ideas of K.D. Ushinsky about the development of the child in the process of familiarization with the natural environment was continued by the founder of the national methodology of natural science A.Ya. Gerd. The scientist highly appreciated the importance of knowledge about nature, both in the means of shaping the worldview of children, and in educating love and developing interest in it. In his methodical works A.Ya. Gerd attached great importance to visibility: he developed a methodology for conducting observations. He believed that children should study natural subjects in their natural setting, as this awakens an interest in nature: "The teaching of natural science should, if possible, begin in the garden, in the forest, in the field, in the swamp." In his pedagogical works A.Ya. Gerd defended the provisions developed by pedagogy since the time of Pestalozzi: any knowledge should not be imposed on children, they should follow as natural conclusions from observations, comparisons and experiments. Fully agreeing with K.F. Rulier, he attached great importance to excursions, believing that only here it is possible to consider an animal in connection with its entire environment, a plant in connection with the soil on which it grows.

Thus, A.Ya. Gerd came close to solving many contemporary problems environmental education. The ecological approach he developed was built on the methodology of children studying plants and animals in their "mutual relations, in connection with their adaptability to living conditions."

Such a transformation of the content of natural science further contributed to the formation of a new scientific direction within the framework of biological science - ecology.

For the first time, the term "ecology" appeared in 1866, when Ernest Haeckel in his work "General Morphology of Organisms" gave it the following definition: "By ecology we mean the general science of the relationship of living organisms to the environment ...". In 1869 Haeckel adds to the definition of science new task: "it explores ... the relationship of living organisms with each other." The etymology of the term "ecology" is formed from the fusion of two Greek words: "oikos" (house, dwelling, dwelling) and "logos" (science, study). Thus, the literal translation of the concept "ecology" means the science of the house.

Thus, when the science of relationships of various types in wildlife (organisms among themselves and with the environment) began to take shape as an independent branch of knowledge, a new scientific direction appeared in biological science - ecology.

This scientific trend contributed to the emergence in school science (first in Germany, and then in Russia) of a section that reflects the environmental component of biological education. As a result, it was during this period of time that the beginnings of its innovative component, environmental education, were formed in school biological education.

As a result, a number of ecological concepts appear, built on the natural scientific understanding of the interaction between society and nature. Among them, a new direction stands out - Russian cosmism. Cosmist philosophers N.A. Berdyaev, S.N. Bulgakov, B.C. Solovyov and others argued that "the nature of the Earth is part of cosmic harmony, and man and nature constitute an" essential unity ", therefore partnerships should be built on the basis of the laws of morality." Contradictions between Mind and Nature are natural, but Mind is responsible for finding a way to resolve them. This philosophical thought in the conditions of modern society is of particular relevance for solving the problem of environmental education in general and environmental education of preschoolers in particular.

It should also be noted that the idea of conformity to nature can be traced in the literary heritage of L.N. Tolstoy. In the versatile work of the great Russian writer-thinker, there were many aspects that enriched pedagogical thought. He took an active part in solving the problem of education and upbringing of young children. Always emphasizing the pedagogical value of strengthening the humane feelings of children by means of nature, he was a representative of the philosophical direction, the so-called "folk ethics", which found its continuation in the ideas of "universal environmental ethics".

So, L.N. Tolstoy saw in the natural environment the ideal conditions for the manifestation of human nature, and, consequently, the conditions for the education and development of the child. Following Rousseau, he believed that "childhood is the prototype of harmony", so raising a child in the "bosom of nature" makes it possible to reveal everything that is inherent in him by nature. The natural labor cycle of human interaction with nature was for him the ideal way of life, consistent with the establishment of the Kingdom of God on earth. In his opinion, a sense of harmony with the world is given only to a child, and an educator will help to preserve it, which contributes to the manifestation of moral beauty through the beauty of nature.

These ideas of L.N. Tolstoy are relevant at the present stage of development of environmental education of preschoolers, as they are focused on the formation of their modern environmental consciousness, the attributes of which are: the inherent value of any form of life; the presence in nature of internal connections; the relationship of man and nature, within which man is a part of it and bears responsibility in relation to it.

The ideas of Russian cosmism were also shared by Academician V.I. Vernandsky, who consistently advocated the implementation of the traditions and principles of natural science humanism. Developing his doctrine of the biosphere, he wrote that the biosphere is "the nature that surrounds us, about which we speak in colloquial language. Man - first of all - with his breath, the manifestation of his functions, is inextricably linked with this" nature "at least he lived in the city or in a solitary house."

Further development of ideas about environmental education in preschool childhood is associated with the emergence of a new science - preschool pedagogy.

The pedagogical ideas of Friedrich Fröbel, a German theoretical teacher who created a special type of preschool institution - kindergartens, had a great influence on its formation.

In these institutions, a special system of games and activities was organized, strictly corresponding to the age characteristics of children, using didactic material- "Frebel gifts". F. Frebel believed that the upbringing of a child should take place in close connection with nature. In his work "Kindergarten" he wrote about the expediency of teaching children not only observations, but also practical activities, for example, growing plants on their own. At the same time, Fröbel noted the beneficial influence of nature on the education and upbringing of those "who early open their heart and mind to her." The main emphasis in education was placed on the development of mental activity and familiarization with the natural environment. Acquaintance with nature was carried out during the games through the formation of relationships: "child and forest", "child and tree".

The pedagogical ideas of scientists of the second half of the 19th century served as a powerful stimulus for the development in Russia of a national system of preschool education. Already in the 60s of the XIX century, the first kindergartens appeared, represented by "family groups", "folk kindergartens" as charitable ones.

Thus, with the advent of preschool pedagogy as a special branch of the science of knowledge, the methodological ideas of natural scientists on the need to develop the environmental component in biological education are subject to development in line with preschool pedagogy, within which the issue of environmental education of preschoolers receives scientific justification. At the same time, poor development of content, methods, forms preschool education hindered the development of methods of familiarizing children with nature.

An important role in the further development of preschool environmental education in general and the methodology of environmental education of preschoolers in particular was played by the scientific and pedagogical system of the teacher-naturalist E.N. Vodovozova. Developing the ideas of his teacher, the outstanding Russian teacher K.D. Ushinsky, she for the first time most fully revealed the problems of mental, moral, aesthetic education of preschoolers by means of nature. E.N. Vodovozova wrote: "If a child preschool age he will not understand the external signs of surrounding objects, he cannot be observant, nature with its various phenomena will be alien to his heart, and at the same time a huge field of knowledge will be inaccessible to him. "But, in her opinion, the significance of nature in shaping the child's personality is not Natural objects also serve "to awaken observation, attention and interest in nature". In her book "From Russian Life and Nature" E. N. Vodovozova directly stated: "If you open the great book of nature in front of a child and guide him, then he will be attached with all his soul to the world around him.

Thus, E.N. Vodovozova for the first time made an attempt to scientifically substantiate and disclose the methodology of observations, taking into account the age characteristics of preschoolers, during which the child "learns to get ideas about each observed object of nature" on the basis of active methods of education: walks, excursions, setting up experiments, independent work on caring for plants and animals. In this regard, E.N. Vodovozova emphasizes: "Pay your pet's attention to the brilliance of the sun, the beauty of the sky, do not ignore a tree, a bush, a flower, or a fluttering butterfly."

By the beginning of the 20th century, there was a steady trend towards the development of the system of preschool education in Russia. In connection with urbanization, there have been significant changes in the very name of the educational institution for preschool children. So, if Froebel called them "kindergartens" (a garden is a natural formation), then in Russia they began to be called "children's houses" (a house is an urban attribute). There was also a significant increase in the quantitative indicators of preschool educational institutions. As a result, the total number of paid kindergartens reached 250, public - 30.

The emerging trend towards the development of preschool education in Russia largely predetermined the further development of the methodology of environmental education in general, as well as the methodology of environmental education of preschoolers in particular. It is necessary to emphasize that it was during this period of time that the scientific foundations of private methods, including natural science, were laid.

As part of the biological approach to preschool education, the upbringing of a careful attitude of preschoolers to nature and the dominance of their practical skills for the active development of nature have received significant development. During this period of time, the first methodological journal on preschool education appeared - "Kindergarten". A separate part of the scientific and methodological publications presented in this journal was aimed at further solving the problem of environmental education of preschoolers. The founder of the magazine was a well-known figure in preschool education - teacher-methodologist A.S. Simonovich. The methodological basis was the ideas of K.D. Ushinsky, and the main principle was the native-vedic one: familiarization with the nature of one’s region, reading stories to children from the life of their native nature, etc.

In the early years of the formation of Soviet power in Russia, the method of observation dominated in the methodology of preschool education when considering issues of familiarizing children with nature. The provision was actively developed that it was necessary to "bring nature closer to the child": to create conditions in kindergartens for familiarizing children with animals and plants (aquariums, terrariums, flower beds, etc.), to use the method of observation in nature more.

This position was first announced at the First All-Russian Congress on Preschool Education. In the same year, the first program document for educators and parents appeared: "Instructions for maintaining a hearth and a kindergarten", that is, methodological recommendations were published for the first time. They pointed out that communication with nature is one of the important tasks of education, and provided for the creation of a special natural environment in kindergarten (aquariums, terrariums, etc.). The recommended forms of environmental education for preschoolers were self-care of preschoolers for animals, growing plants, etc., and the choice of activities was free, and the participation of children in them was voluntary.

It should be noted that in the 1920s, two didactic directions clearly emerged in the system of preschool education in Russia. The first direction was associated with the implementation of the didactic principles of F. Frebel ("Frebel direction") and with the innovative views of the Italian teacher Maria Montessori. In the practical activities of kindergartens working in this direction, a large number of didactic materials dominated when introducing children to nature.

So, for example, Maria Montessori solved pedagogical problems on the basis of the proclamation of the principle of "freedom". Like Rousseau, she believed that education contributes to the development of the child's strength. The system of didactic material developed by her for self-education of the child was mainly aimed at psychological and sensory development and closed cognition in a narrow framework. In this regard, it is valuable for our research in Montessori's experience that she assigned nature a leading role in sensory education, recognizing its huge influence on the development of a child's curiosity, a humane attitude towards the world around him. Of the most important forms of a child's activity in nature, she singled out observations and work to care for living objects. It should also be noted that the ideas of free education and self-development, popular in those years in the West, and attempts to solve educational problems in an educational way, also had a great influence on the methodology of preschool education.

The influence of foreign experience on the development of preschool education in Russia was expressed in the rejection of curricula, on the one hand, and in the orientation of kindergartens towards creating conditions for self-education and self-education of children, on the other hand.

The representative of the second, opposite direction was the Soviet teacher-methodologist E.I. Tikheev. Based on the pedagogical heritage of Ya.A. Comenius, I.G. Pestalozzi, J.J. Rousseau, she developed the ideas of E.N. Vodovozova, having developed a didactic system for educating preschool children through conducting training sessions, where the main teaching method was the use of didactic material and a system of didactic games. E.I. Tikheeva, criticizing the system of M. Montessori, popular in those years, considered it artificial and, in addressing the issue of familiarizing children with nature, offered her own method of familiarizing children with the outside world. Emphasizing the great educational significance of nature, she pointed out the need to "implement the main requirement of Rousseau - to educate children in nature" - and clarified: "Children's feelings should be developed, if possible, by communicating with living objects of wildlife, on the basis of everything that life itself puts forward in its natural course."

E. I. Tikheeva believed that in the perception of nature, a preschooler should be active, he can get more complete impressions if all the senses participate in this, this will provide material for games and observations.

Thus, following K.D. Ushinsky, she attached great importance to the surrounding natural world for the development of children's powers of observation. It should be emphasized that many of the pedagogical ideas of E.I. Tiheeva play a significant role in the formation and development of the methodology of modern environmental education of preschoolers, namely: the methodology of conducting conversations, excursions into nature, the use of visualization in teaching: "If you want to give children an idea of the forest - first of all, take the children to the forest, provide them the opportunity to see the forest in all its beauty and diversity with your own eyes."

E.I. Tikheeva for the first time in her writings proved the need to create a corner of wildlife, since a child of this age "is attracted by the animal world, in the person of its closest, familiar representatives. Thus, children imperceptibly acquire a number of specific knowledge and ideas about nature." Requirements for the maintenance of a corner of nature, developed by E.I. Tiheeva, are relevant today. She also attached great importance to the selection of knowledge about nature for schoolchildren. To the positive features of the pedagogical methodology of E.I. Tiheeva is the development of the principle of conformity to nature. "Children should be educated, taught, raised among nature and through nature" - this idea is truly ecological.

OK. Schlegel in her "Guidelines" also emphasized the implementation of the idea of natural conformity in the process of environmental education of preschoolers. She considered nature to be one of the fundamental factors in the development of a preschool child. OK. Schlegel developed methods for conducting excursions, options for selecting the content of various knowledge about nature, establishing connections and relationships within it, which essentially meant the implementation of an ecological approach to educating preschool children.

Decisions of the All-Russian congresses on preschool education had a certain positive impact on the further development of preschool education in general and its environmental component in particular. Thus, the positive outcome of the Second All-Russian Congress on Preschool Education, held in 1921, was the definition of forms and methods of natural history work that bring the child closer to nature through excursions and walks; work of children in the garden; animal care; observation of nature. Thus, the leading method of cultivating love for nature has become a method involving "the study of the environment through systematic exercises of external senses."

A positive result of the 3rd (1924) and 4th (1928) congresses on preschool education can be considered a comprehensive consideration of the tasks of the content and methods of familiarizing preschoolers with nature, as well as determining the leading organizational form for familiarizing children with nature, which was the organization of a special lesson.

At the same time, it must be stated that in determining the specific goals and forms of educational work with preschoolers to get acquainted with nature, an anthropocentric approach was traced. The acquired knowledge itself was not only unsystematic, but also devoid of ecological orientation. On the one hand, they were supposed to "promote the development of love for the native nature", and on the other hand, "to form practical skills to influence nature in the interests of people."

Only by 1934, the amount of knowledge about nature, certain skills in caring for animals and plants, were defined in the corresponding policy document ("The program and the internal routine of the kindergarten").

In 1938, the Methodological Guide for Kindergarten Teachers appeared, in which one of the seven sections was devoted to acquaintance with nature. A significant drawback of this manual is that the task of caring for nature was of a declarative nature.

In the program for preschool education in 1938, little attention was also paid to familiarizing children with the surrounding nature.

Thus, the emerging negative trend towards a return to anthropocentrism was due to the fact that in the early 30s of the XX century there was an active industrialization of the country and a consumerist, indifferent attitude to nature could not but affect the process of educating preschoolers.

It is no coincidence that L.I. Ponomareva, in her research devoted to the analysis of domestic methods of familiarizing children with nature, notes that the program documents of this period considered man separately from nature. The educational process was based on the formation of ideas about how a person uses nature, and not the idea that a person (along with animals and plants) is part of nature. Thus, this provision made it impossible for preschoolers to study nature on the basis of the principle of nature-centrism, which provides for the unity of man and nature, awareness of the role of nature in human life.

Modern pedagogues-researchers (A.V. Zaporozhets, A.M. Leushina, V.I. Loginova, N.N. Podyakov, P.G. educational work in a preschool educational institution, which means that there was no concept of environmental education. Several reasons led to this. For example, the denial of educational programs. So, L.K. Schleger argued: "Since we want to create a child's life, then we have to talk about the program of life, and not about the program of knowledge."

Further development of the issue of familiarizing children with nature in the first half of the 20th century is associated with the appearance of curricula and teaching aids after the decisions of the All-Russian Congresses on Preschool Education, where the main focus was shifted to the content, forms, methods of familiarizing children with nature (through observations, excursions, etc.). e.)

Sections: Working with preschoolers

Preschool age is a valuable stage in the development of human ecological culture. During this period, the foundations of the personality are laid, including a positive attitude towards nature, the world around. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to form ecological knowledge, norms and rules of interaction with nature, foster empathy for it, and be active in solving some environmental problems. At the same time, the accumulation of knowledge in preschool children is not an end in itself. They are a necessary condition for developing an emotional, moral and effective attitude to the world.

Kindergarten is the first link in the system of continuous environmental education, so it is not by chance that teachers face the task of forming the foundations of a culture of rational environmental management among preschoolers.

The upbringing of a caring attitude towards the natural environment in young children is laid down in the family and continues to take shape in the preschool years in kindergarten. In the “Kindergarten Education Program”, the education of love and respect for nature in preschoolers is provided for in a special section.

The program has two important objectives:

1) education in children of love for their native nature, the ability to perceive and deeply feel its beauty, the ability to take care of plants and animals;

2) communication to preschoolers of elementary knowledge about nature and the formation on this basis of a number of specific and generalized ideas about the phenomena of animate and inanimate nature.

Environmental education is carried out in kindergarten throughout the entire pedagogical process- in Everyday life and in the classroom. In the implementation of the tasks of environmental education, the natural environment in kindergarten is of great importance. These are corners of nature in all groups, a room of nature, a winter garden, a properly designed and cultivated area, which make it possible to constantly communicate directly with nature; organizing systematic observations of natural phenomena and objects, introducing children to regular work. On the site, you can create a special nature site, a natural corner with wild plants, lay a nursery, outline an ecological path, allocate a corner to help the living “Aibolit”, a corner of the “Green Pharmacy”, make a stream, a pool, etc.

In addition to creating the conditions described above, environmental education requires a unique approach to children. I have developed a program on ecology "Friends of Nature", according to which environmental education is carried out not in isolation, but in connection with moral, aesthetic, labor education. The developed program is aimed primarily at developing a humane attitude towards nature and involves the participation of children in the feasible work of caring for plants and animals, as well as their mastering the norms of behavior in the natural environment and environmental protection skills. The study of the material goes from age to age according to the principle “from simple to complex”. As the knowledge and skills of children improve, the content of caring for plants and animals becomes more complicated.

Program objectives come down to the following:

2. To educate in preschoolers a humane-valuable attitude towards nature.

3. Cultivate love for the animal and plant world.

4. To form in children environmental knowledge, culture and attitude towards nature.

5. Inform preschoolers about the environmental situation in the city, region, world and its impact on people's health.

The success of the implementation of this program depends on the close cooperation of preschool teachers, administration and parents.

Tasks of teachers come down to the following:

1. Create conditions for the formation of elementary biological ideas:

to acquaint with the development of life on Earth (talk about the origin, variety of life forms: about microorganisms, plants, animals, their origin, features of life, habitat, etc.);
to provide an opportunity to master educational material in an accessible form;
to form an emotionally positive attitude towards nature.

2. Provide conditions for the development of environmental awareness:

to acquaint with representatives of animate and inanimate nature;
talk about the relationship and interaction of all objects of nature;
to promote the formation of a consciously correct attitude to the planet Earth (our common home) and to man as part of nature;
to acquaint with the problem of environmental pollution, with the rules of personal safety;
promote the development of a careful and responsible attitude towards the environment;
create conditions for independent activities to preserve and improve the environment.

The active assistance of the administration of the preschool educational institution and the observance of the sequence of the main stages of work (goal setting, analysis, planning, choice of programs and technologies, practical activities, diagnostics) are the key to the effectiveness of solving the problem of introducing environmental education into the pedagogical process.

Program Success provided by the following pedagogical conditions:

1. Creation of the ecological environment in the preschool educational institution.

2. The readiness of the teacher to implement the environmental education of children.

3. Personally-oriented interaction between an adult and a child in the process of mastering the program.

4. Active participation of parents in the educational process.

5. Establishment of links by the teacher with the school, public organizations, institutions of additional education.

AT preschool"Goldfish" created the following conditions for the implementation of environmental work with children of preschool age:

Winter garden with live pets (goldfish, parrots, guinea pig, rabbit);
Greenhouse;
Summer greenhouse;
Corners of nature in all age groups.

A feature of environmental education is the great importance of a positive example in the behavior of adults. Therefore, educators not only take this into account themselves, but also pay considerable attention to working with parents. Here it is necessary to reach full mutual understanding.

Parents should realize that it is impossible to demand from the child the implementation of any rule of conduct if adults themselves do not always follow it. For example, it is difficult to explain to children that nature should be protected if the parents do not do it themselves. And the different demands made in kindergarten and at home can cause them confusion, resentment or even aggression. However, what is allowed at home does not necessarily have to be allowed in kindergarten and vice versa. It is necessary to highlight the main thing that will require joint efforts from teachers and parents. It is necessary to consider and discuss the results obtained and make a joint decision on the final list of vital rules and prohibitions. Having chosen several methods of positive regulation of children's behavior as a model, we can reveal them with specific examples.

It is possible to educate children in a positive attitude towards nature only when the parents themselves have an ecological culture. The effect of raising children is largely due to the extent to which environmental values are perceived by adults as vital. A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family. Children are very sensitive to what they see around them. They act like the adults around them. Parents should be aware of this. That is why, before starting environmental work with children, I started working with parents.

I work with parents in the form of meetings (general and group) in order to inform parents about joint work and stimulate their active participation in it:

familiarizing parents with the work of the preschool educational institution on ecology (open classes, special expositions, video films, etc.);
organization of various events with the participation of parents (including using their professional experience as a medical worker, forester, fireman);
familiarization of parents with the results of children's education (open classes, various general events, information in the corners for parents, etc.);
hiking trips to nature, competitions “Dad, mom, I are a healthy family”, etc.

At the general parent meeting, parents got acquainted with the subject of ecology, the components of ecological culture, the process of forming ecological knowledge and attitudes towards nature, the methods of ecological education of children, listened to a story about how much acquaintance with nature gives the mind and heart of a child, saw group corners of nature, Winter a garden, a greenhouse and a greenhouse of a kindergarten that amaze with a variety of exotic plants, an aquarium with huge goldfish, parrots, a guinea pig, beautiful bouquets of autumn leaves, ekiban, etc. Parents were tested, questioned. Together with the staff of the kindergarten and the parents of our pupils, a plan of work with parents was drawn up.

We advised parents to ask their children more often about how our animals live, what we feed them. Children often bring food for the inhabitants of the living corner.

We told parents what simple tasks for caring for animals and plants children do in kindergarten: pour food into the feeder, pour water into the drinker, feed the fish.

In the kindergarten, open days are organized annually, where parents are invited to see what animals and plants are in the “winter garden”.

Parents showed great interest in the exhibition of literature “Man and Nature”. An exhibition of methodological literature on keeping animals at home, articles from the magazines "Preschool Education", "Zozh" were organized here.

At preschool age, the child's imagination develops rapidly, which manifests itself especially clearly in the game and in the perception of works of art. Parents often forget that the most accessible, most pleasant and most useful of all pleasures for a child is when interesting books are read aloud to him. This must begin in the family. Interest in the book arises long before the start of school attendance and develops very easily. The book plays an important role in the aesthetic education of children. Much depends on what this first book will be. It is very important that the books that the child gets acquainted with are accessible to the little reader not only in terms of subject matter, content, but also in the form of presentation. The specificity of literature makes it possible to form love for nature based on the content of works of art. The works of such writers as V. Bianchi, M. Prishvin, K. I. Chukovsky, S. Ya. Marshak, A. L. Barto, S. Mikhalkov and others are suitable for children. The book for children contains a lot of interesting, beautiful, mysterious, because they really want to learn how to read, but so far they have not learned to listen to the reading of their elders.

Kids love fairy tales. Children of primary preschool age are most interested in fairy tales about animals. Older preschoolers prefer fairy tales.

At a younger preschool age, a child is attracted to light comic poems, nursery rhymes, and unheard-of poems. In order for poems, fairy tales or stories to be perceived by a child with interest and their aesthetic impact to be maximum, it is necessary to use a variety of expressive means of artistic reading: intonation, facial expressions, gestures, but at the same time a sense of proportion must be observed. The task is to familiarize the child with the beauty of nature through the image of plants and animals.

Seeing how a caring attitude towards all living things is being formed in children, parents readily respond to all requests. They made light, durable equipment for working with children in a corner of nature.

At the parent meeting, the principles of environmental education of the child in the family were discussed. Interested parents were invited to join the environmental club "Nature - Love - Beauty", which works once a week. The plan of work with parents in the club is reflected on the stand “For you, parents”. Here, throughout the school year, parents are given recommendations, various interesting tests, crossword puzzles, and consultations.

Parents freely attend classes on ecology. All this is done with the aim of informing parents about joint work, stimulating their active participation in it, etc. Thematic exhibitions of drawings on Nature Protection are organized for children and parents.

In addition, a radio lecture was held for radio listeners on radio “Xenia” of the Khangalassky ulus on the topic: “Love nature and you will be loved”, where the listeners were offered a conversation about the fact that every child should be in the fresh air as much as possible - this is absolutely necessary for him health. Small children do not walk alone - they are usually accompanied by their mothers, fathers, grandmothers. In any case, a walk is a wonderful time when an adult can gradually introduce the baby to the secrets of nature - living and inanimate, talk about the life of a variety of plants and animals. This can be done everywhere and at any time of the year - in the yard of a city and rural house, in a park, in a forest and in a clearing, near a river, lake or sea.

Introducing a child to the world of nature, an adult consciously develops various aspects of his personality, arouses interest and desire to learn about the natural environment (the sphere of intellect), arouses in the child sympathy for the “hard” independent life of animals, the desire to help them, shows the uniqueness of life in any, even the most bizarre form, the need to preserve it, treats it with respect and care (the sphere of morality). A child can and should be shown various manifestations of beauty in the natural world: flowering plants, shrubs and trees in autumn dress, chiaroscuro contrasts, landscapes at different times of the year, and much, much more. At the same time, an adult must remember that absolutely everything in nature is beautiful that lives in full-fledged (unspoiled, not poisoned, unlimited) conditions - this is the sphere of aesthetic feelings, aesthetic perception of the child.

So, educating children in love for nature, the ability to perceive its beauty is one of the important tasks of kindergarten. In this work, his first helpers should be his parents.

After familiarizing the parents with the environmental process and obtaining consent to work with their children, I began environmental education for children under the author's program "Friends of Nature", which is designed to work with children from 2 to 7 years old. The very name of the program contains the main idea and goal: to help the child learn to be friends with nature, to let the child understand that nature is our health, our life, without which everything else means nothing.

The long-term work plan of the environmental center "Friends of Nature" was drawn up taking into account the age characteristics of children on the principle from simple to complex with a developmental component. When drawing up the plan, I relied on the developments of M. D. Makhaneva, I. V. Tsvetkova, L. I. Grekhova, S. N. Nikolaeva, and others. The plan is based on the principle of repeatability. Each age group includes the following sections:

Animals, birds and insects.
Vegetable world.
Inanimate nature.
Seasons.
relation to the natural world.
labor in nature.

Ecology classes are held once a week in subgroups (8-12 people), simple and complex. The concept of preschool education aims at the use of non-traditional forms of activities with children (travels in the forest, KVN, “What? Where? When?” “Field of Miracles”, “Ecological Kaleidoscope”, etc.). Combined and complex classes are interesting, in which the knowledge of nature is combined with artistic activity (speech, music, visual arts).

I use a variety of forms and methods of working with children. These are excursions, observations, viewing pictures, classes - conversations of a cognitive-heuristic nature, various role-playing, didactic and educational games, game exercises, experiments and experiments, environmental tests and tasks, video and audio recordings.

As far as possible, depending on the topic, I include corrective exercises, exercises to relieve emotional and muscle tension (“Flower”, “Cubs Recovered”, “North Pole”, etc.) in the classes. Using different types of classes, in my work on environmental education, I give priority to in-depth cognitive and generalizing classes, which are aimed at identifying causal relationships in nature, at forming generalized ideas. The classes with children on experimental activities in the “Laboratory of Nature” are very interesting. I ask children questions: “Which sand is lighter - dry or wet?”, “What sinks in water - stone, sand or wood?”, “What happens to salt, sugar, sand when they are immersed in water?”, “What will happen to a lit candle if you cover it with a jar? etc. After the children answer the questions, we conduct experiments.

A conscious, correct attitude to nature is based on the initial knowledge about the living. Systematic observations show that the difficulties in forming a humane attitude towards living things in nature are the result of insufficient knowledge of children about plants and animals as living organisms. This information should be provided in the form of a system of knowledge about plants and animals, a living organism based on the central connection - the interaction of the organism and the environment. Such a program contains knowledge about the complex of essential features of the living (the ability to eat, breathe, move, grow, develop, reproduce), its morpho-functional integrity, the specific relationships of plants and animals with the environment, the features of existence in an ecosystem (forests, meadows, reservoirs).

In order to activate and consolidate the environmental knowledge gained in the classroom, together with the music director, we hold musical and environmental entertainment and holidays (“Priceless and all required water”), leisure evenings (“I love the Russian birch”), puppet theaters for kids on environmental topics.

The skillful organization of work with children in caring for animals in a corner of nature allows us to solve the problem of educating children in a humane and caring attitude towards the natural world.

Thus, in the work on the environmental education of children, it is necessary to use different forms and methods in a complex, correctly combine them with each other. The choice of methods and the need for their integrated use is determined by the age capabilities of the children, the nature of the upbringing and educational tasks that the educator solves.

The effectiveness of solving the problems of environmental education depends on their repeated and variable use. They contribute to the formation of clear knowledge about the world around preschoolers.

The development of systematized knowledge about plants and animals as living organisms forms the basis of ecological thinking, ensures the maximum effect of the mental development of children and their readiness to learn ecological knowledge at school.

In preschool institutions, a good organization of diagnostic work on environmental education is necessary. Diagnostic work is included in the annual and calendar plans, there are diagnostic programs and conclusions on the analysis of diagnostic results. Psychodiagnostic examination of children is carried out using diagnostics containing game tasks.

To determine the level of formation of environmental knowledge of preschoolers, I use control tasks proposed by the candidate of pedagogical sciences O. Solomennikova. Analysis of the diagnostic results allows us to draw the following conclusions:

Firstly, at the present stage, the problem of environmental education of preschool children is relevant, which allows preschool teachers to be creative in solving this problem.

Secondly, the analysis of indicators of the greening of the pedagogical process in kindergarten, the results of testing and questioning among teachers and parents, the success of instilling an ecological culture at different age periods of the educational process and at all stages of preschool childhood allows us to conclude that all ongoing work on ecology efficient and gives positive results.

Thirdly, preschool children have become more literate in the field of ecology, namely: preschoolers have formed a system of knowledge about the environmental problems of our time and ways to solve them, motives, habits, needs of ecological culture, healthy lifestyle life, the development of the desire for vigorous environmental protection activities within the kindergarten, their village.

Thus, it is clear that the ongoing work on the topic “Peculiarities of environmental education of preschool children” is effective.

Well, the most important thing in environmental education is the personal conviction of the teacher, his ability to interest the whole team, to awaken in children, educators and parents the desire to love, protect and protect nature and thereby be a role model for preschoolers.

Coursework on the topic: "Environmental education of preschoolers"

Introduction……………………………………………………………………………...3

1.1. Ecological education as a priority direction in work with preschoolers……………………………………………………………………...5

1.2. The essence and content of environmental education of preschoolers………8

1.3. The concept of environmental education of preschoolers…………………….13

Conclusions on the first chapter…………………………………………………………...16

2.1. Methods and forms of implementation of environmental education………………...18

2.2. Experiment

Stage 1 - ascertaining experiment…………………………………………....20

Stage 2 - a formative experiment……………………………………………...29

Stage 3 - control experiment……………………………………………….30

Conclusions on the second chapter…………………………………………………………...35

Conclusion……………………………………………………………………………36

Bibliographic list………………………………………………………..37

Applications

Introduction

The problem of the relationship between man and nature is not new, it has always taken place. But now, at the present time, the ecological problem of the interaction of man and nature, as well as the interaction of human society on the environment, has become very acute and has taken on a huge scale. The planet can only be saved by human activities based on a deep understanding of the laws of nature, taking into account the numerous interactions in natural communities, and the realization that a person is just a part of nature. This means that the environmental problem arises today not only as a problem of preserving the environment from pollution and other negative effects of human economic activity on Earth. It grows into the problem of preventing the spontaneous impact of people on nature, into a consciously, purposefully, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of ecological culture, ecological consciousness, the formation of which begins in childhood and continues throughout life.

Under the conditions of an impending ecological catastrophe, ecological education and the education of a person of all ages and professions are of great importance.

At the present stage, the issues of traditional interaction between nature and man have grown into a global environmental problem. If people in the near future do not learn to take care of nature, they will destroy themselves. And in order to prevent this from happening, it is necessary to cultivate an ecological culture and responsibility. And it is necessary to start ecological education from preschool age, since it is at the stage of preschool childhood that a child receives emotional impressions of nature, accumulates ideas about different forms of life, that is, he forms the fundamental principles of ecological thinking, consciousness, the initial elements of ecological culture are laid. But this happens only under one condition: if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show little man the beautiful world of nature, help to establish relationships with it.

Object of study: the process of environmental education of preschoolers.

Subject of study: formation of a system of environmental knowledge in the course of environmental education of preschoolers.

Target: to identify the effectiveness of the use of a complex of targeted activities and work on the formation of a system of environmental knowledge at the level of environmental education of older preschoolers.

Tasks:

1. Conduct an analysis of scientific, methodological and psychological-pedagogical literature on the problem of environmental education of preschoolers.

2. Develop a set of measures to improve the level of environmental education of older preschoolers.

3. To identify the effectiveness of the impact of work in the complex on the environmental education of older preschoolers.

Chapter I Theoretical basis environmental education of older preschoolers

1.1. Environmental education as a priority in work with preschoolers

The self-worth of preschool childhood is obvious: the first seven years in a child's life is a period of rapid growth and intensive development, a period of continuous improvement of physical and mental capabilities, the beginning of personality formation.

The achievement of the first seven years is the formation of self-consciousness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously navigate in the surrounding objective-natural world, isolate its values. During this period, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development.

The ideas of familiarizing preschool children with nature were further developed in the theory and practice of Soviet preschool education in articles and methodological works (O. Ioganson, A. A. Bystrov, R. M. Bass, A. M. Stepanova, E. I. Zalkind, E. I. Volkova, E. Gennings and others). For a long time, a great help for practitioners of early childhood education has been teaching aids M. V. Luchich, M. M. Markovskaya, recommendations of Z. D. Sizenko; more than one generation of educators studied according to the textbook by S. A. Veretennikova.

An important role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting acquainted with the environment, accumulating, clarifying and expanding reliable information about nature (Z. D. Sizenko, S. A. Veretennikova, A. M. Nizova , L. I. Pushnina, M. V. Luchich, A. F. Mazurina, etc.).

In the early 1970s, pedagogical research began to be carried out, which later became the core of the theoretical and experimental substantiation of the methodology for the ecological education of preschoolers. This was due to new ideas initiated by the Academy of Pedagogical Sciences. Child psychologists (V. V. Davydov, D. B. Elkonin and others) proclaimed the need to: 1) complicate the content of education - bringing theoretical knowledge into it, reflecting the laws of the surrounding reality; 2) building a system of knowledge, the assimilation of which would ensure the effective mental development of children.

The implementation of this idea in the field of preschool education, which was supposed to ensure good preparation of children for school, was carried out by A. V. Zaporozhets, N. N. Poddyakov, L. A. Venger. Psychologists substantiated the position that preschool children can learn a system of interrelated knowledge that reflects the patterns of one or another area of reality, if this system is accessible to visual-figurative thinking that prevails at this age.

In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I. A. Khaidurova, S. N. Nikolaeva, E. F. Terentyeva, etc.) and inanimate (I. S. Freidkin, etc.) nature. In studies devoted to living nature, the pattern was chosen as the leading one, to which the life of any organism is subject, namely, the dependence of the existence of plants and animals on the external environment. These works marked the beginning of an ecological approach in familiarizing children with nature.

The last decade of the twentieth century can be called the time of development of two processes that are significant from the point of view of ecology: the deepening of the environmental problems of the planet to a crisis state and their understanding by mankind. Abroad and in Russia during this period, a new educational space was emerging - a system of continuous environmental education: conferences, congresses, seminars were held, programs, technologies, educational and methodological manuals were created for various categories of students. In our country, a general concept of continuous environmental education was being formed, the initial link of which is the sphere of preschool education.

It is at the stage of preschool childhood that the child receives emotional impressions of nature, accumulates ideas about different forms of life, i.e. he formed the fundamental principles of ecological thinking, consciousness, laid the initial elements of ecological culture. But this happens only under one condition: if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the beautiful world of nature to the little person, help to establish relationships with him.

In this regard, in the 1990s, a significant number of programs aimed at the environmental education of preschool children were created in Russia. A number of psychologists have created original programs that present the psychological aspects of the environmental education of preschoolers.

AT recent times there is an intensive creative process in the regions of Russia. Teachers, environmentalists develop programs for environmental education of children, taking into account local natural and social conditions, national traditions (in St. Petersburg and the region, in Yakutia, Perm, Yekaterinburg, Tyumen, Nizhny Novgorod, in the Far East, in Lipetsk, Sochi).

Thus, the problem of environmental education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work. All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development. The ideas of familiarizing preschoolers with nature were further developed in the theory and practice of Soviet preschool education.

1.2. The essence and content of environmental education of preschoolers

For preschool pedagogy, environmental education is a new direction that appeared at the turn of the 80s and 90s and is currently in its infancy. Its basic basis is the traditionally established program section “Introducing Children to Nature”, the meaning of which is to orient young children in various natural phenomena, mainly accessible to direct observation: to teach them to distinguish between plants and animals, to give them some characteristics, in some cases establish causal relationships. In the last decade, the work of preschool institutions has focused on educating children in a caring attitude towards living things - familiarization with nature has taken on a nature protection coloring.

Environmental education is a new category that is directly related to the science of ecology and its various branches. In classical ecology, the central concepts are: the interaction of a single organism with its habitat: the functioning of an ecosystem - a community of living organisms living in the same territory (having therefore the same type of habitat) and interacting with each other. Both concepts, in the form of specific examples from the immediate environment of a preschool child, can be presented to him and become the basis for a developing view of nature and attitudes towards it.

The interaction of man with nature - the second, extremely important aspect of ecology, which has become the basis of rapidly developing industries - social ecology, human ecology - cannot remain aloof from the knowledge of the modern child. Specific examples of human use of natural resources and the consequences of this impact on nature and human health can be adopted by preschool pedagogy in order to form an initial position on this issue in children.

The goal of environmental education of preschoolers is the formation of the principles of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary environmental education, to successfully acquire in the aggregate the practical and spiritual experience of interaction between mankind and nature, which will ensure its survival and development.

This goal is consistent with the Concept of preschool education, which, focusing on general humanistic values, sets the task of the child's personal development: to lay the foundation of personal culture in preschool childhood - the basic qualities of the human principle in man. Beauty, goodness, truth in the four leading spheres of reality - nature, the "man-made world", the surrounding people and oneself - these are the values that preschool pedagogy of our time is guided by.

The nature of the planet is a unique value for all mankind: material and spiritual. Material, because in combination all these components make up the human environment and the basis of its production activity. Spiritual, because it is a means of inspiration and a stimulator of creative activity. Nature, reflected in various works of art, is the value of the man-made world.

The formation of the principles of ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity, to people who protect and create it, as well as to people who create material or spiritual values on the basis of its wealth. It is also an attitude towards oneself as a part of nature, an understanding of the value of life and health and their dependence on the state of the environment. It is the realization of one's ability to creatively interact with nature.

The tasks of environmental education are the tasks of creating and implementing an educational model that achieves an effect - obvious manifestations of the beginnings of ecological culture in children preparing to enter school.

The content of environmental education includes two aspects: the transfer of environmental knowledge and their transformation into attitudes. Knowledge is an obligatory component of the process of formation of the principles of ecological culture, and attitude is its final product. Truly ecological knowledge forms the conscious nature of the attitude and gives rise to ecological consciousness.

An attitude built outside the understanding of natural connections in nature, socio-natural connections of a person with the environment, cannot be the core of ecological education, cannot become the beginning of a developing ecological consciousness, because it ignores objectively existing processes and relies on a subjective factor.

The biocentric approach to the issues of environmental education, which puts nature in the center of attention and considers man as part of it, puts forward the need to study the patterns that exist in nature itself. Only their thorough knowledge allows a person to interact with it correctly and live according to its laws.

This is all the more important for Russia, whose specificity is its large extent and geographical diversity. The historically established reverent attitude of the peoples of Russia towards nature is currently represented by a pronounced environmental trend in education. It can be noted that the term “environmental education”, which is accepted all over the world and which reflects anthropocentric tendencies in the relationship between man and nature, has not taken root in Russia. The term "environmental education", which combines the study of nature, its protection, the interaction of man with nature, his environment, corresponds to Russian specifics and the solution of existing environmental problems by means of education.

The study of the laws of nature can be started in preschool childhood as part of environmental education. The possibility and success of this process have been proven by numerous domestic psychological and pedagogical studies.

In this case, the content of environmental knowledge covers the following range:

The connection of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the processes of growth and development;

The diversity of living organisms, their ecological unity; communities of living organisms;

Man as a living being, his habitat, providing health and normal life;

Use of natural resources in human economic activity, environmental pollution; protection and restoration of natural resources.

The first and second positions are classical ecology, its main sections: autecology, which considers the vital activity of individual organisms in their unity with the environment, and synecology, which reveals the features of the life of organisms in a community with other organisms in the common space of the external environment.

Familiarization with specific examples of plants and animals, their obligatory connection with a certain habitat and complete dependence on it, allows preschoolers to form initial ideas of an ecological nature. Children learn: the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. Growing individual specimens of plants and animals, children learn the different nature of their needs in the external components of the environment at different stages of growth and development. An important aspect in this case is the consideration of people's labor as an environment-forming factor.

The third position allows you to introduce children to groups of living organisms - to form initial ideas about some ecosystems, food dependencies that exist in them. And also to introduce an understanding of unity into the diversity of forms of wildlife - to give an idea of groups of similar plants and animals that can only be satisfied in a normal living environment. Children develop an understanding of the intrinsic value of health and the first skills of a healthy lifestyle.

The fourth position is the elements of social ecology, which make it possible to demonstrate, using some examples, the consumption and use of natural resources (materials) in economic activities. Familiarization with these phenomena allows you to begin to develop in children an economical and careful attitude towards nature, its riches.

All indicated positions of the content of environmental knowledge for preschool children are consistent with the content of the general educational field "Ecology", presented in the Concept of general secondary environmental education. The stage of preschool childhood can be considered in terms of its propaedeutics.

Ecological knowledge intended for children corresponds to the moment of "truth" in universal human values. "Good" and "beauty" children acquire in the process of transforming knowledge into attitudes.

Thus, environmental education is a new category that is directly related to the science of ecology, its various branches. Ecological education is based on the leading ideas of ecology adapted to school age: the organism and the environment, the community of organisms and the environment, man and the environment. The formation of the principles of ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity, to people who protect and create it, as well as to people who create material or spiritual values on the basis of its wealth. It is also an attitude towards oneself as a part of nature, an understanding of the value of life and health and their dependence on the state of the environment. It is the realization of one's ability to creatively interact with nature.

1.3. The concept of environmental education of preschoolers

A concept is a system of views on a phenomenon, a system of leading ideas on a particular issue, its global consideration. Concepts are new documents that have appeared only recently, they begin the creation of any new direction. They determine its goals, objectives, content, forms of organization and other significant parameters. In 1989, the first Concept for the upbringing of preschool children was created, proclaiming a new, student-centered approach in pedagogy.

The concept of environmental education of preschool children is the first attempt to formulate the main ideas and provisions of a new direction in preschool pedagogy. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions.

Environmental problems are universal problems of the Earth's population. The thinning of the ozone layer, global climate change, the depletion of the natural layer of the soil, natural resources, the reduction of drinking water and at the same time the intensive growth of the world's population, accompanied by an increase in production capacity, frequent accidents are problems that affect each state. Together, they create a continuously deteriorating environment for the human being himself. The variety of diseases that befell people in the last century is the result of the lack of proper interaction between man and nature.

Children are especially sensitive to poor living environment, polluted water, air, food. The children of Russia are in especially unfavorable conditions.

The ecological situation in Russia in a number of ways is much worse than in the countries of Western Europe and America. Russia is a region of the planet that makes a significant contribution to the development and maintenance of negative global environmental trends.

In Russia, there are significant local environmental disturbances - there are a large number of areas with catastrophically deformed nature, in which soil degradation occurs, silting of small rivers and freshwater reservoirs, there is a high concentration of pollutants in the air, water, and soil. Because of these violations, the areas have lost the ability to self-purify and self-repair, their development is in the direction of complete destruction and decay.

Environmental problems and the catastrophe of mankind are directly related to the process of education of the population - its insufficiency or complete absence gave rise to a consumer attitude towards nature. As a result: people cut the branch on which they sit. The acquisition of ecological culture, ecological consciousness, thinking is the only way out of this situation for mankind.

This concept is based on leading international and domestic documents: the materials of the forum in Rio de Janeiro in 1992, the documents of the 1st Intergovernmental Conference on Environmental Education (Tbilisi, 1977) and the International Congress "Tbilisi + 10" (Moscow , 1987), Law Russian Federation“On Environmental Protection” (1991), “Decree on Environmental Education”, developed jointly by the Ministry of Education and the Ministry of Environmental Protection and Natural Resources of the Russian Federation (1994).

The concept is based on the leading materials in the field of education that are of direct importance for it: the Concept of preschool education (1989) and the Concept of general secondary environmental education (1994). The first allows us to assimilate the advanced humanistic ideas of a personality-oriented model of educating preschoolers and ensure the connection of environmental education with the entire sphere of educating children of this age. The second is a guideline in matters of the content of environmental education in the link that is directly adjacent to the preschool period and thus allows for the continuity and interconnection of the two links in the system of continuous environmental education.

As the initial link, the ecological education of preschool children is of great social importance for the whole society: the foundations of ecological culture in the human personality are laid in a timely manner, at the same time, a significant part of the adult population of the country is involved in this process - workers in the field of preschool education and parents of children, which, of course, has significance for the universal ecologization of consciousness and thinking.

Thus, the concept of environmental education of preschoolers is the first attempt to formulate the main ideas and provisions of a new direction in preschool pedagogy. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions.

Conclusions on the first chapter

The problem of environmental education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work. All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will. K. D. Ushinsky was in favor of "leading children into nature" in order to tell them everything that was accessible and useful for their mental and verbal development. The ideas of familiarizing preschoolers with nature were further developed in the theory and practice of Soviet preschool education.

In modern conditions, when the sphere of educational influence is expanding significantly, the problem of environmental education of preschoolers is becoming particularly acute and relevant. With the adoption of the laws of the Russian Federation "On the Protection of the Environment" and "On Education", the prerequisites for the legal framework for the formation of a system of environmental education of the population have been created. "Decree of the President of the Russian Federation on environmental protection and sustainable development" (taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia). Corresponding resolutions of the Government elevate environmental education to the category of paramount state problems.

These documents imply the creation in the regions of the country of a system of continuous environmental education, the first link of which is preschool. In this regard, in the 90s, a significant number of programs aimed at the environmental education of preschoolers were created.

Modern preschool pedagogy attaches great importance to classes: they have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for schooling. It is also important to involve children in practical activities: in the courtyard of the kindergarten and throughout the premises, at home, during excursions.

The main aspects of a teacher's work with children are a variety of activities, an integrated approach to teaching that contributes to the formation of not only an environmentally literate, but also a comprehensively developed person.

CHAPTER II. Experimental work on the formation of environmental education of preschoolers

2.1. Methods and forms of implementation of environmental education

The implementation of environmental education of preschoolers is possible through appropriate methods of educational work with children. Specialists in preschool pedagogy divide teaching methods into verbal, visual and practical. A wider context is embedded in the concept of "pedagogical method" - not only teaching, but also the organization of other types of activities in which an adult has an educational impact on a child. Depending on the stage of formation of knowledge and skills in children, there are methods of direct influence (showing, explaining, etc.), methods of indirect influence, when children show independence, and methods of problem-based education and training, when preschoolers are given the opportunity to independently find ways to solve cognitive, game problems. and other tasks. Introducing the concept of the pedagogical method, researchers focus on new, specific and significant pedagogical aspects for the preschool period: 1) productive interaction between the educator and children in any joint activity; 2) a combination in each activity of educational and educational components in their organic unity and mutual complement. Obviously, the interpretation of the pedagogical method as a purposeful joint activity is based on L. S. Vygotsky's position on the zone of proximal development.

The construction of methods of ecological education is based on the following fundamental points: 1) taking into account the specifics of the content of ecological education, based on bioecology with its central concept of the relationship between the organism and the environment; 2) an approach to any joint activity as a pedagogical method, if this activity: is saturated with environmental content, allows you to solve the problems of environmental education of children; systematic, regularly repeated; planned and organized by the teacher; is aimed at achieving educational and educational results; 3) simultaneous solution of educational and educational tasks in the activity and understanding of their subordination in environmental education.

In the pedagogical process, both traditional methods and innovative ones are used. Traditional methods that have stood the test of time and are widely used:

Visual (observations, excursions, looking at paintings and illustrations, viewing filmstrips about nature);
- verbal (conversations, reading fiction about nature, the use of folklore materials);
- practical (environmental games, experiments, work in nature).

As well as traditional methods there are also innovative methods: the use of TRIZ elements, for example, such techniques as a system operator.

In the classroom and in generalizing conversations, separate techniques of mnemonics are used - mnemonic tables and collages. In the senior and preparatory groups, children are offered crossword puzzles.

But the use by teachers of such methods as game-based problem-based learning and visual modeling is of particular importance.

The method of game-based problem learning consists in playing problem situations in the classroom and in joint activities with children, which stimulate the cognitive activity of children and teach them to independently search for solutions to the problem.

The visual modeling method was developed on the basis of the ideas of the well-known child psychologist L.A. Venger, who, through research, came to the conclusion that the development of the child’s mental abilities is based on mastering the actions of substitution and visual modeling.

The use of models begins with the younger group. But at this age, only object models are used, since the object is easily recognizable.

At the senior preschool age, the level of thinking of children changes - and models change: object-schematic and schematic models appear.

Thus, the implementation of the program for the formation of the principles of ecological culture in children is possible only through appropriate methods and forms of upbringing and educational work. The construction of methods of ecological education is based on 3 fundamental points. Traditional and innovative methods are used in the pedagogical process.

2.2. Experiment

Stage 1 - ascertaining experiment

At the stage of the ascertaining experiment, it is necessary to determine the level of ecological education of older preschoolers.

Tasks of the ascertaining experiment:

1) determine the criteria for the level of environmental education of older preschoolers;

2) select diagnostic material and equipment;

3) to diagnose the level of environmental education of children in the experimental and control groups.

Criteria for the formation of environmental knowledge:

1) knowledge about the animal world;

2) knowledge about the plant world;

3) knowledge about inanimate nature;

4) knowledge about the seasons.

Control tasks to determine the level of formation of environmental knowledge of preschoolers

Exercise 1. Determination of the characteristic features of representatives of the animal world.

Target. Determine the level of knowledge of the characteristic features of representatives of the animal world.

1. Do children know animals of the main classes (animals, insects, fish, amphibians)?
2. Do they know the characteristics of behavior, habitat, what they eat, where and how they find food, how they move, adapt to seasonal changes, and escape from enemies?

3. Do they know how to take care of the animals?

4. Can they determine the stages of growth and development of animals?

5. Are animals classified as living beings and on what grounds?

6. Are they able to establish links between the environment and appearance, environment and way of life?
7. The formation of the concepts of "animals", "birds", "fish", "insects".

Diagnostic technique: prepare pictures of animals of different classes.

Picture conversation.

1. Who is this?
2. What do you think animals need to live and feel good?

3. How should animals be cared for?

Then the child is offered color images of the main habitats of the living (air, water, terrestrial), silhouette pictures. Questions are being asked:

1. Were the animals “settled” correctly? Why do you think so?
2. Help the animals and settle them so that they live well. Why (a specific animal is called) is it convenient to live (a habitat is called)?

3. Is it good for different animals and plants to live together (in a forest, in a pond, in a meadow)? Why?

The child easily distributes representatives of the animal world by species; justifies his choice.

Correlates representatives of the fauna with the habitat.

Knows the characteristics.

Without much effort, coherently and consistently answers the questions posed.

The child sometimes makes minor mistakes in the distribution of representatives of the animal world by species.

Basically correlates representatives of the fauna with the habitat.

Knows the characteristic signs, but sometimes makes inaccuracies in the answers.

He answers the questions consistently, but sometimes the answers are too short.

Shows interest and emotionally expresses his attitude towards animals, birds and insects.

Low level (5 - 7 points)

The child often makes mistakes in the distribution of representatives of the animal world by species.

He doesn't always justify his choice.

Does not always correlate representatives of the fauna with the habitat.

It is difficult to name characteristic signs.

It is difficult to answer the questions posed, and if he answers, it is mostly incorrect.

Does not show interest and does not express his attitude towards animals, birds and insects.

Task 2. Determination of the characteristic features of the plant world (conducted individually with each child).

Target. Determine the level of knowledge of the characteristic features of the plant world.

Equipment. Indoor plants: geranium (pelargonium), tradescantia, begonia and Sultan's balsam (light); watering can for watering indoor plants; water sprayer; stick for loosening; cloth and tray.

Instructions for carrying out. The teacher names five indoor plants, offers to show them.

What conditions are necessary for the life, growth and development of indoor plants?

How to properly care for indoor plants?

Show how to do it correctly (using one plant as an example).

Why do people need indoor plants?

Do you like indoor plants and why?

Then the teacher offers from the presented (given in brackets) to choose:

a) first trees, then shrubs (poplar, lilac, birch);

b) deciduous and coniferous trees (spruce, oak, pine, aspen);

c) berries and mushrooms (strawberries, volnushka, boletus, strawberries);

d) garden flowers and forest flowers (aster, snowdrop, lily of the valley, tulip).

Performance evaluation

High level (13 - 15 points)

The child independently names different types of plants: trees, shrubs and flowers.

Easily selects groups of proposed plants.

Intermediate level (8 - 12 points)

The child sometimes makes minor mistakes in the names of plant species: trees, shrubs and flowers.

Basically, he correctly distinguishes the groups of proposed plants, sometimes it is difficult to argue his choice.

Without the help of an adult, he names the conditions necessary for the life, growth and development of indoor plants.

Tells you how to properly care for them.

Practical skills and habits for caring for indoor plants are not sufficiently formed.

Shows interest and emotionally expresses his attitude to indoor plants.

Low level (5 - 7 points)

The child finds it difficult to name the types of plants: trees, shrubs and flowers.

He cannot always identify the groups of proposed plants, cannot justify his choice.

It is difficult to tell how to properly care for indoor plants.

Practical skills and habits of caring for indoor plants have not been formed.

In the process of practical activities, he constantly turns to an adult for help. Does not show interest and does not express his attitude towards plants.

Task 3. Determination of the characteristic features of inanimate nature (carried out individually with each child).

Target. Determine the level of knowledge of the characteristic features of inanimate nature.

Equipment. Three jars (with sand, with stones, with water).

Instructions for carrying out. Children are invited to determine the contents of the jar. After the child names the objects of inanimate nature, he proposes to answer the following questions.

What properties of sand do you know?

Where and for what does a person use sand?

What properties of stones do you know?

Where and for what does a person use stones?

What properties of water do you know?

Where and for what does a person use water?

Performance evaluation

High level (13 - 15 points)

The child easily determines the contents of the jars.

Correctly names the distinctive characteristics of inanimate objects.

Independently talks about why people use objects of inanimate nature.

When answering questions, he shows creativity and imagination.

Intermediate level (8 - 12 points)

The child basically correctly determines the contents of the jars.

Names the main distinguishing characteristics of objects of inanimate nature.

After additional questions, the adult gives examples of how people use objects of inanimate nature.

Low level (5 - 7 points)

The child makes significant mistakes in determining the contents of the jars.

He does not always correctly name the distinctive characteristics of inanimate objects.

It is difficult to answer the question of what they are used for.

Task 4. Knowledge of the seasons (conducted individually or in small subgroups).

Target. Determine the level of knowledge of the seasons.

Equipment. Album sheet of paper, colored pencils and felt-tip pens.

Instructions for carrying out. Teacher. What season do you like the most and why? Draw a picture of this season. Name the season that will come after your favorite season, say what will follow it, etc.

Then he suggests answering the question "When does this happen?":

The bright sun is shining, the children are swimming in the river.

The trees are covered with snow, the children are sledding down the hill.

Leaves fall from the trees, birds fly away to warmer climes.

Leaves are blooming on the trees, snowdrops are blooming.

Performance evaluation

High level (13 - 15 points)

The child correctly names the seasons. List them in the correct order.

Knows the characteristics of each season.

Shows creativity and imagination when answering the question "Which season do you like best and why?"

From memory reproduces the seasonal features of a particular season.

Comment on your drawing.

Intermediate level (8 - 12 points)

The child correctly names the seasons. Sometimes it is difficult to name them in the right order.

Basically knows the characteristic features of each season, but sometimes makes minor mistakes.

To the question "Which season do you like best and why?" answers in one word.

The figure reflects the essential features of a particular season.

Expresses an aesthetic attitude towards nature.

Low level (5 - 7 points)

The child does not always correctly name the seasons. It's hard to name them in the right order.

He does not know the characteristic signs of different seasons.

Answering the question "Which season do you like more and why?", he names only the time of the year.

The figure cannot reflect the characteristic features of a particular season.

Does not express an aesthetic attitude to nature.

The results of diagnosing the level of environmental education of preschool children in the experimental and control groups are presented in tables 1, 2 and Fig. 1.

Table 1

The results of the ascertaining experiment for the experimental group

Child's name

Average score

General level

about the world of animals

about the plant world

about inanimate nature

about the seasons

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Camilla H.

With

10,6

With

Julia S.

With

7,2

Nikita S.

With

8,8

With

Gleb P.

With

10,4

With

Lily K.

With

9,8

With

Sasha P.(h)

6,6

Irina I.

With

13,0

On average for gr.

8,9

With

7,8

With

10,6

With

11,2

With

9,5

With

table 2

Child's name

The level of formation of environmental knowledge

Average score

General level

about the world of animals

about the plant world

about inanimate nature

about the seasons

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Enge A.

With

10,2

With

Arthur S.

With

9,6

With

Angela L.

With

6,8

Zhenya P.(h)

With

9,0

With

Ruslan K.

With

11,8

With

Nastya S.

With

12,4

With

Arthur N.

With

8,2

With

On average for gr.

With

8,4

With

10,9

With

9,8

With

Symbols of levels: В – high, С – medium, Н – low.

Figure 1. The level of formation of environmental knowledge of the natural world (in points)

The results of the ascertaining experiment

Comparing the results of diagnostics of the experimental and control groups (Tables 1 and 2, Fig. 1), we state:

1. Preschool children of the experimental and control groups as a whole showed an average level of formation of environmental knowledge - 9.5 and 9.8 points, respectively.

2. The level of knowledge of preschool children in the experimental and control groups about the world of animals - 8.9 and 9 points.

3. The level of knowledge about the plant world - 7.8 and 8.4 points.

4. The level of knowledge about inanimate nature among preschoolers of the experimental group is higher than that of preschoolers of the control group by 0.6 points.

5. The level of knowledge about the seasons of preschool children in the experimental group is 11.2 and 10.9.

We come to the conclusion that, in general, preschoolers from the experimental and control groups showed an average level of formation of environmental knowledge and an environmentally correct attitude to the world of nature.

Stage 2 - formative experiment

At the stage of the formative experiment, it is necessary to choose the most effective method increasing the level of environmental education of older preschoolers.

The tasks of the formative experiment:

1. develop a set of measures in the classroom for preschool education to improve the level of environmental education of older preschoolers.

Lesson 1: "Living - inanimate" (Observing a cat with children of senior preschool age.)

Lesson 2: “How a plant grows” (Generalizing conversation with older preschool children.)

Lesson 3: "Spring excursion"

In working with preschoolers on their environmental education and training, we used an integrated approach that involves the relationship research activities, visual activity, theatrical activity, literature, excursions, as well as the organization of independent activities of children, i.e. greening various kinds child's activities.

Our work with children assumed cooperation, co-creation of the teacher and the child and excluded the authoritarian model of education. The learning process was organized in such a way that the child had the opportunity to ask questions, put forward his own hypotheses, without fear of making a mistake.

Classes were built taking into account the visual-effective and visual-figurative perception of the world around the child. We conducted cycles of classes aimed at the formation of environmental knowledge (knowledge about the animal world; knowledge about the plant world; knowledge about inanimate nature; knowledge about the seasons).

Stage 3 - control experiment

At the stage of the control experiment, it is necessary to check the effectiveness of the developed set of measures - in the classroom - to improve the level of environmental education of older preschoolers.

To determine the effectiveness of the work done, we used the same diagnostic material as in the ascertaining experiment.

The results of the control experiment are presented in table. 3, 4 and fig. 2.

Results of the control experiment for the experimental group

Table 3

Child's name

The level of formation of environmental knowledge

Average score

General level

about the world of animals

about the plant world

about inanimate nature

about the seasons

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Camilla H.

With

11,0

With

Julia S.

With

12,0

With

Nikita S.

With

11,2

With

Gleb P.

With

12,8

With

Lily K.

With

11,8

With

Sasha P.(h)

With

8,6

With

Irina I.

14,0

On average for gr.

11,8

With

10,4

With

12,1

With

12,9

11,7

With

Table 4

The results of the ascertaining experiment for the control group

Child's name

The level of formation of environmental knowledge

Average score

General level

about the world of animals

about the plant world

about inanimate nature

about the seasons

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Score in points

State of the art

Enge A.

With

11,2

With

Arthur S.

With

10,8

With

Angela L.

With

7,2

Zhenya P.(h)

With

11,0

With

Ruslan K.

With

11,0

Nastya S.

With

13,2

With

Arthur N.

With

8,2

With

On average for gr.

9,9

With

9,1

With

10,9

With

11,9

With

10,3

With

Fig.2. Results of the control experiment

According to the results of diagnostics in the ascertaining experiment (Tables 1.2; 3.4), we determine the magnitude of the change in the levels of formation of environmental knowledge in preschoolers of the experimental and control groups (Table 5, Fig. 3).

Table 5

Dynamics of increasing the levels of formation of environmental knowledge among preschoolers of the experimental and control groups

The level of formation of environmental knowledge							General level for the group
animals		flora	inanimate nature		seasons		General level for the group

Control experiment	11,8	9,9		12,1	10,9	12,9	11,9	11,7	10,3
Ascertaining experiment	8,9	9		10,6	10	11,2	10,9	9,5	9,8
Growth of indicators (in points)	2,9	0,9		1,5	0,9	1,7	1	2,2	0,5
Difference (in points)

Fig.3. Dynamics of increasing the levels of formation of environmental knowledge in the experimental and control groups (in points)

An analysis of the results of diagnosing the environmental education of older preschoolers in the experimental and control groups in the control experiment shows:
1. The level of formation of environmental knowledge increased in both groups, however, the dynamics of its increase in the experimental group is higher than in the control group for all four indicators (Fig. 3, Table 5).

2. Significantly increased the level of formation of environmental knowledge among preschoolers of the experimental group, who showed low results in the ascertaining experiment. In the control experiment, all of them showed an average level of formation of environmental knowledge.

In addition, the attitude of children in the experimental group to natural objects has noticeably changed. In the process of direct observations of nature, a clear and accurate idea of the objects and phenomena of nature was laid in the minds of children, that in living nature everything is interconnected, that individual objects and phenomena mutually determine each other, that the organism and the environment are an inseparable whole, that any feature in in the structure of plants, in the behavior of animals, it is subject to certain laws, that a person, as a part of nature, endowed with consciousness, actively influences nature with his work.

Conclusion: the set of measures developed by us to improve the environmental education of older preschoolers in the classroom is quite effective.

Conclusions on the second chapter

The pedagogical experiment conducted by us took place in 3 stages: ascertaining, forming and control.

In the course of the ascertaining experiment, we determined the criteria for the level of environmental education of older preschoolers, selected diagnostic material and equipment, and diagnosed the level of environmental education in the experimental and control groups. Diagnostics was carried out taking into account the age characteristics of preschool children.

Based on the results obtained in the course of the ascertaining experiment, as well as the analysis and generalization of psychological, pedagogical and scientific and methodological literature, we built a program of actions to enrich the environmental knowledge of preschoolers in the experimental group and form an environmentally correct attitude towards natural phenomena and objects. In working with preschoolers on their environmental education and training, we used an integrated approach that involves the relationship of research activities, visual activities, games, theatrical activities, modeling, and excursions.

To determine the effectiveness of the work done during the formative experiment, we conducted a control experiment.

An analysis of the results of diagnosing the environmental education of older preschoolers in the experimental and control groups in the control experiment showed that the level of formation of environmental knowledge increased in both groups, but the dynamics of its increase in the experimental group was higher than in the control group for all four indicators.

This allowed us to conclude that the set of measures developed by us to increase the level of environmental education of older preschoolers in the classroom at the preschool educational institution and in everyday life is quite effective.

Conclusion

At the stage of preschool childhood, an initial feeling of the surrounding world is formed: the child receives emotional impressions of nature, accumulates ideas about different forms of life. Thus, already in this period, the fundamental principles of ecological thinking, consciousness, and ecological culture are being formed. But only on one condition - if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the beautiful world of nature to the little person, help to establish relationships with him.

In working with preschoolers on their environmental education, an integrated approach should be used, involving the relationship of research activities, music, fine arts, physical culture, games, theatrical activities, literature, modeling, watching television, excursions, as well as organizing independent activities of children, i.e. • ecologization of various activities of the child.

Working with children involves cooperation, co-creation of the teacher and the child and excludes the authoritarian model of learning. Classes are built taking into account the visual-effective and visual-figurative perception of the world around the child and are aimed at the formation of environmental knowledge (knowledge about the animal world; knowledge about the plant world; knowledge about inanimate nature; knowledge about the seasons).

The set of measures developed by us to increase the level of environmental education of older preschoolers showed its effectiveness: the level of environmental knowledge and environmentally correct attitude to the natural world of experimental preschoolers turned out to be higher than that of preschoolers in the control group.

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Applications

Appendix 1.

"Living - non-living"

(Observation of a cat with older preschool children)

Tasks. Create conditions:

1) to clarify children's ideas about the signs of the living (using the example of a cat and a person): they eat, move, see, breathe, hear, make sounds (talk);
2) for the development in children of the ability to compare living and non-living objects, to find essential signs of the difference between living and non-living things, to prove their opinion;

3) to instill in preschoolers an interest in observing natural objects, the desire to take into account in their behavior their characteristics as living beings.

Preliminary work:
1. You must first ask the parents if any of the children in the experimental group are allergic to animal hair.

2. observation of the cat (acquaintance with the features of appearance and habits).

Lesson progress

1 part

Dunno passes into the group with soft toy.

Dunno. Look, here's my cat. Her name is Masha. She has eyes, ears, fur. She is alive.

Teacher. Do you think Dunno is right? (Children's opinions are heard.)
Dunno. And I think my cat is alive.

Teacher. We need to introduce Dunno to our cat, compare both, and then Dunno will be convinced that he was right.

part 2

Teacher. Let's put the cats next to each other. Let's say hello to our cat (says a name.) How do you feel (affectionately)? Don't worry, we won't hurt you. (Brings a cat to each child, the children affectionately address her, gently stroke.)

Teacher. What does a cat do when it meets you? How did they find out that they were sniffing? (Nose, mustache.)

Dunno. And my cat can sniff. (Similar actions are carried out with a toy cat, the attention of children is drawn to its differences from a living one: it does not stretch its neck, does not move its mustache, etc.)

Teacher. Let's see if humans can smell too? (Children are offered two jars that have preserved the smell of different fruits so that they can identify their contents by smell. It is summed up that both a cat and a person can smell through their noses.)

Dunno. But my cat sees, here she is looking at me.

Teacher. Let's check if Dunno's cat sees. How to find out? (You can use the test method suggested by the children or offer food to the cat.) Does the cat see Dunno?

Teacher. Do you see? Let's check. (Children are invited to close their eyes, and then open and say what has changed on the table.)

Dunno. My cat wants to eat, she loves milk.

Teacher. Let's find out if the guinea pig will eat or not. How to find out? (Live and toy cats are offered milk, the difference in behavior is discussed.)

Teacher. Children, do you drink milk? How do we eat? (We chew with all teeth, bite, turn the tongue.)

Dunno. And now I will rustle with paper, and my cat will hear. (Children observe the behavior of the toy, and then one of them also rustles paper.)

Teacher. Which cat heard? How did you know? Do you hear or not? Let's check. How can you find out?

Dunno. My cat is alive, she breathes. When tired, he sighs. Let's check. How can you find out? (Put your hands on the sides of the cat, see if they swell when breathing.)

Teacher. Is our cat breathing? Check and tell.

Teacher. Are we breathing? Put your hands to your sides, press your palms to your body, inhale and exhale. Tell me what you felt, what you heard?

Dunno. But my cat can run. (Pushing her.)

Teacher. Let's check if our cat is moving. (Children watch the movements of the cat, comment. Then they show Dunno how people can move.)

part 3

Dunno. I realized that my cat is not alive, it is a toy. But you can play with her and not be afraid that she will be hurt.

Teacher. What is the difference between the cats that were visiting us? How are they similar? How are humans and cats similar?

The teacher supports the children's statements. After the lesson, time is allotted for communication with the cat, games with a soft toy and a game character.

Appendix 2

How does a plant grow

(Generalizing conversation with children of senior preschool age.)

Tasks. Help children:

1. in generalizing ideas about the growth and development of a plant, its sequence and regular direction;

2. in establishing links between plant growth and satisfaction of needs in various environmental conditions, between stages of development;

3. in the accumulation by children of the experience of an attentive and caring attitude towards growing plants.

Preliminary work. Observation of the features of the appearance of plants.

Lesson progress

1 part

Dunno comes to the group of children. Brings Paper or any other artificial flower.

Dunno. Look what a beautiful flower I have grown. It has a stem, leaves, even a flower - it is a living plant.

Children (laughing). This is a non-living plant. This is a made flower. He didn't grow up.

Dunno. And ... I understood everything: if there is a flower, then the plant is inanimate (Introduce a flowering plant.)

Children. This plant is alive. It has grown. It has roots, leaves, a stem, a flower.

Educator. Dunno needs to prove that it is a living plant, that it has grown. Will we prove? (We will.)

part 2

Educator. Why does a plant need a flower? (To have seeds.) Why do seeds ripen? (So that there are still the same plants among them.)

Educator. Select seeds from different plants. (Children come to the table and choose natural seeds or pictures with images of seeds and fruits. Lay them on the table.)

Dunno. Such different seeds! And what will grow out of them? I know these are birch seeds, oak can grow from them. But a pea - a birch will grow out of it. (Children disagree.)

Children. From birch seeds only birch will grow, from peas - peas.

Educator. How will the plant grow?

Dunno. I know everything. I'll put the seeds in a box, shake it and let it grow. So? (Not.)

Educator. What does a plant need to grow? (Water, food in the ground, heat, light.)

Dunno. Ah, now I understand! (Exposes the elements of the model on the contrary, in the wrong sequence: the seed is sprout - the root is up, the leaves are in the ground, the stages of growth are mixed up: the fruit is before the flower.)

Dunno. I'll take a seed. I will help - the seed has sprouted. Now I'll put it in the ground - I'll put it so that the spine sticks up, so that it is light, and the leaves down into the ground. Then there will be a fruit, then a flower. And a beautiful flower will grow - it is the most important flower in the plant. (Children correct mistakes, motivating each stage of growth, its sequence and direction. Each element of the model is discussed.)

Educator. Correctly said Dunno? (Not). But how does the plant grow and why? We must tell Dunno and prove that he understands everything. (Children lay out growth sequence models and tell how a plant grows.)

Educator. Well told. Got it, stranger?

Dunno. So much was said - nothing was understood! (Or: “Well, I understand about peas. But the tree, of course, grows differently.”)

Educator. Tell Dunno how a tree grows - you can talk about anything. (Shows pictures of poplar, spruce, mountain ash, etc.) Tell in order and explain why it grows this way, and not in another way. Look at the pictures - they will help you.

Dunno(after the story about the tree.) Now I understand everything, thank you guys!

part 3

After the lesson, you can continue compiling children's stories about the growth of plants, make a book with children's stories and pictures of plants.

Appendix 3

Spring excursion

Tasks for the tour:

1. Observe the weather and compare it with the weather that was in winter.

2. See where the snow has already melted and where it still remains. Does the appearance of snow in spring differ from its appearance in winter?

3. Observe whether the buds of deciduous trees and shrubs have changed? Have leaves appeared on trees and shrubs? See if the appearance of conifers has changed? Pay attention to whether flowering herbaceous plants have appeared?

4. See if there are insects? In what places? Did frogs and other animals appear that were not there in winter?

5. Find out if any migratory birds have arrived, listen to their voices.

6. Pay attention to whether there have been changes in the life of wintering birds and animals?

7. Prepare a story about what changes have occurred in nature compared to winter.

"The concept of environmental education of preschool children" S. N. Nikolaeva (1996) is a regulatory document in the field of environmental education of preschool children. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions. As the initial link, the ecological education of preschool children is of great social importance for the whole society: the foundations of ecological culture in the human personality are laid in a timely manner, at the same time, a significant part of the adult population of the country is involved in this process - workers in the field of preschool education and parents of children, which, of course, matters for the universal ecologization of consciousness and thinking.

S. N. Nikolaeva singles out the process of transferring knowledge and information about the natural world to children as the initial stage of all environmental work with children. The end result of this activity, in her opinion, should be the formation in each child of a certain type of attitude to the natural environment (cognitive, aesthetic or humanistic). The indicator E of education and upbringing must be considered the practical actions of a person in relation to the natural environment. The basic basis of the EE of preschoolers is the traditionally established system of familiarizing children with nature.

The CONTENT of environmental education includes two aspects: the transfer of environmental knowledge and its transformation into attitudes. Knowledge is an obligatory component of the process of formation of the principles of ecological culture, and attitude is its final product. Truly ecological knowledge forms the conscious nature of the attitude and gives rise to ecological consciousness. The biocentric approach to the issues of environmental education, which puts nature in the center of attention and considers man as part of it, puts forward the need to study the patterns that exist in nature itself. Only their thorough knowledge allows a person to interact with it correctly and live according to its laws.

The transformation of knowledge into relationships occurs if the teacher implements student-centered methods of working with children. The form of expression of the subjective attitude to nature is independent activity.

The carrier of E culture in kindergarten should be considered a teacher, he is a decisive factor in the E of children. Three aspects of his personality determine the result of his activity - the promotion of children along the path of gaining the beginnings of an ecological culture:

1) understanding E of the problems and the causes that give rise to them. Feeling of civic responsibility in the current situation by each teacher and readiness to change it.

2) professionalism and pedagogical skills: mastering the methods of ES for preschoolers, the teacher's awareness of the goals and objectives of this activity, the systematic implementation of various technologies for development, upbringing and education in the practice of working with children.

3) the general orientation of the teacher in the practice of the new humanistic model of EV: creating a favorable atmosphere for children to live in kindergarten, taking care of their physical and mental health, using personality-oriented methods of work.

Real achievements in working with children are ensured by the professionalism of the educator, knowledge and practical possession of the methods of environmental education. The following groups of METHODS can be singled out, the complex use of which leads to an increase in the level of ecological education of children, the development of the ecological orientation of their personality.

1. Joint activities of the educator and children to create and maintain necessary conditions life for living beings - the main method of ecological education of children.

2. Observation - a method of sensory knowledge of nature. Provides direct contact with nature, living objects, the environment.

3. The modeling method occupies a significant place in the system of environmental education.

4. The verbal-literary method stands out as an independent method due to the great specificity of speech activity.

Methods are only conditionally (theoretically) divided into groups; in the practice of ecological education of children, they are used in a complex within the framework of one or another specific technology.

www.maam.ru

Methods of ecological education of preschoolers Concept? it is a system of views on any phenomenon.

2.4.1. The concept of environmental education of preschool children S. N. Nikolaeva

2.4.2. Principles of selection of knowledge about nature for preschool children

2.4.4. Program analysis algorithm

2.4.5. Ecological education of preschool children in existing programs

a) complex

2.4.1. The concept of environmental education of preschoolers

S. N. Nikolaeva

(S. N. Nikolaeva, "Methods of environmental education of preschoolers")

A concept is a system of views on a phenomenon, a system of leading ideas on a particular issue, its global consideration. The concept is new documents, the creation of any new direction begins with them. They determine the goals, objectives, content, forms of organization and other significant parameters.

In 1989, the first Concept for the upbringing of preschool children was created, proclaiming a new, student-centered approach in pedagogy.

Introduction

Together, they create a continuously deteriorating environment for the human being himself. The variety of diseases that befell people in the last century is the result of the lack of proper interaction between man and nature.

Children are especially sensitive to poor living environment, polluted water, air, food. The children of Russia are in especially unfavorable conditions.

The ecological situation in Russia in a number of ways is much worse than in the countries of Western Europe and America. Russia is a region of the planet that makes a significant contribution to the development and preservation of negative global environmental trends.

This concept is based on leading international and domestic documents:

materials of the forum in Rio de Janeiro in 1992,
documents of the 1st Intergovernmental Conference on Environmental Education (Tbilisi, 1977) and the International Congress "Tbilisi + 10" (Moscow, 1987) ,
Law of the Russian Federation "On Environmental Protection" (1991) ,
"Decree on environmental education", developed jointly by the Ministry of Education and the Ministry of Environmental Protection and Natural Resources of the Russian Federation (1994) .

The concept is based on the leading materials in the field of education that are of direct relevance to it:

The concept of early childhood education (1989)
The concept of general secondary environmental education (1994) .

The first allows us to assimilate the advanced humanistic ideas of a personality-oriented model of educating preschoolers and ensure the connection of environmental education with the entire sphere of educating children of this age.

The second is a guideline in matters of the content of environmental education in the link that is directly adjacent to the preschool period and thus allows for the continuity and interconnection of the two links in the system of continuous environmental education.

ESSENCE AND CONTENT

ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN

Environmental education is a new category that is directly related to the science of ecology and its various branches. In classical ecology, the central concepts are: the interaction of a single organism with its environment; the functioning of an ecosystem - a community of living organisms living in the same territory and interacting with each other. Both concepts, in the form of specific examples from the immediate environment of a preschool child, can be presented to him and become the basis for a developing view of nature and attitudes towards it.

The goal of ecological education of preschoolers is the formation of the principles of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary environmental education, to successfully acquire in the aggregate the practical and spiritual experience of human interaction with nature, which will ensure its survival and development.

The formation of the principles of ecological culture is the formation of a consciously correct attitude directly to nature itself in all its diversity and to the people who protect and create it, as well as to people who create material or spiritual values on the basis of its wealth. It is also an attitude towards oneself as a part of nature, an understanding of the value of life and health and their dependence on the state of the environment. It is the realization of one's ability to creatively interact with nature.

environmental knowledge transfer
and their transformation into a relationship.

Knowledge is an obligatory component of the process of formation of the principles of ecological culture, and attitude is its final product.

The relationship of plant and animal organisms with the environment.
The diversity of living organisms, their ecological unity; communities of living organisms
Man as a living being, his habitat, ensuring health and normal life
Use of natural resources in human economic activity, environmental pollution; protection and restoration of natural resources

"ATTITUDE" - END RESULT

In the process of environmental education, there may be the following types activities:

Role-playing game

Material from the site ffre.ru

Methods of environmental education - The concept of environmental education of preschool children.

The concept of environmental education of preschool children.

They determine its goals, objectives, content, forms of organization and other significant parameters. In 1989, the first concept of educating children of preschool age was created, proclaiming a new - personality-oriented - approach in pedagogy.

The concept of environmental education of preschoolers- this is the first attempt to formulate the main ideas and provisions of the new direction of preschool pedagogy. The concept allows you to determine the prospects for its development, create specific programs and technologies, organize the practical activities of various preschool institutions.

The concept of environmental education of preschool children(S. N. Nikolaeva) relies on relies on leading materials in the field of education that are of direct importance to her: The concept of early childhood education (1989) and The concept of general secondary environmental education (1994) .

The first allows you to assimilate advanced humanistic ideas of a personality-oriented model of education of preschoolers and ensure connection of ecological education with the whole sphere of education of children of this age.

The second one is guideline in matters of the content of environmental education in the link that is directly adjacent to the preschool period and thus allows for the continuity and interconnection of the two links in the system of continuous environmental education.

In the Concept of ecological education of preschool children it says that: in the basis of environmental education - adapted for school age the leading ideas of ecology: the organism and the environment, the community of organisms and the environment, man and the environment.

The goal of environmental education of preschoolers - the formation of the principles of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary environmental education, to successfully appropriate in the aggregate the practical and spiritual experience of interaction between mankind and nature, which will ensure its survival and development.

The tasks of environmental education - these are the tasks of creating and implementing an upbringing and educational model, in which the effect is achieved - obvious manifestations of the beginnings of ecological culture in children preparing to enter school.

They come down to this:

Creation in the teaching staff of the atmosphere of the importance of environmental problems and the priority of environmental education;

Creation in a preschool institution of conditions that ensure the pedagogical process of environmental education;

Systematic advanced training of teaching staff: mastering the methods of environmental education, improving environmental propaganda among parents;

Implementation of systematic work with children within the framework of one or another technology, its continuous improvement;

Identification of the level of ecological culture - real achievements in the intellectual, emotional, behavioral spheres of the child's personality in its interaction with nature, objects, people and self-assessments.

The study of the laws of nature can be started in preschool childhood as part of environmental education. At the same time, the content of environmental knowledge covers the following range of issues:

The connection of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the processes of growth and development;

The diversity of living organisms, their ecological unity; communities of living organisms;

Man as a living being, his habitat, providing health and normal life;

Use of natural resources in human economic activity, environmental pollution; protection and restoration of natural resources.

AT Concepts of environmental education of preschool children it is indicated that "Attitude" is the end result of environmental education. The transfer of ecological knowledge is the initial stage in the procedure for developing the right attitude towards the surrounding world. Their transformation is carried out as a result of the use by the educator of personality-oriented methods of working with children.

A clear form of expressing a relationship is child activity. The presence of elements of environmental information in the content of the activity serves as an indicator of his attitude to the world of nature, things, people and himself.

In the process of environmental education, the following may take place: activities:

A plot-role-playing game that reflects various events in nature or nature-creating activities of adults;

Practical activities to create or maintain conditions for living objects in the green zone of the kindergarten (labor in nature), as well as activities to restore objects (repair toys, books, etc.);

Creation of art products based on impressions of nature or people's activities in nature;

Communication with nature, voluntary contact with objects of the flora and fauna - a complex activity, including observation, one-sided evaluative judgments, admiring, caressing, care activities, taming and training (animals);

Experimentation: practical cognitive activity with objects of nature, accompanied by observation, statements. Experimenting with living objects is a positive activity only if the search actions are carried out taking into account the needs of a living being and are not destructive;

Speech activity (questions, messages, participation in a conversation, dialogue, exchange of information, impressions, clarification of ideas about nature with the help of a word);

Observation is an independent cognitive activity that provides information about the nature and activities of people in nature;

Viewing books, pictures, television programs of natural history content is an activity that contributes to obtaining new and clarifying existing ideas about nature.

The concept states that The educator is the main figure in the pedagogical process, including environmental education.

Source spargalki.ru

Preview:

Introduction

To those who have been deaf to nature since childhood, who in their childhood did not pick up a chick that fell out of the nest, did not discover the beauty of the first spring grass, then a sense of beauty, a sense of poetry, and maybe even simple humanity will hardly be reached. .

V. A. Sukhomlinsky

Currently, due to the deterioration of the environment, it has become necessary to increase the environmental literacy of every person, regardless of his age. In recent years, along with traditional activities, environmental education and environmental education of preschool children have been introduced in kindergarten. If earlier in the programs there was a single and to some extent vague “acquaintance of children with nature”, now the requirements for the content of the education of preschoolers have been increased due to the introduction of three main areas of environmental education:

Development of elementary natural-scientific ideas;
Development of ecological culture of children;
The development of ideas about man in history and culture.

Of great importance for the development of environmental education is the education of a culture of thinking, the acquisition of new knowledge through logical reasoning, the development of logical thinking.

What is environmental education? This is the formation of a person's ability and desire to act in accordance with the laws of ecology. Environmental education has an equal effect on mental, moral, patriotic, aesthetic, physical, and labor education.

Formation of the ecological culture of preschool children by introducing them to nature.

As proven by psychologists, preschool children are characterized by visual - effective and visual - figurative thinking. Therefore, children learn the basic information about ecology not verbally, but visually. During observations and experiments, the child's memory is enriched, thought processes are activated, and speech develops.

There are three levels of familiarization of preschoolers with nature.

The first is the lowest. It provides for familiarization with individual facts (objects, phenomena) without connection with each other. When organizing the pedagogical process at this level, children acquire a certain amount of knowledge about the structure and properties of living and inanimate objects, master the necessary labor operations.

The second one involves familiarizing children with various forms of interaction between objects, establishing cause-and-effect relationships that operate in nature. Like the first, the second level does not lose its significance. It allows you to assimilate more complex ideas and concepts.

The third level - all objects and phenomena are considered in interconnection, as well as in connection with the environment.

To pass to the third level, two conditions are required:

Accumulation in children of a sufficient amount of knowledge about nature.
The emergence of their ability to abstract - logical thinking.

An indispensable condition for the successful implementation of environmental upbringing and education is the correct formulation of work on familiarization with nature and the formation of natural-scientific ideas.

Ecological education is considered as the highest form of familiarization with nature. The leading principle is science. Children need to be given only the right knowledge.

The leading methods of ecological education are observations, experiments and actual productive activity in nature.

Based on the foregoing, I want to note that when developing my pedagogical concept of personality development, I could not but touch on environmental education.

Living in the Saratov region, regional approaches to environmental education deserve special attention. “Concepts of continuous environmental education and upbringing of the population of the Saratov region” for almost ten years now. For the first time, all parts of the educational and upbringing system were presented as a single whole.

The process of education of ecological culture can be successful if it is carried out continuously, starting from preschool age.

What is ecology? What is she studying? Air, water and all other inanimate nature is called the environment. Ecological systems are different everywhere - in the forest, in the lake, in the ocean.

The interaction of plants, animals and the environment is studied by the science of ecology.

The tasks that I set for myself:

To give an idea of the relationship and interaction of living organisms in nature; contribute to the formation of a child's understanding that the Earth is our common home, and man is a part of nature. F. Tyutchev wrote: “But in nature, as in man, there is a soul, there is freedom in it. It has love, it has language."
To develop in children an emotionally positive attitude towards wildlife, to the beauty and perfection of living forms; to acquaint with the flora and fauna of the city of Engels.
To form in children an elementary idea of the work of their body and familiarization with the values \u200b\u200bof a healthy lifestyle.
To cultivate a positive attitude towards the independent activities of children to preserve and improve the environment.

Ya. A. Comenius saw in nature a source of knowledge, a means for the development of the mind, feelings, and will.

K. D. Ushinsky was in favor of “leading children into nature”, telling them everything that was accessible and useful for mental and verbal development.

What forms and methods do I use in my work? These are games, conversations, excursions to the park, to the museum of local lore, games - fairy tales, staging, holidays, observations on walks, at morning receptions, in the evening. In educational areas I conduct quizzes.

The group has a mini - laboratory, which includes: magnifiers, test tubes, sand, minerals, etc. I conduct classes at open events with elements of project activities. AT junior groups The Sand-Water Center was established.

Project in the middle group "Sea, Oceans".

On the basis of the preschool educational institution "Child Development Center - Kindergarten No. 6", an experimental site has been created, where seminars and methodological associations are constantly held.

The forms of these seminars are as follows: theoretical part and practical exercises.

The concept aims at the use of non-traditional forms of activities with children. Combined and complex classes are interesting, in which the knowledge of nature is combined with artistic activity (speech, music, visual arts). Conversations of a cognitive-heuristic nature, environmental tests and tasks, audio recordings.

As far as possible from the topic, I include corrective exercises, exercises to relieve emotional and muscular tension “Flower”, “Bears”, “North Pole” and many others.

In order to activate and consolidate the knowledge gained in the classroom, together with a musical worker, we hold musical and environmental entertainment and holidays “Priceless and essential water for everyone”, leisure evenings “I love Russian birch”, puppet theaters for kids on environmental topics.

An important role in the formation of ecological culture is played by theatrical games and building games. According to the thematic content, the games are divided into the topics "Wildlife" and "Inanimate nature". I use proverbs about the forest “You can’t go to the forest, you’ll freeze at home”, “Forests protect from the wind, help the harvest”, finger games.

There is a book in the group, created together with the parents "Forest Rules", natural history rules.

Conclusion

My concept of ecological culture is the following: to form a positive attitude towards nature, to educate environmentalists; give environmental knowledge, teach children to be merciful, love and protect nature. I would like to recall once again the statements of J. A. Comenius "The next century will be exactly the same as the future citizens educated for it."

I pay special attention to the joint activities of an adult and a child.

The kindergarten teacher is the main figure in the pedagogical process, including environmental culture. The teacher, knowing the methodology of environmental education, 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 turns into independent behavior of children.

Cooperation, due to which mutual understanding, sympathy and consent develops, which are so necessary in the formation of an ecological culture, can most effectively be manifested in the repeated joint activities of the educator and children, united by the achievement of a common goal.

The characteristic features of joint activities are:

Contact between its participants, ensuring the exchange of actions and information;
Understanding by all participants of the meaning of the activity, its final result;
The presence of a leader who organizes joint activities, distributes responsibilities in accordance with the capabilities of its participants.

I organize my activities in such a way as to realize its motive - the education of environmental culture among preschoolers - and I achieve my goals:

A personal example of human interaction with nature, a humane attitude towards him;
Demonstration of ways to communicate with objects of nature;
Unobtrusively teaching children the techniques and operations for caring for plants;
Ability to listen and hear another person, respond to his words;
The development of observation, the formation of cause-and-effect relationships in nature.

Ecological education of preschoolers is consistent with the concept of preschool education, which focuses on universal values, sets the task of personal development of the child: to lay the foundation of personal culture at preschool age, the basic qualities of the human principle in man. Beauty, goodness, truth in the four leading spheres of reality - nature, the man-made world, the surrounding people and oneself - these are the values that preschool pedagogy of our time is guided by.

Information sources:

Vinogradova T. A., Markova T. A. Experience in organizing environmental education in kindergarten: Methodological advice for the program "Childhood". St. Petersburg: Childhood - Press, 2001.
Voronkevich OA Welcome to ecology. St. Petersburg: Childhood - Press, 2003.
The program of education and training in kindergarten. Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Ed. 4th - M.: Mosaic-Sintez, 2006, 208 p.
Guidelines for the "Programme of education and training in kindergarten" / ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - M .: Publishing house "Education of a preschooler", 2005.
Grizik T. I. "The World of Nature" // Preschool education. 2001.№9
Dybina O. V., Rakhmanova N. P., Shchetinina V. V. Unexplored nearby: Entertaining experiments and experiments for preschoolers. - M .: TC Sphere, 2002.
Zolotova E.I. Introducing preschoolers to the world of animals. M., Education, 1988.
Ivanova A. I. Methodology for organizing environmental observations and experiments in kindergarten. - M.: TC Sphere, 2003.
Nikolaeva S. N. Theory and methods of environmental education for children. - M.: Academy, 2002.
Nikolaeva S. N. "Young Ecologist". - M.: Mosaic-Synthesis,
Nikolaeva S. N. Education of ecological culture in preschool childhood. - M.: New school, 1995.
Popova T. I. "The world around us" - materials of a comprehensive program of cultural and environmental education of preschool children // Pedagogy, 2002, No. 7

Pedagogical concept

"Formation of the ecological culture of preschool children by introducing them to nature"

Educator of the highest qualification category

Environmental education is a new direction that appeared at the turn of the 80s and 90s and is currently in its infancy. Its basic basis is the traditionally established program section “Introducing Children to Nature”, the meaning of which is to orient young children in various natural phenomena, mainly accessible to direct observation: to teach them to distinguish between plants and animals, to give them some characteristics, in some cases establish causal relationships. In the last decade, the work of preschool institutions has focused on educating children in a caring attitude towards living things - familiarization with nature has taken on a nature-protective coloration.

So, at the heart of ecological education are the leading ideas of ecology adapted to school age: the organism and the environment, the community of organisms and the environment, man and the environment. The goal of environmental education of preschoolers is the formation of the principles of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary environmental education, to successfully acquire in the aggregate the practical and spiritual experience of interaction between mankind and nature, which will ensure its survival and development.

The initial elements of ecological culture are formed on the basis of the interaction of children under the guidance of adults with the subject-natural world that surrounds them: plants, animals (communities of living organisms), their habitat, objects made by people from materials of natural origin. The tasks of ecological education are the tasks of creating and implementing an upbringing and educational model, in which the effect is achieved - obvious manifestations of the beginnings of ecological culture in children preparing to enter school.

They come down to this:

Creation in the teaching staff of the atmosphere of the importance of environmental problems and the priority of environmental education;

Creation in a preschool institution of conditions that ensure the pedagogical process of environmental education;

Systematic advanced training of teaching staff: mastering the methods of environmental education, improving environmental propaganda among parents;

Implementation of systematic work with children within the framework of one or another technology, its continuous improvement;

The biocentric approach to the issues of environmental education, which puts the focus on nature and considers man as part of it, puts forward the need to study the patterns that exist in nature itself. Only their thorough knowledge allows a person to interact with it correctly and live according to its laws.

The term "environmental education", which combines the study of nature, its protection, the interaction of man with nature, his environment, corresponds to Russian specifics and the solution of existing environmental problems by means of education. The study of the laws of nature can be started in preschool childhood as part of environmental education. The possibility and success of this process have been proven by numerous domestic psychological and pedagogical studies.

In this case, the content of environmental knowledge covers the following range:

The connection of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the processes of growth and development;

The diversity of living organisms, their ecological unity; communities of living organisms;

Man as a living being, his habitat, providing health and normal life;

Use of natural resources in human economic activity, environmental pollution; protection and restoration of natural resources.

The second position allows you to introduce children to groups of living organisms - to form initial ideas about some ecosystems, food dependencies that exist in them. And also to introduce an understanding of unity into the diversity of forms of wildlife - to give an idea of groups of similar plants and animals that can only be satisfied in a normal living environment. Children develop an understanding of the intrinsic value of health and the first skills of a healthy lifestyle.

"Attitude" - The end result of environmental education

The transfer of ecological knowledge is the initial stage in the procedure for developing the right attitude towards the surrounding world. Their transformation is carried out as a result of the use by the educator of personality-oriented methods of working with children. A vivid form of expression of attitude is the activity of the child. The presence of elements of environmental information in the content of the activity serves as an indicator of his attitude to the world of nature, things, people and himself. The attitude of different children is heterogeneous: it can be dominated by a cognitive, aesthetic or humanistic component.

The predominance of the cognitive aspect in relation is a pronounced interest in phenomena and events in nature. We can talk about the aesthetic orientation of the attitude if the child's attention is focused on the external (sensory) qualities of the phenomenon, which entails value judgments. With a pronounced humanistic orientation of the relationship, there is sympathy, concern, and an effective readiness to provide assistance.

The independent activity of the child is carried out without coercion, is accompanied by positive emotions and is an interpretation of the learned information. The fact of the presence of such activity is an indicator of the child's attitude to the content that it carries in itself.

In the process of environmental education, the following activities can take place:

A plot-role-playing game that reflects various events in nature or nature-creating activities of adults;

Practical activities to create or maintain conditions for living objects in the green zone of the kindergarten (labor in nature), as well as activities to restore objects (repair toys, books, etc.);

Creation of art products based on impressions of nature or people's activities in nature;

Communication with nature, voluntary contact with objects of the flora and fauna - a complex activity, including observation, evaluative one-sided judgments, admiring, caressing, caring, taming and training (animals);

Speech activity (questions, messages, participation in a conversation, dialogue, exchange of information, impressions, clarification of ideas about nature with the help of a word);

Observation is an independent cognitive activity that provides information about the nature and activities of people in nature;

Viewing books, pictures, television programs of natural history content is an activity that contributes to obtaining new and clarifying existing ideas about nature.

Observation of the independence of children, analysis of its content allow the educator to discover their individual characteristics, the level of ecological education.

A variety of activities naturally connects environmental education with the entire process of personality development of a small child.