Characteristics of the program "Nature is Our Home" author - Natalya Alexandrovna Ryzhova: Doctor of Pedagogy, Candidate of Biological Sciences, Scientific Supervisor of the project "We and Nature" (early environmental education) of a joint pilot project of the Moscow Department of Education.

Modern problems of the relationship between man and the environment can only be solved if all people form an ecological worldview, improve their environmental awareness and culture, and understand the need to implement the principles of sustainable development.

It is at preschool age that the foundations of a person's worldview are laid, his attitude to the world around him and his system of values ​​are formed.

environmental education is considered not as a separate area of ​​work of a preschool institution, but as an integral part Everyday life child.

The main goal of the program "Nature is Our Home" is to educate from the first years of life a humane, socially active, creative personality, able to understand and love the world nature and take good care of them.

Necessary prerequisites for the implementation of this program - the organization in kindergarten work to familiarize children with the outside world and nature (which is currently part of any main kindergarten program), greening all types of children's activities, creating an environment for children to communicate with nature, training teachers, cooperation between children, parents and teachers, developing learning on examples of the immediate environment.

Special attention it focuses on the formation of a holistic view of nature and the place of man in it. Children form the first ideas about the relationships existing in nature and, on this basis, the beginning of an ecological worldview and culture, a responsible attitude to the environment, to their health.

Since ecology is, first of all, the science of the relationship of living organisms with each other and the environment, the emphasis is on the development in children of elementary and completely scientific ideas about the relationships that exist in nature (especially at older preschool age). Children learn to understand how closely natural components are interconnected, and how living organisms depend on their environment.

Man is seen as an integral part of nature. This approach makes it possible to bring children to an elementary understanding of the problem of the relationship between man and the environment and the consequences of human activities.

Great importance is attached to the moral aspect: the development of ideas about the inherent value of nature, an emotional positive attitude towards it, the ability to see the beauty and originality of nature, the development of the first skills of environmentally competent and safe behavior in nature and at home, including resource conservation. Children also acquire initial skills that allow them to participate in feasible practical activities to protect the nature of their native land.

Environmental education is seen as an integral part general education. The program focuses the educator on systems approach in environmental education. The implementation of the program is based on the integration and activity of the child.

The program has an emblem in the form of a house - nature, which partly explains its name. (picture 1)

The program contains a basic component, which is specified taking into account local conditions: ecological-geographical, national-cultural. It consists of a number of blocks, each of which, in turn, includes a set of topics. All sections are connected to each other, and the final topics are a generalization of the previous ones.

Program "Our home is nature"

1 . Block of classes "I and nature"

Learning Component . What is "nature". Sun (light and heat), water, air (wind), plants, animals, soil as components of nature. Importance of nature in human life. The child is part of nature. The relationship of various components of nature (soil, water, plants, animals, etc.).

Educational component . The child's awareness of the importance of nature in human life and the formation of a careful attitude to the world around him, the formation of cognitive interest, the ability to see the beauty of nature, an emotional attitude towards it.

Block of classes "Water"

Learning component. Water in nature, reservoirs, precipitation (rain, snow, dew, hail). The main properties of water: transparent, colorless, odorless and tasteless, dissolves some substances (experimentally). Various states of water (ice, water, steam). Acquaintance with the water cycle in nature (travel of a droplet). Water in the life of terrestrial plants, animals (including indoor plants and animals of the corner of nature). Aquatic plants, animals. Their adaptation to life in water. Human use of water. Water in our home, the need to conserve water.

Pollution of water bodies and the impact of this factor on the life of plants and animals. Water and our health.

educational component. Conscious, careful attitude to water as an important natural resource. Economical use of water in the home. Environmentally literate behavior while relaxing on the banks of water bodies. Aesthetic perception of water in nature (the beauty of rivers, lakes, dew drops, sparkling snow).

3. Block of classes "Air"

Learning Component . The importance of air in human life and other living organisms. Air around us. Air properties. Wind is the movement of air. The role of wind in nature and human life. Waves, hurricanes, storms. Air as a habitat for living organisms. Flying animals (birds, insects). Dispersal of plant seeds by wind. Features of the structure of seeds carried by the wind (on the example of individual plants). Clean and polluted air. The role of plants in maintaining clean air. Sources of pollution: cars, plants, factories. Clean air and our health.

educational component. Knowing the sources of air pollution, understanding the health hazards of polluted air, and understanding the need to avoid polluted areas (do not play in crowded places, near garages, near businesses, etc.). Planting plants on the streets, in kindergarten and at home, caring for them, understanding the role of plants in air purification. Raising a negative attitude towards air pollutants.

4. Block of classes "Sun"

Learning component. The sun is a source of light and heat. The change of night and day. The role of light in the life of plants and animals (on the example of indoor plants and animals of a corner of nature). Nocturnal animals, animals living underground in the absence or lack of light, their features. Seasonal changes in nature. Animals living in conditions of cold and heat, their features. Natural zones: tundra, taiga, broad-leaved forests, steppes, deserts, etc. The role of the Sun in human life. Legends and tales about the Sun. The sun and our health.

educational component. Caring for the animals of the corner of nature and indoor plants in terms of providing them with light and warmth. Emotional attitude to the Sun. The beauty of nature under different lighting conditions (sunsets, sunrises).

5 . Block of classes "Stones, sand, clay"

Learning component. Sand properties: flowability, friability, ability to pass water. Sand and clay are all around us. Clay properties: density, plasticity, viscosity.

How does a person use sand (construction, hourglass, etc.) and clay (dishes, construction material, Dymkovo toy).

Animals and plants of the desert and other sandy and clay habitats, the adaptability of living organisms to life in such conditions.

A variety of stones (rocks, minerals) in nature. Acquaintance with the collection of stones. Distinctive signs of stones (solid, do not crumble). Precious and building stones. Mountains and their inhabitants. Caves, volcanoes.

educational component. The development of the aesthetic taste of children (acquaintance with samples of folk clay toys, stone products). Education of respect for natural materials and objects made from them. Formation of an emotional, caring attitude towards plants and animals.

6. Block of classes "Soil"

Learning component. Soil as the top layer of the earth: "living earth". Inhabitants of the soil (on the example of an earthworm, a mole), their features and role in soil formation. The importance of soil for plant life, including those grown by humans. Man and soil. The need for soil conservation.

educational component. Development of plant care skills in a group, at home, on the territory of a kindergarten (digging, loosening the soil in the beds, fertilizing, caring for indoor plants). Formation of respect for the soil and its inhabitants. Understanding the importance of soil animals in nature. Rules of conduct in the processing of plants and soil.

7. Block of classes "Plants"

Learning component. Diversity of plant species in nature. Trees, shrubs, herbs, their characteristic features. Parts of plants (root, trunk, leaves, etc.).

Communication of plants with insects and other animals. Plants are food for animals and humans. Development of plants (for example, 1-2 plants of the immediate environment). Influence of light, heat, water on plant life. Wild, cultivated, indoor, medicinal, poisonous plants, primrose plants. Why do plants need protection? Rules of conduct in relation to plants.

educational component. Education of an aesthetic attitude to plants, the ability to admire them and treat them with care. Understanding the role of plants in nature and in human life. Formation of plant care skills. Rules for dealing with unfamiliar plants and the ability to distinguish between poisonous plants.

8. Block of classes "Animals"

Learning component. Main features animals. Diversity of the animal world. Acquaintance with some representatives of birds, animals, insects, fish, amphibians, reptiles, mollusks. Them distinctive features. The value of external features in the life of animals. Animal nutrition, transportation. Habitats, “dwelling” of animals (hollow, nest, burrow). Seasonal changes in animal life. Reproduction of animals on the example of 1-2 species inhabiting the territory of the region, region. Man and animals.

educational component. Raising a caring attitude towards animals, understanding the need for the existence of all species without exception, the incompetence of their division into "harmful" and "useful", beautiful and ugly. Formation of skills for caring for pets, inhabitants of a living corner. Understanding the need to protect not only the animals themselves, but also their “homes”, habitats. Rules of conduct in relation to animals during their stay in nature. Help the animals that live near us.

9. Block of classes "Forest"

Learning component. The forest as an example of a community. The relationship of living organisms with each other (plants and animals, plants and plants, animals and animals). The relationship of living nature with inanimate (water, light, heat).

The forest as a "home" for plants and animals. Different types of forests and their features (coniferous, broad-leaved, tropical, etc.). The consequences of the destruction of trees (disappearance of animals, plants, anthills, mushrooms, etc.). Forest and man. The value of the forest as part of nature; its role in human life. Forest and our health. Causes of the disappearance of forests on Earth. Forest protection.

educational component. Respect for all forest dwellers, compliance with the rules of behavior in the forest, understanding the consequences of environmentally illiterate behavior (making fires, destroying trees, collecting plants for bouquets). The ability to see the beauty of the forest.

10. Block of classes "Man and nature"

Learning component. Summarizing the knowledge gained in the process of studying the previous blocks. Nature as a habitat, "home" of man, animals and plants. The relationship of modern man with nature. Facts of negative and positive human impact on nature. Extinct animals. Red Books. Examples rational use nature by man. Creation of reserves. Protection of rare species of animals and plants. Ancient people and nature. How to live in friendship with nature.

educational component. Consolidation of the rules of environmentally competent and safe for human health behavior in nature and at home and resource-saving skills. Aesthetic perception of nature. Participation together with adults in practical environmental activities, environmental holidays, including Earth Day.

And so, the implementation of the program involves the construction of a developing environment by the teacher and an integrated approach to the organization of work. Children receive environmental knowledge and skills not only at specially organized classes to get acquainted with the outside world, but also during walks, excursions, games, reading books, classes in visual, physical activities, music classes, etc.

Much attention is paid to joint activities with adults and independent activities of children: conducting observations, experimenting, theatrical, musical activities, etc. The teacher is supposed to use the program creatively: he can, taking into account the time allotted for classes, as well as the level of development of children and his training, choose a certain amount of information. In addition, individual blocks can serve as an addition to the main and additional programs. However, the greatest effect is achieved with systematic work with children in all blocks.

Thus, we can conclude that the program is built on the principles of developmental education and is aimed at developing the child's personality as a whole: the ability to compare and generalize one's own observations, to see and understand the beauty of the world around; to improve the speech of preschoolers, their thinking, creativity, culture of feelings.

Priority in teaching is given not to simple memorization and not mechanical reproduction of knowledge, but to understanding and evaluating what is happening, the joint practical activities of the educator, parents and children. The ultimate goal of the program is not the assimilation of biological (environmental) knowledge by the child, but the formation of the foundations of an ecological culture, the ability to empathize with nature and the desire to preserve it.

The program "Our home is nature" N. A. Ryzhova: it can be used by preschool institutions of both a general developmental type, supervision and rehabilitation, and correctional. It was developed and tested as part of a scientific experiment on the environmental education of preschoolers on the basis of institutions of various types. The program is recommended by the Ministry of Education and Science of the Russian Federation. This program is designed to work with children from 2 to 7 years old.

1. Ryzhov "our home is nature"

2. https://nsportal.ru/sites/default/files/2015/04/22/nash_dom_priroda.doc

transcript

1 preschool education P. 61 N. Ryzhova Ecological education of preschool children from the position of a new paradigm At present, there is a certain contradiction between the goals and objectives of ecological education of preschool children and its content. It also manifests itself in the choice of objects and methods. The essence of the contradiction is as follows: the declared goals and objectives of environmental education are based on a new ecological paradigm (bio(eco)centrism), and the selection of content and methods is often based on the old anthropocentric paradigm. This problem, in our opinion, is most relevant for preschool children. pedagogical system. For many years, our society was dominated, as we have already said, by an anthropocentric, essentially consumer approach, according to which man was considered the measure of all things, the “ruler and master” of nature, capable of changing it to meet his needs. Many researchers, including I. N. Ponomareva, note the need for a transition to a new paradigm of a system of views, which is built on the basis of bio(eco)centrism. Its essence: when solving any problems, priority is given not to socio-economic, but to natural factors. The ultimate goal of the new paradigm is also man, but not directly, but indirectly, through the preservation of his habitat. G. A. Yagodin noted: “We must again and again ask ourselves the eternal questions: who are we? Children of nature or its masters? Why did you come into this world? Consume or create? The main differences between traditional and new approaches are shown in Table. 1. Table 1 Ecocentric or biocentric Anthropocentric paradigm paradigm Man is a part of nature (Eco = I) The world is for man (Ego = I) The measure of things the uniqueness of life The measure of things is man Coordination of needs with Technocratic calculation of the benefits of nature, environmental requirements its utilitarian value Respect for all forms Man is the “owner”, “king” of nature As already noted, in the system of continuous environmental education, it is the preschool link that still retains traditional approaches to the greatest extent. For the first time, the question of the need to abandon the prevailing stereotypes in the environmental education of preschoolers was raised by us in 1997. In the left column of Table. 2 are examples from methodical literature on environmental education of preschoolers (old

2 paradigm), on the right are possible interpretations of these examples from the standpoint of a new paradigm (biocentrism). So, how does the old paradigm manifest itself in the content of environmental education? 1. The stereotype "the man is the king, the master of nature" is most characteristic of the methodological and artistic children's literature of the 1990s. And only in the second half of the 90s, he began to gradually disappear from it. In accordance with this Table 2 Old (traditional) paradigm New (biocentric) paradigm Nature (forest) gives us berries, mushrooms, Nature is a “home” for living beings, which is why we must protect it, including humans; nature's intrinsic value Wood gives us wood. What is the value of spruce? The pine tree is of great economic importance. The tree is a "home" for animals; its connection with other plants, significance for air purification, aesthetic, cognitive significance, role in human life Mushrooms, edible and inedible, poisonous The role of mushrooms in the circulation of substances (for the closest examples in the garden, park, forest) and in the life of other organisms (connections with trees, animals) Help nature, improve it, increase wealth Take into account the laws of nature, act within their framework, help, first of all, organisms that live in a changed environment, next to us Groundhogs do not cause much harm to plants Groundhogs feed on plants Harmful and beneficial organisms, dangerous and edible, beautiful and ugly The role of each organism in nature (on separate examples), their place in food chains, self-value Emphasis on growing cultivated Emphasis on communication with objects of plants of natural nature Cutting branches, collecting herbarium, catching Organizing observations of wild objects animals for collections and directly in nature, without making observations in kindergarten of damage to organisms, the approach presents a person as a measure of things, and objects of the surrounding nature are evaluated in terms of danger or usefulness for people; it is assumed that a person can change nature to create the most comfortable conditions for his life, without taking into account natural laws. 2. Stereotype "harmful and useful animals, plants." The classification of living organisms (“harmful, dangerous and beneficial”), which is still widespread in the environmental education of preschoolers, reflects a consumer approach to nature. As a result, preschoolers already at a subconscious level form a negative attitude towards predators, poisonous plants, mushrooms. Often children find themselves in a difficult situation: first they are told about the dangers of poisonous

3 mushrooms, and then that all mushrooms should be treated with care. Let's consider specific examples. Thus, the author of one of the manuals notes that many parents often say: “This snake is poisonous, it needs to be killed”, “The tiger is a terrible, bloodthirsty beast”, adding: “And it would be pedagogically correct to explain that both animals are on the verge of extinction, which, due to their rarity, cannot cause significant harm. The same author rightly points out that there are no harmful and beneficial animals in nature, harmful and beneficial ones exist in relation to humans, ”however, he further divides animals into harmful and useful (“Toads are useful feed on worms, harmful bugs, bugs, caterpillars, naked slugs..."). Similar contradictions are also found in M. M. Markovskaya’s book “A Corner of Nature in Kindergarten”, which is very necessary for kindergartens. For example, the author does not recommend catching butterflies, since there are few of them left in cities and suburban areas, however, “so that children understand what caterpillars of leaf beetles bring harm to plants, ”she also suggests placing them in a cage along with plants and conducting observations. That is, children receive information that butterflies need careful treatment, and at the same time that caterpillars (the stage of development of a butterfly!) Are harmful, so they need to be destroyed. This is one of the many paradoxical examples of the manifestation of the old paradigm. From the standpoint of ecology (and not agriculture), plant leaves, caterpillars (butterflies), birds are links in one food chain, and each of them plays its own role in nature. Below are quotes from programs, class notes and methodological recommendations of various authors, confirming the widespread use of the terms “harmful and useful” in preschool pedagogy (author's comments are given in brackets). “Indeed, not only flowers are useful, but also herbs, so they do not need to be torn!” (and if not useful? In addition, it is not clear what is meant by flowers and what is meant by herbs, because everyone herbaceous plants there are flowers) " useful plants in the northern forest there are plantain, horse sorrel, wormwood ”(generally not true, because these plants are not related to the northern forest). "What benefits do the woodpecker and other birds bring?"; "... Such a small bug brings great benefits"; “Heather can be plucked? He can’t be a honey plant!” (The logical continuation of this phrase, if the plant is not a honey plant, then it can be plucked.) “Aphids not only deplete plants, suck out juices, but also pollute the leaves with their secretions, as if choking plants” (already by the choice of words, it is clear how the author himself relates to this insect, clearly disapproving of its existence in general. Accordingly, this phrase will cause the same negative attitude towards aphids in the child). One of the articles suggests questions for an ecological quiz about the use of plants: it is recommended to make a canvas for sleeping from linden bark; forest leaves, berries to use for food; participants

4 games must name animals, one way or another connected with the production of medicines (deer antlers, fat badger, etc.). (Such information is undoubtedly useful from the point of view of ensuring the safety of human life, but it is hardly worth calling such a quiz ecological.) How did the expression "harmful and useful natural objects" appear? We consider animals useful if we can use them for our purely utilitarian purposes. Those who create any inconvenience for us, we have awarded the label "harmful." All “harmful” animals and plants in one way or another compete in the struggle with humans for resources, damage crops, etc. In one of the natural history readers, for example, it is stated that not all birds of prey are harmful, but only those that feed on other birds (people also hunt these birds). But their counterparts, eating wood mice, voles, are recognized as useful, since the latter destroy (!) Fruits and seeds of trees and shrubs that fall to the ground. This approach is anti-environmental, and it is not immediately possible to understand what negative impact it has on the formation of children's ideas about nature. As a rule, many predators also fall into the “harmful” category (wolves that attack sheep; foxes that steal chickens; eagles that steal chickens, etc.). Such a classification is valid from the point of view of agriculture, but not environmental education, especially for preschool children. For children 3-6 years old are very susceptible to the words "bad", "good". So, our survey showed that they identify the word “harmful” with the words “bad”, “bad”, “naughty”, because children themselves sometimes hear in their address: “What a harmful you are! And when will you just get better - and will you behave normally ?! Sometimes for “harmfulness” they are punished physically. This means that “harmful” animals, in the view of preschoolers, are also to blame and must “correct”, “become good”; otherwise, "they will be punished" (so reasoned the children of one of the preparatory groups for school). As a result, preschoolers make quite logical conclusions: the fewer "harmful" animals, the better, so they do not need careful treatment and protection. An illustrative example illustrating the possible negative consequences of such a consumer approach is described by B. Ryabinin: the boys shot a crow from a slingshot. What for? To "execute her as a predator (this bird steals chicks, eggs, which means harmful)." Children learned about the “harmfulness” of crows from teachers. The author condemns this approach, noting that "the harmfulness and usefulness of this or that creature will be clear to the child when his consciousness gets stronger." Another example from modern life: a five-year-old girl on a walk catches bugs, earthworms and, holding them in her palm, runs to her dad with the question: are they good or harmful? As it turned out, the girl was going to crush all the "harmful" insects that she had heard about in kindergarten. So, by the time they enter school, children have already formed ideas about the wolf and other predators as “bad, evil” animals, and about hares and other herbivores as “good,

5 good." From here, the children draw conclusions: a bad wolf is not needed, it can be killed, and therefore there is no point in protecting it. Of course, in a human-transformed environment, people have competitors “pests” with whom they are forced to fight, because in artificial communities there are no laws that regulate the balance in nature. Calling insects, birds "pests of agriculture", we must remember: in natural conditions they play the role assigned to them, they are necessary to maintain natural balance. For example, room moth under natural conditions performs important function(recycles wool, fur of dead animals, i.e. participates in the circulation of substances). When a moth ruins our fur coats, it is only honestly fulfilling the role that nature has assigned it. How does she know that an unnatural object is in front of her? Please note: all "pests" live next to us only because we ourselves create favorable conditions for them, provide them with food, water, and habitat. Why do we have to constantly (but unsuccessfully) fight the Colorado potato beetle on agricultural land, but in natural conditions it does not reproduce in such numbers? Because, firstly, in natural conditions, he has a so-called. "enemies" (animals, viruses) that limit its numbers. Secondly, nowhere in nature you will find such single-species plantings as a potato field; usually several grow in one area different types plants with which various insects are associated. Not limited in food, in the absence of natural "enemies", the Colorado potato beetle quickly develops new territories. Why do cockroaches, mice start up in houses, and in many cities there is sharp increase the number of rats, crows? Because we, the people, create for them comfortable shelter conditions, food (food waste, garbage in landfills, etc.). Under natural conditions, the number of all these animals is also regulated by the laws of nature (limited food, "enemies", diseases). Thus, we must clearly separate the two environments: in one of them, artificial, created by man, the laws of nature do not operate in full. Therefore, the number of many animals that are dangerous and undesirable for us, which we call "harmful" (cockroaches, rats, mice), must be regulated by people themselves. But in a different environment in natural ecosystems, all these species live according to the laws of nature and play their own role in maintaining the balance on the planet. Therefore, in natural conditions, dividing them into harmful and useful is meaningless. 3. Another stereotype of preschool pedagogy is the need for careful attitude to natural objects, their protection is explained only from the point of view of their use by man. The expressions “The forest is our wealth, because it gives us berries, mushrooms, nuts”, “Nature is our wealth, because it gives us...” as an argument for the need to respect nature, 82% use

6 preschool teachers we interviewed working in the field of environmental education. Other communities of the river, lake, sea are considered from the same positions: “The White Sea is a treasury ... But its main wealth is fish” (this approach is correct from the position of a fisherman, but not an ecologist; from the point of view of environmental education, it is important to show the child the importance all the inhabitants of the sea, their relationship with each other). If we follow this logic, then the swamps, whose role in maintaining the ecological balance is very large, do not need our protection. Undoubtedly, we must explain to children how to use Natural resources what they mean for a person, but first of all, one should talk about the inherent value of nature. Many teachers offer to conduct classes "to familiarize themselves with useful medicinal plants, their appearance, collection conditions and the main list of diseases they cure." In our opinion, information about the treatment of specific herbs for specific diseases is of interest to the teachers themselves and is not very interesting for 4-6-year-old children. At best, at the end of such classes, it is proposed to take care of medicinal plants (again, because we need them). For example, one of the authors, as an explanation of the need for respect for nature, offers the following option: “Why does a person need nature? That's right, she feeds a person, clothes, shoes, gives everything necessary for life. The need to preserve plants is justified only by their benefit to people: there are fewer and fewer flowering plants, and yet they "decorate our Earth, delight people." As a result of such “environmental education”, children develop a consumer attitude towards the world around them, the idea of ​​the need to treat only those objects of nature that are of practical importance, and that such an attitude to “useless” objects is not necessary, which contradicts the idea of ​​the inherent value of all species without exception. A vivid manifestation of this attitude are, for example, the following statements of children: “Birches are needed in the city, because they can be cut down, you will get stumps on which you can relax” (answer to the question “Why are trees in the city needed” by a six-year-old girl); “Wolves are bad, evil, they need to be driven out of the forest, they do not need to be protected, only hares should be protected from wolves”; “Only rare plants need to be protected, but there are many daisies, you can collect them as much as you like,” etc. 4. Another stereotype is also very common: the division of natural objects into beautiful and ugly, dangerous and non-dangerous. At the same time, the attitude of the educator himself to this or that object is of great importance. So, in the abstract of an ecological lesson in one of the kindergartens, it is stated that “jellyfish should not be touched, because they burn!” (this, of course, needs to be said, but from the point of view of environmental education, children should know that jellyfish fulfill their function in the community of the sea).

7 The emotionally colored negative attitude of an adult towards certain objects is well traced in many works on the ecological education of preschoolers and has an extremely negative effect on the perception of these objects (spiders, snakes, toads, frogs) by children. The negative attitude of the educator towards frogs (and towards the swamp) is manifested, for example, as follows: “Let's suggest that the frogs move to the swamp, they have no place in the lake! Unfortunately, I hear frogs croaking...” (fragment of an ecology lesson). Therefore, in the methodical set “Invisible Threads of Nature” developed by us, it is the frog that is taken as an object for studying the Animal’s relations with the environment. A classic example is the suspicious attitude of a person towards a cuckoo: she seems to be cute, but she has one bad trait of throwing her own eggs into other people's nests, as if abandoning her children. Condemnation of the cuckoo can be felt in many class notes. True, sometimes they try to “balance” its shortcomings with its merits: “The cuckoo not only lays eggs in other people's nests, but also eats such caterpillars which, apart from it and the oriole, no other bird eats. After all, among them there are furry ones. And the cuckoo eats them all in a row: (by the way, caterpillars are mentioned again, and after all, beautiful butterflies grow out of shaggy ones). Now, if the cuckoo changed its “immoral” behavior, began to build nests and hatch, as it should be for a respectable mother, its offspring, then it would meet all the criteria for an ideal bird. In fact, the cuckoo only occupies its ecological niche in nature and instinctively does what best contributes to its conservation as a species. Throwing eggs in other people's nests is just a device that appeared as a result of natural selection. It really plays a big role in the survival of this species and cannot be assessed as good or bad, especially since the cuckoo actually creates optimal conditions for the development of its chicks and from this point of view is an almost ideal mother. Almost all programs of environmental education, guidelines limit children's acquaintance with the kingdom of mushrooms to the study of edible and poisonous ones, which is important from the point of view of the child's safety, but does not reflect the role of mushrooms in the cycle of substances in soil formation. Thus, the majority of the 5-6 year old children we interviewed have already formed a negative attitude towards poisonous mushrooms and plants, which is expressed in the definitions of "bad", "evil", "unnecessary". Forty-eight percent of preschoolers consider it necessary to take care only of edible mushrooms (especially boletus, boletus), explaining that they are "tasty, healthy, beautiful, we really need them, they can be fried with potatoes." And only 9% of preschool children noted that "fly agarics are needed so that the animals are treated." None of the children knew why mushrooms grow on stumps, on old, dry trees. But after classes under the program “Our Home is Nature” (block “Soil Living Earth”), the ideas of preschoolers have changed dramatically. They realized that the visible part of the mushrooms is only a part of it.

8 living organism; that fungi decompose dead remains, turning them (along with other destructive organisms) into soil; that they are by no means accidentally adjacent to certain plants, as they help each other to survive: if mushrooms disappear, plants, their companions, may also die. And from these positions it does not matter at all whether mushrooms are edible or poisonous. Any of them should be treated with care. Teachers often allow themselves in the presence of children (who have not yet formed their own attitude towards objects of nature) expressions like: “Fu, what a disgusting thing! What a nasty one, leave him (her) now!” As already noted, this usually refers to frogs, snakes, earthworms. To the question "Why do you not like certain animals?" most of the educators we interviewed answered: “They are wet, slippery, naked, unpleasant, etc..” However, in the presence of children, their emotions must be restrained. In children of this age, the emotional rejection of the animal often turns into a practical plane: the ugly worm needs to be crushed. And from the point of view of environmental education, it is extremely important to form in a child a caring attitude towards all living beings, without exception, regardless of whether they like it or not. The perception of the beauty of nature, of course, enhances the emotional attitude of the child towards it and therefore is an extremely important educational moment. However, from the point of view of environmental education, it is necessary to make it clear to the child that appearance of any organism is the result of its adaptation to life in certain conditions, to teach to understand beauty as a manifestation of expediency, to realize the need for the existence of any organism, regardless of our likes and dislikes. It is not necessary to love all animals, all plants, but it is necessary to respect all forms of manifestation of life. As a positive example, it is false to cite Pchelintseva’s program “Eternal Values ​​of the Small Motherland” (Ivanovo), which notes that “there are no harmful animals in nature, each performs its important function, it is necessary to show the importance of foxes, wolves, lynxes in nature.” However, in general, as experience shows, it is extremely difficult for teachers to move away from the prevailing stereotypes that reflect the traditional approach. So, one of the authors rightly points out: “in nature there is only good or bad”, but then he adds: “A butterfly is good, because it is beautiful, pleases children, pollinates flowers, but it’s bad because butterfly caterpillars eat leaves” (the question arises: is it bad for anyone? A person, his garden? And in nature, the number of caterpillars is regulated by natural processes). Value judgments in relation to objects of nature should be excluded from the environmental education of preschoolers. From the standpoint of biocentrism (ecocentrism), living organisms cannot be good or bad, useful or harmful. They are equal to

9 man the right to exist, each of them plays its own, exclusive role in nature. Value judgments can only be used to characterize human actions in relation to the natural world, while animals cannot do good or bad, their behavior is determined by biological laws. Undoubtedly, elementary knowledge about medicinal, poisonous, edible plants, mushrooms is necessary, but this information should not form the core of ecological knowledge. Children should get an idea that all organisms, without exception, need careful treatment, regardless of the degree of danger or usefulness to humans. Our goal is to show the child that any living organism is included in a complex chain of natural relationships and its loss can cause unpredictable consequences. 5. There are other stereotypes in preschool environmental literature, such as “improve nature”, “help nature”, “multiply its wealth”. This has the right to exist, but only if, in parallel, the child is given information about the need to comply with the laws of nature. In practice, the desire to "improve" nature often turns into negative consequences. The idea of ​​the need to improve nature, increase its wealth reflects the approach from the position of "man is the master of nature." This stereotype is perhaps the most difficult to part with. It is difficult to realize and recognize the fact that wildlife lives according to its own laws, perfectly manages without a person. Sometimes his desire to "help" turns into unpredictable consequences, since this help does not take into account natural patterns. Along with this stereotype are such widespread statements as “Planting trees (plants) is good”, etc. Naturally, if we plant trees in the city, this is fine, so we need to know by mouth where, when and what kind of plants to plant. After all, it is no secret that many of them die because the requirements of these plants for living conditions were not taken into account. Thus, in an effort to “improve” nature, man brought alien species of plants and animals to new habitats, believing that this would benefit the enrichment of flora and fauna. Now the negative consequences of such “improvements” have become well known: new species began to crowd out the local ones, disturbing the natural balance, capturing large territories. When the Australians planted thorny hedges around their houses, they were sure that they were doing a good deed, but time passed, and the “thorn” began to “leave” human habitation, populating the surroundings on its own. And people were forced to fight with the plant, which was carefully planted not so long ago. The same thing happened with the rabbits. In the absence of predators, they bred in such numbers that the locals began to wage a grueling struggle with them. Australians brought wonderful cats to their country

10 pets that are loved in other countries. But for the nature of Australia, this love turned into a tragedy: cats began to exterminate local animals and destroy bird nests. Result: Many native species are endangered, and authorities pass ordinances to restrict cats' freedom of movement at night. Well, you ask, we should not teach children to help nature? No, it's not, we are responsible for those we have tamed! We need to help animals, plants living near us, take care of them: these can be trees near our house, plants in a flower garden, city birds starving in winter, in a word, those whose well-being depends on us, our actions. Caring for living organisms, taking care of them have a huge emotional impact on the child. But at the same time, he must understand: in the wild, human help, if it is really needed, should be well thought out. The survey shows that the majority of older preschoolers and younger schoolchildren are convinced that all trees need to be looked after, and the question “How do trees grow in the forest?” Many of them are confused. Another example. Walking in the forest, a child follows the laws of morality, he seeks to help him, picks him up, returns him to the nest. However, according to the laws of nature, the chick is doomed to death after contact with a person: adult birds will no longer accept it, now considering it “alien”. In nature, many rules, laws cannot be evaluated from the point of view of human morality. In famine years, in some birds of prey that have only two chicks, the elder beats the younger to death. From a human point of view, this is terrible, but from the point of view of nature, it is expedient. For the survival of the species, it is better to have one strong chick in the offspring than two frail ones who cannot have offspring of their own. Therefore, the moral education of the child should be combined with elementary knowledge about nature. Very often the help rendered to nature does not take into account its laws. So, as a help, children are offered to clean autumn leaves in parks, on plots and even in the forest (!), while from the standpoint of ecology it is important to show the role of these leaves in the cycle of substances. Another example. When hanging birdhouses in a forest or park, educators do not take into account either their optimal number for a given territory, or the need to place them at a certain distance from each other. Experts believe that the reason for the death of squirrels in many Moscow forest parks is the “help” that people provide to these animals by feeding them with food unusual for squirrels. Surprisingly, an ancient Chinese fairy tale can serve as an excellent illustration of all of the above. Discuss it with the children. Why the Seagull Died The inhabitants of Lu principality had never seen the sea. But it so happened that a sea gull flew into their principality. She was not at all like those small multi-colored birds that fluttered with songs in the forests of the Lu principality. The outlandish bird was caught and brought to the prince. Prince

11 saw a seagull, was surprised and said: There are no such birds on earth. So it is a heavenly being. And therefore I order everyone to treat this bird as a creature of divine origin. The seagull was placed in the best temple. Three times a day, the princely musicians came to the temple and performed more pleasantly in honor of the divine being. But the sea gull had never heard a gong beat or a drum beat before. And every time the musicians hit the gongs and beat the drum, the seagull's heart sank with fear. Three times a day, her servants brought fragrant pineapples on a golden tray. But the seagull was used to eating ordinary fish... and she didn't touch them. Three times a day they brought her the best princely wine in a silver jug. But the seagull could only drink sea water... From constant fear, from hunger, from thirst, the sea gull died. The servants reported this to the prince, and he, saddened, exclaimed: “Have I not delighted the hearing of a divine being with the play of my best musicians? Didn't he feed him fine food? Didn't you give him century-old wines to drink? Why didn't it want to live? The prince did not understand that the poor seagull died from inappropriate cares. For if a man cannot be treated like a bird, then a bird cannot be treated like a man. Thus, we must clearly distinguish between the actions of people in the environment and in natural conditions. From childhood, a child must understand that “improving nature”, “helping” it is possible only in an environment changed by man: in a city, village, park, in a kindergarten, in a living corner. It is to this situation that the well-known expression of A. Saint-Exupery fits: “We are responsible for those we have tamed.” Under natural conditions, any activity, including "help", should be built taking into account the laws of nature itself. Manifestation of the old paradigm in the choice of methodology The old anthropocentric paradigm is quite clearly represented in many methodological recommendations on the environmental education of preschoolers. For example, the choice of objects for observation is often based on the traditional view that "man is the measure of all things." The consumer approach in this case is particularly paradoxical: living organisms are harmed, sometimes they are even destroyed to solve the problems of environmental education. For example, it is often recommended to cut branches of various trees for observations. One of the manuals contains a summary of the lesson “Comparison of branches of trees and shrubs”, one of the tasks of which is to cultivate “careful attitude towards trees and shrubs”. To conduct the lesson, the teacher will need “branches of trees and shrubs brought from the forest”: poplars, lindens, birches, elders, currants, cm in size (one branch per

12 per child!) and large branches of deciduous and coniferous trees cm long in vases. The observations are illustrated by the poem “We collected branches in the forest, brought them to the kindergarten...” The consumer approach is also reflected in the selection of proverbs of supposedly environmental content for this lesson: “Near the forest there is no need to live hungry”, “What is born in the forest in the yard is good ". In another manual, it is recommended to use "models of live or dried insects, in particular dried bees (!)" for acquaintance with insects. The same authors suggest, when introducing preschoolers to "wild flowers" (snowdrop, bluebell, lily of the valley, chamomile, etc.), to collect bouquets of fresh flowers, which "will be a good addition to the holiday." In some kindergartens, you can even find transparent containers with formalin, in which a dissected frog swims, on the example of which children should, apparently, get acquainted with the internal structure of amphibians. The approach “man is the measure of all things” is also manifested in the collection of collections of living objects, the use of stuffed animals, etc. Perhaps, from the point of view of cognitive activity, collections of butterflies, beetles, stuffed animals, birds give the child a more realistic idea of ​​\u200b\u200banimals than acquaintance from pictures . However, from the standpoint of environmental education based on a new biocentric paradigm, from the standpoint of bioethics, this approach should be excluded from the practice of kindergartens and replaced with observations in wildlife, viewing slides, videos. In addition, environmental education involves, first of all, the formation in the child of an emotional, caring attitude to wildlife, the ability to see their beauty, and not a detailed knowledge of the characteristics of each type of animal. Thus, in the environmental education of preschool children, it is necessary to change the old, traditional anthropocentric paradigm to a new biocentric one, which predetermines the rejection of a number of stereotypes formed in previous years. Nature should not be viewed only from a utilitarian point of view. First of all, it is necessary to show children its uniqueness, beauty and universality (nature is the environment for the life of all creatures, including man; the object of knowledge, the satisfaction of his ethical and aesthetic needs; and only then the object of human consumption). We must protect nature not because it gives us something, but because it is valuable in itself. N. RYZHOVA, Doctor of Pedagogical Sciences, Center “Preschool Childhood named after. A. V. Zaporozhets

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PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

N.A. RYZHOVA

Environmental education in kindergarten

Curriculum of the course "Environmental Education in Kindergarten"

Lecture No. 7
Methods of ecological education of preschoolers

Literature

2. Journey of a droplet. M.: Preschool education No. 11, 2003.

3. Sorceress water. M.: Preschool education No. 12-13, 2004.

4.Ryzhova N.A. Environmental education in kindergarten. M.: Karapuz, 2000.

5.Ryzhova N.A. Our home is nature. M.: Karapuz, 2005.

6. Ryzhova N.A. Soil is living earth. M.: Karapuz, 2005.

7. Ryzhova N.A. What is under our feet. M.: Karapuz, 2005.

8. Ryzhova N.A., Ryzhov I.N. My Moscow. Ecological atlas for children and parents. M., 2005.

9. The world of nature and the child. Ed. L.M. Manevtsova and P.G. Samorukova. St. Petersburg: Accident, 1998.

Environmental education is carried out using various methods and forms of work. They are quite well known (their detailed classification and description are given, for example, in the book "The World of Nature and the Child" edited by L.M. Manevtsova and P.G. Samorukova). I would like to dwell on the problem of ecologization various kinds activities of the child and the use of an integrated approach in the practice of teachers.

As you know, a child learns the world around him through various types of activities specific to each specific age. The educator must always remember that the ecological education of a preschooler is based on an activity approach, since it is activity that forms the child's psyche. Under the ecologization of the activities of a preschooler, we mean the enrichment of its content due to the environmental component. For the purposes of environmental education, to one degree or another, all types of children's activities can be used, which is reflected, accordingly, in methodological approaches. There are a number of principles that should be taken into account when choosing methods and forms of work on environmental education.

The principle of science. The teacher in his work uses only evidence-based forms and methods of work that correspond to the specific age of children, taking into account their psychophysiological characteristics. Thus, school methods of environmental education cannot be mechanically transferred to preschool institutions, although this sometimes happens. The teacher should not forget that the main activity of a preschool child is a game, while in the primary grades, learning activity becomes such.

The principle of positivism involves raising and teaching children by positive examples. Thus, in the practice of environmental education, there are widespread prohibitions that teachers introduce children to. First of all, these prohibitions are connected with the study of the rules of behavior in nature. Our analysis of class notes on this topic by teachers from different regions showed that in most cases children receive only information about what not to do. Outside the conversation between the educator and preschoolers, there is information about what can and should be done. Here are examples of fragments of abstracts of such classes: “Do not break the branches of bushes and trees, do not leave garbage in places of rest”; "Don't tear it (the egg) ever!.. Take care of this flower!.. Never tear it and don't let others!" (conversation); release of lightning posters “Don't start fires!”; demonstration of posters to children on the topic “Rules of conduct in the reserve”: you can’t make noise, throw garbage, pick flowers, trample grass, scare animals, pick mushrooms and berries, take cubs in your arms”; "Don't pick flowers! Don't trample! Do not litter! Don't throw trash!" All these prohibitions are often issued in the form of environmental signs illustrating what should not be done in relation to nature. But the child must have an alternative - if this cannot be done, then what can be done? It seems to us necessary to simultaneously use three types of signs in work with preschoolers: forbidding, allowing (for example, you can’t pick flowers, but you can smell them, admire them; you can’t collect beetles, but you can watch them) and recommendatory (you need to water the plants in the flower bed, hang feeders on trees, etc.). In many kindergartens, for example, signs are created showing that fires cannot be made in nature. But the reality is that sometimes a person has to do it. In addition, on vacation it is always nice to relax by the fire. The question is where exactly to build a fire and how to extinguish it later. If we show a child a forbidden sign depicting fire, we must explain that fires can only be made in specially designated places, in areas that are safe from the point of view of fire (for example, on the sandy bank of a river), etc. Otherwise, in real life, the child simply will not be able to apply the learned rules.

It is also important to remember that for a preschool child, memorizing slogans and rules is not particularly difficult, but the effectiveness of such an approach from the point of view of environmental education is zero. The task of getting acquainted with the rules is to create in the child the motivation for a certain type of behavior in nature, and the behavior of an independent, independent of the fear of punishment or praise from an adult, is not achieved in this way. In order for a child to follow certain rules, he must understand their meaning and emotionally feel the consequences of their non-compliance.

Problematic principle involves the creation by the educator of problem situations in the solution of which the child is involved. An example of such situations can be the elementary search activity of children, experimentation, active observation. A problem situation is characterized by the following features: the child has a need to solve a problem, there is an unknown that needs to be found and which is distinguished by a certain degree of generalization; the level of knowledge and skills of the child is sufficient for active search. So, in the lessons of the program “Nature is Our Home”, in the process of experimenting, the child (with the help of an adult) puts forward his hypothesis, then tests it in practice and, in conclusion, draws conclusions, generalizes the results obtained, compares them with his own assumptions. For example, in the process of experimenting with ice and water, the teacher invites children to express their assumptions about what happens to a piece of ice when it is lowered into a container of water. Children speak out: “he will drown, melt, swim, nothing will happen,” etc. Without evaluating these statements, the teacher invites each child to test their assumptions during the experiment. Children perform the experiment, observe its course, and then the teacher asks the preschoolers to determine whose assumptions turned out to be true and whose were not. At the end of the lesson, the results are discussed and summarized by the children together with the teacher.

Another example of the application of the problematic principle is the creation by adults of situations in which the child must demonstrate his knowledge, skills and abilities. So, in the lessons of the “Water” block, the teacher acquaints children with the need to save water and the reasons for this need (the topic “Why water should be saved”). Some time after the completion of work on the block, the teacher leaves the water tap in the group not completely closed (for a short time!) And observes the reaction and behavior of the children. Another option is to leave “garbage” on the grass in the yard. The teacher during the walk observes the reaction of the children. Problem situations are especially popular with preschoolers, solving which you need to help the fairy-tale hero. Problem-based learning is closely related to the principle of consistency, as it involves a developed system of gradually becoming more complex tasks.

The principle of system. As already noted, the most effective is the systematic organization of work with preschoolers. So, for each block of the program "Our Home - Nature" developed and tested its own system of classes, implemented through various activities of the child. An ecologist and a senior educator draw up an annual work plan for the institution, reflecting the structure of the program "Nature is Our Home". All blocks are studied in strict sequence, as well as topics within the blocks themselves. To implement the principle of consistency, each specialist of a preschool institution coordinates the time of their classes on the relevant topics with the classes of an environmental teacher.

Consistency is also manifested in the organization of work with parents, in coordinating the work of the kindergarten with various institutions, in the simultaneous implementation by the kindergarten of all the main components of the environmental education system.

The principle of visibility allows you to take into account the visual-figurative and visual-effective thinking of a preschool child. The use of this principle assumes that in order to solve the goals and objectives of environmental education, the teacher chooses objects, processes that are accessible for understanding and mastering by a child of a certain age, which he can observe directly in his environment. The principle of visibility also means the constant use of visual material in working with children: illustrations, manuals, video materials, paintings, posters, models, layouts, etc. Thus, for the program "Nature is Our Home" a number of visual aids, games have been developed, lists of reproductions of paintings, slides, videos, cartoons recommended for use on a particular topic have been created. The principle of visibility is also taken into account when organizing various types of child activities in a developing subject environment.

The principle of humanism manifests itself primarily in the choice by teachers of a humanistic model of education, which implies a transition from authoritarian education and upbringing to a personality-oriented one, to the pedagogy of cooperation between an adult and a child, a dialogue form of education, when the child becomes an equal member of the discussion, and not just a student. This approach is especially important for preschool pedagogy, since it is difficult for a child to recognize himself as a partner in communication with an adult without the help of an adult. Such a model contributes to the development of the child's personality, his readiness, and not just preparation for school. In the process of environmental education, the teacher should give preference to methods of work that are aimed not at the mechanical reproduction of knowledge (simple memorization of certain facts), but at the formation of the ability to think independently, evaluate the relationship between man and the environment, understand the (elementary) relationships existing in nature. Thus, the principle of humanism implies a transition to a new type of relationship between the teacher and the child, when both of them participate in the educational process, while the child is given as much independence as possible to express his feelings, thoughts, independent knowledge of the world around him through experimentation. With this approach, the child has the right to make mistakes, can express any point of view. Experience has shown that this model is not being implemented in many preschools as quickly as we would like. Often, educators try to speak as much as possible in the classroom themselves, instantly correct the children if they made some inaccuracy in the statements, do not invite the children to evaluate each other's answers and think for themselves. With this approach, the teacher explains everything, and the answers of the children are instantly evaluated by him: “wrong”, “not like that”. The child is not given the right to argue his statements, the educator does not try to follow the train of thought of the child, whose logic often differs from the logic of an adult. As a result, over time, the preschooler loses interest in such activities or tries to answer only in such a way that the teacher is satisfied. Original, non-standard thinking, fantasy do not develop.

And one more important point: the teacher should not be afraid of children's questions (after all, it is impossible to know absolutely everything!). Together with the child, he can find answers to unexpected questions from children (and there are more and more of them today) in the literature.

The monologue form of education prevailing in kindergartens must be replaced by a dialogue form, when the child is an equal interlocutor of an adult. As experience shows, with this approach it is important to take into account even the fact of the location of the teacher and the location of the children in the room. Analysis of the existing preschool institutions practice has shown that most often in the classroom the teacher stands above the children, located opposite them, even during experimental work. Children are seated at tables, called to the blackboard, they are required to raise their hand to answer, that is, the school type of education is reproduced. This approach is partly due to the requirements of primary school teachers, but it does not take into account the age characteristics of a preschool child.

It is the humanistic, dialogue model of education that is being introduced in kindergartens operating under the program "Nature is Our Home". Classes are organized in such a way that children can speak out as often as possible, update their own experience, assume, fantasize. So, questions like “What will happen if ...?” are regularly discussed. (Water will disappear, the river will become polluted, a tree will be cut down...). Teachers create situations that encourage preschoolers to express their assumptions, test them in practice, and draw conclusions. For example, children compose fairy tales, invent non-existent animals, which, however, must be adapted to real environmental conditions. In the classroom, the teacher works "at the level of children" - he sits with them at the tables during experimentation and performs the same experiments, becomes an active participant in games, etc.

Sequence principle associated with the principles of systemic and problematic. For example, environmental classes should be conducted in a certain logical sequence, reflecting the structure of the blocks of the program and the topics within them. This principle is also reflected in the system of sequential deployment of knowledge - from simple to more complex. It is applicable to both teaching children different ages(for example, the sequence of presentation of material for children from 3 to 7 years old), and to teaching children within the same age (the sequence of presentation of material in the middle or preparatory group).

The principle of safety implies that the forms and methods of work used by the teacher must be safe for the child. There are cases when children, without adjusting for age, were involved in studies that were originally designed for schoolchildren. So, for example, in one of the preschool institutions, children aged 5-6 took samples from obviously dirty water bodies. Moreover, they were asked to smell and carefully examine these samples. Such an approach can be extremely dangerous for the health and even the life of the child. The practical activities of preschoolers should exclude areas and work methods that are potentially dangerous for them.

The principle of safety also implies that the educator does not forget about the call "Do not harm nature!". That is, in the process of observations and experiments organized by him, objects of nature should not suffer. (We have already discussed this in Lecture No. 2 in the subsection “Manifestation of Traditional Approaches in Methods of Working with Children.”)

The principle of integration. The implementation of this principle in the selection of methods and in the organization of environmental studies is currently beginning to be carried out in the work of a number of preschool institutions. An integrated approach involves close cooperation of all preschool teachers. An important feature of the application of the principle of integration is that the classes of educators and specialists are united by one topic, but each of them at the same time solves the tasks of his own program in the classroom. For example, in the TsRR - kindergarten No. 1908 in Moscow, a certain time in the schedule is allotted for classes of an environmental teacher - 1 hour per week. This is the so-called “main activity”, which the ecologist conducts with a subgroup of children in an ecological room (sometimes in collaboration with other specialists, educators), in a corner of nature, in a laboratory or on the street. To implement an integrated approach, the entire team is included in the work. The environmental teacher, together with the senior educator, develops a system of tasks of ecological content for educators and specialists. So, for example, in the "Water" block, an environmental teacher in the classroom spends with children research work in the laboratory. During walks, educators observe snow, ice, hoarfrost, puddles, streams, fog (depending on the time of year), read literature recommended by an environmentalist teacher in groups, play games, listen to music, draw, give preschoolers the opportunity to experiment with water on their own , observe the inhabitants of aquariums in groups. The music director selects from his repertoire works related to the theme of the block (songs, dances, classical and modern works), participates in the preparation of dramatizations, theatrical performances, environmental holidays. The physical education instructor not only organizes various outdoor games, but also adapts some ecological fairy tales for his own purposes. So, according to the tale of N.A. Ryzhova "How the Bear Lost Stump" developed an interesting activity, including competitions, games. The environmental room and the art studio are located nearby, and after classes in ecology, the children go to the art studio, where they fix the material in visual activity. For the purposes of environmental education, a folklore room, a corner of nature, music and sports halls are used. Much attention is paid to environmental education in the classroom for artistic work.

The principle of activity. As already mentioned, activity is the basis of the ecological education of a preschooler. In the process of familiarizing a child with nature, traditionally much attention is paid to caring for indoor plants, animals of a corner of nature, and work in the garden. However, from the standpoint of environmental education, it is necessary to expand the scope of such activities through the participation of children together with adults (especially parents) or older children in various environmental actions, assessing the state of their home, yard, kindergarten territory, group (for example, which plants grow around us, whether there are enough of them, how water is used at home, etc.). This approach allows you to make the child's activity more meaningful and necessary for him personally.

Building a system of classes with children on an activity basis is a distinctive feature of the program "Nature is Our Home". Therefore, we will consider examples of the activity and integrated approaches using the example of the lessons of this program.

An example of an integrated approach

One of the integrated classes was developed by us together with the staff of the Central Regional Development Center - kindergarten No. 2333 in Moscow. All educators and specialists of this preschool institution worked on the topic “I and the river” (a block of classes “Water”). The environmental teacher introduced the children to the problem of pollution of water bodies, and the lesson on ecology included theatrical, game activities, experimentation, conversation, watching a cartoon fragment and discussing it. Then the children in the music hall portrayed various aquatic animals and plants (fish and aquatic plants in the aquarium), danced, got acquainted with the musical images of nature, depicted the sounds of nature with the help of musical instruments. At the same time, the music director fulfilled the tasks of her program: familiarization with program works, fixing dance movements, developing a sense of rhythm, coordination, and getting to know a variety of musical instruments. In the art studio, preschoolers reflected the "mood" of the river with the help of paints and various techniques. At the same time, the art teacher also solved her own problems: the children got acquainted with various drawing techniques, shades of colors, reproductions of paintings by famous artists. And, finally, the physical education instructor, working with children according to her program in the gym, held an outdoor game. The guys participated in the usual relay race, but at the same time they solved the problem related to the general environmental theme. Performing various exercises, they got to the table, on which cards with the image of animals were laid out, and chose sea or river ones among them (each team - its own set). In conclusion, during a walk with teachers, preschoolers visited the nearest pond and carefully examined who lives in it, how clean it is, determined its “mood” (by analogy with the “mood” of a river), etc. Parents were asked to go with their children to the pond, the river and discuss certain issues. The work on other blocks of the program "Nature is Our Home" was organized in the same way.

Use of different types of activities of the child for the purpose of environmental education

Let us consider possible options for using various types of child activities for the purposes of environmental education using separate examples.

The game. The game direction is actively developing in the environmental education of preschoolers. Three main approaches to game methods can be distinguished: the creation of new games with ecological (environmental) content, the ecologization of traditional games, and the adaptation of folk games.

In preschool pedagogy, the game has always played a big role in getting acquainted with nature.
AT last years a number of recommendations on game methods in environmental education have been developed. Thus, a complex of various games has been created for each block of classes in the program "Our Home is Nature". According to the features of the content and rules, among the games of ecological content, the following can be distinguished:

Role-playing games suggest the presence of natural history, conservation or environmental content and the existence of certain rules. Within the framework of the program, a number of such games have been developed that help children get acquainted with various natural phenomena and processes. So, for example, in the process of the game “Travel of a droplet”, children become water droplets, which Mom Cloud lets go for a walk on the ground and help people, plants, animals. On land, droplets first merge into streams, then into rivers, and finally into the ocean. Along the way, they water plants, water animals, and so on. When the sun warms, the droplets return to Mama Cloud and tell her about what they saw and what they did on earth. As a result, children of 5-6 years old in a playful way get the first ideas about the water cycle in nature. Another game - "Trees and Worms" - was developed by us specifically for the first acquaintance of children with the processes of soil formation. Children are divided into two teams. Each team has its own "tree", which sheds its leaves in autumn, and its own "earthworm" with cups of earth. During the game, following certain rules, the children "change" the fallen leaves of the tree for the soil that the "earthworm" gives. Thus, the children's idea of ​​soil formation and the role of living organisms (earthworm) in this process is consolidated.
When ecologizing traditional role-playing games, it is important to follow the principles of scientific character and accessibility of content selection. An interesting experience has been gained in kindergarten No. 149 in Togliatti. In games on the theme of the family, at home, they successfully include a number of issues of the ecology of the home, in the game "Shop" - questions about the protection of animals.

Didactic games environmental content is now very diverse. Many of these games are developed by teachers themselves. Among them, object games can also be distinguished, which involve the use of natural material: cones, pebbles, shells, etc. Natural material allows you to organize a number of games that contribute to the development of the child's thinking. For example, objects can be classified according to different characteristics (color, size, nature of origin, shape). It is important that children also participate in the collection of natural material.
Mind games. An analysis of the practice of environmental education in preschool institutions showed that such well-known games as KVN, Brain Ring, What? Where? When?". They can also be successfully used for the purposes of environmental education of older preschoolers, however, subject to their adaptation to the preschool level (in some cases, such games do not turn into creative competitions, but into mechanical reproduction by children of various pre-prepared texts).

Independent game. Recently, many teachers and educators have noted that due to the active spread of television and video equipment, computers, preschoolers have begun to play much less on their own. Observations of children have also shown that ecological content is rarely included in independent play. This is due, in particular, to the focus of attention of teachers and parents on school-type classes, preparation for school. Some preschool institutions even hold a celebration of initiation into "young ecologists" in the form of a school exam: the child must select a ticket with questions on the table and answer it to the examination committee. Creating conditions for independent play requires special attention from the educator.

Examples of games for the program "Our home is nature"

Mobile game "We are droplets" (block "Magic water")

Target: to consolidate ideas about the water cycle in nature.

Materials and equipment: paper crowns for children with a pattern of droplets, one crown with the image of the Sun, a costume or an element of the Cloud's mom's costume (for example, a hat).

Children receive paper crowns with teardrop patterns. The teacher puts on the same paper crown with a cloud pattern. She is Cloud's mother, and the guys are her baby droplets. Children surround their mother Cloud, jump around her, dance around. Then she lets them go for a walk on the ground, instructs them to behave well, not to indulge, water the plants, wash the ground and return back. Children scatter to the sides, then get together, stand one after another, forming streams (there should be several streams). Then, at the command of the teacher, the streams are connected together (double rows), forming a river. The river flows into the ocean - the children make a wide circle. Mama Cloud reminds them that they are droplets, calls them home. The Sun appears, the children circle, one by one they return to the cloud. She asks them to tell about what each of them did on earth. For this game, you need to choose a musical accompaniment.

The game "Trees and worms" (block "Soil - living earth")

Target: show the “magic transformations” of leaves into soil (circulation of substances).

Materials and equipment: make leaves (dried or paper, according to the number of participants in the game) out of thick paper (milk and juice bags are also suitable). Prepare the same number of cups with earth (and use packaging material for this purpose). It is enough to fill the glasses halfway. In addition, you will need hats (or paper crowns) - two with an image of an earthworm and two with an image of a tree. If children can read, you can make the appropriate inscriptions.

Divide the participants into two teams. Each team should have its own “worm” and its own “tree”. At one end of the room on the floor on the same line, but at a distance from each other, two circles are drawn (you can just put sports hoops). These are the "minks" of worms. Each team has a child who plays the role of an earthworm. He stands in the middle of the circle. Here, in a circle, there are cups with earth on the floor. At the opposite end of the room, two circles are similarly created for children, who will play the role of "trees". Children-"trees" also stand in the middle of their circles. They are holding leaves. Thus, the "worm" of each team is opposite its "tree". On the head of each of them - the appropriate caps. The rest of the participants in the game become one after another, each team is near its tree. At the command of the host "Autumn!" the guys depicting trees throw one leaf on the floor. The participant standing closest to the “tree” must pick up this leaf as quickly as possible and take it to his “worm”. Having received the sheet, the “worm” picks up a glass of earth from the floor and gives it to the participant in the game, who, in turn, quickly (without scattering earth at the same time) returns to his “tree”, hands him a glass of earth and stands behind the other team members . The “tree”, having received the ground, puts the cup on the floor and drops the next leaf. He is picked up by the second member of the team, and so on. The teams repeat the actions until the last participant brings a glass of soil to his “tree”. As soon as the "tree" receives the last glass of earth, it "grows" - the child depicting him, and with him all the members of his team, raise their hands-branches up. The team whose "tree" grows first wins.

labor in nature

In preschool pedagogy and psychology, there is no unambiguous opinion about the allocation of labor as an independent activity of the child due to the specificity of the final product of such activity. So, V.V. Davydov, T.V. Dragunova and others argue that it is too early to talk about the work of a preschooler as a special independent form activities, however, separate labor tasks are distinguished. The labor activity of a preschool child always contains an element of play, imitation of the life of adults. In any case, "work in nature" is traditionally considered an integral integral part familiarization of preschoolers with the outside world, and in recent years - environmental education of preschoolers, and is actively used in the practice of kindergartens. In the process of labor in nature, a preschooler learns to subordinate his activity, his desires to certain social motives, to understand what his labor will bring people benefit, save animals, plants.
At the same time, the organization and results of labor in nature are assessed by different specialists ambiguously. So, N.F. Vinogradova notes that as they grow older (preschoolers - primary school), the number of children who have a positive attitude towards labor activity with natural objects decreases sharply. The author explains this by the lack of knowledge and specific labor skills, the unformed ability of the need for such labor and proposes to change its organization, paying attention to the implementation of a number of principles, by which she understands the child's knowledge of the moral rules for handling objects of nature, the improvement of labor skills and environmental protection skills, the availability of labor for a particular child, the participation of children in the labor process from its beginning to the result. It seems to us that these areas can be supplemented by the implementation of a person-oriented approach and taking into account gender characteristics. Firstly, the educator must take into account the individual characteristics of the child (one child likes to water plants, the other - to feed animals, etc.). In practice, in kindergartens, the approach prevails when children, regardless of their mood, desires, are obliged, under the guidance of a teacher, to water the plants or dig up the beds together at this particular moment. At the same time, adults themselves are far from unambiguous about growing indoor plants and keeping animals. An adult has the right to choose different types labor activity However, a child in a kindergarten, as a rule, is deprived of such a right, which sharply reduces his interest in the very process of caring for objects of wildlife. In addition, the educator often does not explain what caused the need for such actions of children (why the animal needs to be fed regularly, and the plant needs to be watered, etc.), that is, the child does not feel the significance of his actions, he does not form a sense of responsibility for the state natural objects. A preschooler needs a clear labor motive.

As experience shows, some preschool institutions create vegetable gardens on their territory in order to obtain large crops for presentation at exhibitions, competitions, etc. At the same time, the educational role of such work for children is sharply reduced, since the tasks assigned to the team can only be mastered by adults (educators, parents, etc.). Children, on the other hand, participate in the labor process only at certain stages, as a rule, when planting plants (after all, the main growth of plants and harvesting occurs in the summer, when many children do not attend preschool institutions). From these positions, growing plants by children in mini-gardens, in greenhouses, in room conditions throughout the year, when the child can track the result of his work from beginning to end. In order to increase the effectiveness of the results of labor activity, the requirements imposed by the educator on the child in the process of labor must take into account the capabilities of the child of a particular age, that is, labor in nature must be feasible for each individual child.

At the same time, it is extremely important to develop an emotionally positive attitude towards the object in the child before starting work, to show that this object is alive, that he needs the careful attitude of this particular child (“without your help, the plant can dry out, and the guinea pig will die if it do not give food or water).

The problem of taking into account gender characteristics in preschool pedagogy began to rise only in recent decades. Experts have proven that girls and boys have significant differences in the perception of the world around them, the motivation for behavior, etc. These differences are clearly manifested in relation to labor in nature, but are practically not taken into account by teachers. So, according to the observation of educators, girls are more prone to long-term care of plants, they are happy to wipe leaves, replant, water plants, while boys prefer more dynamic activities and more often choose animals rather than plants for care. Given this, the teacher should approach the organization of the child's labor activity from the standpoint of variability, offering children its various types:

Caring for domestic, ornamental animals and houseplants;
- work in gardens of various types;
- planting trees, shrubs;
- maintenance in order of the territory;
- feasible and safe cleaning of territories (forest, park, river bank);
- repair, restoration of books, toys, etc. (economical nature management);
- feeding birds and other animals, taking into account their biological characteristics;
- creation of feeders, additional habitats for animals, taking into account their natural features.

At the same time, it is not advisable to include the collection of living organisms in the labor activity of a child in nature (for example, some kindergartens in the sections of their programs "Ecology and Labor" allocate tasks for collecting a herbarium of forest, meadow plants).

Traditionally, in preschool pedagogy, it was assumed that human labor in nature has only positive results. However, this does not always correspond to reality. Many modern environmental problems are generated precisely by the illiterate approaches of people to their work. So, the same agriculture, the mass organization of unauthorized vegetable gardens, the illiterate use of pesticides, mineral fertilizers created a lot of environmental problems. Therefore, the labor activity of the child should be organized in such a way that from childhood elementary, but environmentally literate ideas about agricultural work are formed.

In the course of work, a preschooler has the opportunity to put into practice his knowledge, acquire new ones, and visually verify the existence of various relationships in nature (plant, animal - and the environment). He develops the necessary care skills, a sense of responsibility for living organisms.

Search activity

The fundamental difference between this activity lies in the fact that the image of the goal that determines this activity is itself not yet ready and is characterized by uncertainty and instability. In the course of the search, it is specified, clarified. In our opinion, search activity from the point of view of the process of environmental education is one of the main activities of the child. As the main type of search activity, N.N. Poddyakov singles out a special children's activity - experimentation, emphasizing that this "truly childish activity" is leading throughout the entire preschool age, starting from infancy. In it, the child acts as a kind of researcher, independently acting in various ways on the objects and phenomena surrounding him with the aim of their more complete knowledge and development. In the program "Nature is Our Home", experimentation plays a large role in acquainting the child with the features of the components of nature, their properties and relationships. Thus, we have developed cycles of experimentation with natural material (water, sand, clay, stones, soil), etc. Each cycle is structured in such a way that as the tasks are completed, more and more complex tasks are set for preschoolers, which creates a fertile ground for the development of the child's thinking. In order to develop in children the ability to creatively apply the knowledge gained in the process of such experimentation, for each experimental cycle, a complex of so-called " creative tasks". During the performance of such tasks, the child needs to rely on the experience gained during the experiments.

N.N. Poddyakov identifies a special type of so-called "social experimentation of preschoolers in various life situations", when children (consciously and unconsciously) "test" various forms of their behavior on adults or peers in search of the most acceptable options. Ecologization of this type of activity can be manifested through the involvement of children in various situations of environmental content. This approach is of great importance for the formation of skills of environmentally competent and safe behavior of the child.

Examples of experimentation (senior preschool age)

Theme "Acquaintance with the air"

Target: to help children "see" the air, to prove that it is everywhere, that the air is transparent, "invisible".

Materials and equipment: water containers, transparent cups, straws for a cocktail, cups with soap solution for each child (you can also use ready-made sets for soap bubbles), balloons, toy or homemade fans, a bowl of water, a ball (any inflatable toys), a plastic bag (rubber gloves).

Experience 1. The teacher shows the children an empty glass and asks if there is anything in it. The preschoolers then carefully examine their cups and answer the same question. The teacher offers to check if the cups are really empty.

Children turn the glass upside down and slowly lower it into a container of water. In this case, the glass must be held very evenly. What happens? Does water get into the glass? Why not? The teacher discusses these questions with the guys, listens to their hypotheses. All together they conclude: there is air in the glass, it does not let water into it.

Experience 2. Let's repeat the previous experience, having previously fixed a piece of paper, cloth or cotton wool with a piece of plasticine at the bottom of the glass. Be sure to let the children touch them before lowering the glass into the water and after, discuss why the paper (fabric) did not get wet (in the discussion, the children should use the results of the first experiment).

Experience 3. Once again, immerse the glass in water, but in an inclined position. What appears in the water? (Children answer.) Air bubbles are visible. Where did they come from? Air leaves the glass and water takes its place.

Experience 4. Children blow into the cups through the cocktail straws and watch what happens (warn the children to blow in moderation, otherwise nothing will remain in the cups).

Experience 5. Place cups of soapy water in front of the children and offer to blow soap bubbles through a straw (for example, through the same cocktail tube). Discuss why they are called soap bubbles, what is inside these bubbles and why they are so light and fly.

Experience 6."Air is lighter than water." Have the children "dunk" balls and other inflatable toys and discuss why they don't drown.

Experience 7. "How to catch air?". Try with your children to "catch" the air in a plastic bag (don't forget about safety), a rubber glove, a thin cloth, etc. How do we determine that air is "caught"?

Experience 8. "Is it possible to weigh the air?". Take a stick about sixty centimeters long. In its middle, fasten a rope, to both ends of which tie two identical balloons. Hang the stick by the string. The stick hangs in a horizontal position. Invite the children to think about what would happen if you pierced one of the balloons with a sharp object. Poke a needle into one of the inflated balloons. Air will come out of the balloon, and the end of the stick to which it is tied will rise up. Why? The balloon without air became lighter. What happens when we pierce the second ball too? Check it out in practice. You will regain your balance. Balloons without air weigh the same as inflated ones. This experiment can also be carried out on large plastic toy scales.

Experience 9. In order to make sure that the flame pollutes the air, do the following experiment. Light the candle (with care, of course). What do the guys see? The flame is burning. Can it pollute the air? After all, we see nothing but fire. Then hold a glass or a porcelain (but not plastic!) cup over the candle flame (at a distance of 1-2 centimeters), in a word, an object made of a material that will not melt, ignite or heat up quickly. After a while, you will see that this item has darkened from below - covered with a layer of soot.

Theme "Introduction to the wind"

Target: to introduce children to the fact that wind is the movement of air, to discuss the role of wind in nature and in people's lives.

Materials and equipment: small containers for each child (packaging materials can be used) with water. For attractiveness, you can create the White, Black, Red, Yellow seas by tinting the water. Make stable sailing boats with the children in advance (they should not be too small, otherwise, as experience shows, they immediately turn over in the water). Boats with multi-colored sails look beautiful. Prepare fans in advance (it is better to make them with the children). You will also need small containers with sand (or jars) and straws for a cocktail, an illustration of a sandy desert.

Note. An element of the game - in the classroom, children become "winds".

Experience 1. Children blow on the water. What happens? Waves. The stronger the blow, the more waves (but you need to know the measure in everything, if you blow too hard, the sea will disappear altogether!).

Experience 2. Children "release" the sailing boats on a big voyage (we put them in bowls of water) and blow on the sails, the boats are sailing. Likewise, large sailing ships move due to the wind. Experimenting: what happens to the boat if there is no wind? What if the wind is very strong? A storm begins, and the boat can suffer a real wreck.

Experience 3. For this experience, use the fans made in advance by the guys themselves. You can also take real fans, which you, for example, prepared for costumed dances. Children wave a fan over the water. Why did the waves appear? The fan moves and, as it were, pushes the air. The air also starts to move. And, as the guys already know, the wind is the movement of air (try to make the children draw as many independent conclusions as possible during the experiments).

Experience 4. And now let's wave the fan in front of the face. What do we feel? Why did people invent the fan? And what have we replaced the fan in our life? (Fan.) It is good to show pictures of women in costumes of the last century, with fans.

Experience 5. Place a container with fairly high rims and some sand in front of each child. To increase the safety of research, you can use a glass jar with dry sand, closed with a lid with a hole, inserting a rubber hose into the hole. Sand in a container (bank) - an imitation of the desert. Again we turn into winds: slightly, but for quite a long time we blow on the sand. On the sand in the container you need to blow through a straw for a cocktail, in a jar - through a rubber tube, then it will not scatter to the sides. What's happening? First, waves appear, similar to waves in a bowl of water, but only sandy. If you blow longer, then the sand from one place will move to another. The most conscientious "wind" will have a sand mound.

Creative task. Invite the children to look at a picture of a sandy desert with dunes and guess why such hills appear in a sandy desert. It is important that preschoolers, remembering previous experiences, come to the conclusion that they are created by the wind. These sandy hills are called dunes. When the wind blows from different directions, many different hills arise. So, with the help of the wind, the sand travels in the desert.

Experience 6. Look at the pictures of the desert. Plants either do not grow on dunes at all, or there are very few of them. Why? There must be something they don't like about it. And what exactly, you now find out with the children. “Plant” (stick) a stick or a dry blade of grass in the sand. Now the children should blow on the sand in such a way that it moves towards the stick. If they do it correctly, over time, the sand will almost cover your entire “plant”. Dig it up so that the top half is visible. Now the wind is blowing directly on the plant (children use a straw to carefully blow the sand out from under the stick). In the end, there will be almost no sand near the “plant”, it will fall. Return again to the question of why there are few plants on the dunes. The wind then fills them with sand, then blows it out, and the roots have nothing to hold on to. In addition, the sand in the desert is very hot! Under such conditions, only the most hardy plants can survive, but there are very few of them.

Theme "What are sand and clay"

Target: introduce children to the characteristics of sand and clay, compare how they differ, and find manifestations of the properties of these substances in everyday life (a combination of experimentation and observation on walks).

Materials and equipment: cups with sand and clay for each child (you can use multi-colored cups from yogurt, sour cream or flat packaging containers), cups with water, sheets of paper, spoons, magnifiers. All this can be placed on a small tray. During walks, invite the children to find sticks or branches on the ground that look like trees, which in the classroom will “turn” into trees. Each child should have a personal "tree". In addition, it is necessary to prepare sand and clay. The sand should not be too fine and clayey. Coarse-grained river (lake) is well suited. It is better to take natural clay, since commercially available white clay used for making dishes and crafts is somewhat different in its properties. Where can you find clay?
In the nearest brick quarry, in a construction pit, in a trench, in a cellar pit. How to determine that you have clay in your hands, and not loam? Take some earth and try to roll an oblong sausage between your palms. If you get a thin sausage with pointed tips, which is easily bent into a ring, then the clay is real. This is important, because in nature clay and sand are often mixed in different proportions, and their mixture will not give the desired results during experiments.

Experience 1. Take a glass of sand and carefully pour some sand onto a piece of paper. Does sand flow easily? Easily. And now let's try to pour clay out of the glass. What is easier to pour out - sand or clay? Sand. That is why they say that sand is “loose”. Clay sticks together in lumps, it cannot be poured out of a glass as easily as sand. Unlike clay, sand is loose.

Experience 2. With the help of a magnifying glass, let's take a closer look at what the sand consists of (from grains of sand). What do sand grains look like? They are very small, round, translucent (or white, yellow, depending on the type of sand). Are the grains of sand similar to each other? How are they similar and how are they different? Some children may say that the grains of sand are similar, others that they are not, and there is no need to dissuade them. It is important that in the process of comparison, the guys carefully examine the sand grains. Then consider in the same way a lump of clay. Are the same particles visible in the clay? In the sand, each grain of sand lies separately; it does not stick to its “neighbors”. And in the clay - stuck together, very small particles. In some ways, clay is similar to plasticine. If you have high magnification loupes, have the children look at clay that has been ground to a powder. The dust grains that can be seen are much smaller than grains of sand. Sand consists of grains of sand that do not stick to each other, and clay consists of small particles that seem to firmly hold hands and stick to each other.

Experience 3. During this experiment, one should not forget about the safety of children: after all, grains of sand can get into the eyes or nose. To avoid this, experiments can be carried out in three-liter glass jars. Put the jar on its side, pour a thin layer of clay or sand, close with a plastic lid. At the bottom of the lid, make a hole for a rubber tube through which air can be blown into the jar. One end of the tube will be in the jar, insert an ordinary rubber bulb into the other. You can even try to blow into the tube balloon or use a bicycle pump.

Create a strong air flow in the jar - a toy wind. What happens to the grains of sand? They move easily and deflate. Then blow the same on the lumps of clay. What do we see now? Can pieces of clay move as quickly, easily, as grains of sand? No, they deflate harder or don't move at all. Similar experiments can be carried out with moistened sand and clay.

Experience 4. Let's take a stick and try to "plant" it in turn in cups with sand and clay. Imagine that we are planting a small tree. What is easier to put it in? Dry clay is hard, it is difficult to stick a stick into it. But in the sand, the stick pushes the grains of sand that “do not hold on to each other”, and therefore it is easier to stick it. We have already found out that sand is loose.

Experience 5. Carefully pour some water into a glass of sand. Let's touch the sand. What has he become? Damp, wet. Where did the water go? She “climbed” into the sand and “snuggled comfortably” between the grains of sand. Let's try to "plant" a stick in wet sand. What kind of sand does it enter more easily - dry or wet? Then pour some water into a glass of clay. We watch how the water is absorbed: quickly or slowly? Slowly, slower than in the sand. Part of the water remains on top, on the clay. For greater clarity, you can simultaneously pour water into both cups and monitor which of them absorbs water faster. We plant a "tree" in wet clay. It is easier to plant a stick in wet clay than in dry clay. Recall: when a person plants plants in the beds or trees in parks and gardens in spring, he waters the ground if it is dry. Moist soil makes planting easier.

Experience 6. We blind a long sausage, balls from wet clay. Imagine that we are making earthworms. Then we will try to create the same worms and balls from wet sand. What happens? You can’t make a worm sausage out of sand, and the balls are fragile. If the balls still turned out, carefully fold them on a plank and leave to dry. What will happen to the balls when they dry? The sand balls will disintegrate, and the clay balls will become dry and strong. What can be done with wet sand? Remind the children how they play with sand and molds, make Easter cakes. What kind of sand is used to make Easter cake - from dry or wet? If possible, invite the children to make two Easter cakes right in class.

Experimentation in the laboratory must necessarily be associated with observations on walks and excursions:

1. Draw children's attention to the sandbox during rain and dry weather. How is sand different? Let the children try to make castles out of dry and wet sand. What does the phrase "build castles in the sand" mean? (Experiment number 6.)

2. Have the children walk first on wet sand and then on wet clay. Where are the clearer traces left? What happens to footprints when the ground dries up?

3. After rain, children often bring dirt on their shoes. Where does it come from? Invite the children to walk in rubber boots on a sandy path and on a clay path. Which dirt is easier to clean? Why? After the experiments, the children washed their hands. What washed out faster - sand or clay? (Experiment number 2.)

4. Carefully examine areas where water accumulates after rain and puddles stand for a long time. Where do puddles appear more often - on the sand or on clay soil? Check the assumptions on the example of your site, park, square. (Recall experiment #5, when water soaked into sand and clay.)

5. In windy weather, watch the sand - does the wind blow it away? (Experiment number 3.)

Theme "What are the pebbles"

Target: to acquaint children with a variety of stones, their features, meaning for a person.

Materials and equipment: for each child - a set of small pebbles for experimentation, different in color, surface quality (smooth and rough), hardness, shape, one pebble - sea or river (rounded), two small flints. Bowls of water into which the child can dip the pebbles. Sand tray for posting images. Model of a mountain landscape (its description is given in the Ecological Room subsection). Ecologist has samples of large stones. A box of sensations containing several stones. Pieces of plasticine and foam.

STUDY PROCESS

Pebbles on the tables of children are hidden under napkins. The ecologist invites the child to determine what is inside the box of sensations. First, the child must say what he feels - what object to the touch? (Smooth, rough, angular, with sharp edges, etc.) Which of the guys saw the stones? Where? Mountains are made of rocks. Who was in the mountains? (If possible, show a slide of a mountain landscape.)

Exercise 1. Find the biggest and smallest pebbles.

Task 2. Choose the most beautiful and explain your choice.

Task 3. Close your eyes and feel to the touch to choose the smoothest, most round pebble, then the most uneven. Carefully consider the roundest stone. This is a sea rock. Why do children think it doesn't have sharp corners? Were there before? These stones are from the sea (river). Water moves the pebbles, they hit each other, all sharp corners gradually disappear, the pebble becomes round. Recall the fairy tale "What the pebbles whispered about" (magazine "Hoop" No. 2, 1997).

Task 4. Examine the stone through a magnifying glass. Who sees what?

Task 5. Take a pebble in one hand, plasticine in the other. Squeeze both palms. Compare what happened to the pebble and what happened to the plasticine. Why? The pebble is hard, harder than plasticine.

Task 6. Let's try to scratch something on a stone. What happens? You can look through a magnifying glass. Why do they say: “Solid like a stone”, “Stands like a stone”? You can knock stones against each other. What's happening?

Task 7. What happens if we put a pebble in water? Will he sink or float? Throw a pebble into the water, observing what happens to the water (circles form). Can a rock float? How about a piece of styrofoam? We lower the foam, compare. Why does styrofoam float and pebbles don't?

Task 8. Take out the styrofoam and drop a few more pebbles into the bowl. Let's try them by touch in the water and take them out. What changed? What color are wet stones compared to dry ones?

Task 9. What is the best stone to draw with? We try. Chalk, coal.

Task 10. Let's make a musical instrument. Put the stones in a metal can of coffee or tea, close it tightly and rattle. If you put different pebbles, then the sound will be different (this can then be done in a group). How does one pebble rattle? Two? Etc.

Task 11. Show the children a match and two flints. What do they think they have in common? The teacher takes two flints and knocks them against each other, gives the children a sniff. What smells? Once upon a time, ancient people made fire with the help of these stones, and now we get it with a match. But there are also flint lighters, where a special wheel strikes a spark from an artificial stone. Let the children pretend that they are ancient people who need to light a fire with flint (this is something preschoolers enjoy doing).

Conclusions: pebbles are hard, they differ in color, shape; pebbles change color in water, they are heavy: they sink in water.

Modern children and nature

In conclusion, let us dwell on one important point. It is no secret that modern urban children often experience fear of nature, for them it is unfamiliar and alien. Many educators noted that while experimenting with sand, clay, soil, preschoolers at first were simply afraid to pick up "dirt" - they were punished for this at home. And only after the persuasion of the educator, having got used to the natural material, they began to tinker with sand and clay with great pleasure. When communicating with animals, some children noticed: “Ugh, they are nasty, smell bad, bite!” Many urban children are completely unaware of the connection between food and natural objects. They are really sure that "buns grow on trees", and "milk is only in the store." Of course, not all children are like that, but every year there are more and more “alienated” children from nature. Without communication with nature (including urban) it is impossible to educate a person who is able to live in harmony with the outside world. And is it possible to love what you are afraid of? What is the way out of this situation? The kindergarten should strive to take its pupils to the nearest green areas as often as possible (including together with their parents), create appropriate conditions on the territory of the garden, in groups, teach children to see the unusual in the ordinary, draw their attention to fog, rain, trees , animals that surround us daily.

Unfortunately, sometimes the preschool institutions themselves exacerbate the alienation of the child from nature, and from the very best of intentions. Following the lead of their parents, they strive to load it as much as possible: in the morning, mathematics, reading, French, English, then music, rhythm, chess, swimming pool, and so every day from morning to evening with a break for lunch and sleep. Add to this the school-type homework assignments. With such intensive preparation for school, for the "future life", the child has no time to live his normal, natural life for a preschooler: play independently, observe objects of nature, experiment. I even heard that the teachers have no time to walk with the children! But this is a completely unacceptable situation. The child must develop harmoniously, and a lot in the development of the child can be achieved without putting him at his desk ahead of time, but giving him the opportunity to communicate with nature. Parents can be shown the healing role of nature, taught to use walks in the forest, trips to the country for the cognitive development of the child. Even Jan Amos Comenius wrote: “It is necessary to teach in such a way that people, as far as possible, acquire knowledge not from books, but from heaven and earth, from oaks and beeches, that is, they know and study the very things, and not just other people's observations and evidence. about things." This expression takes on a special meaning today.

Questions for the lecture

1. What does an integrated approach mean in environmental education and why is it needed?

2. What is the basis of environmental education in terms of methodology?

3. Do you use active and integrated approaches to environmental education in your work? To answer this question, take a look at your notes.

4. List the principles of selection of methods and forms of environmental education. Do you implement them in your practice?

5. What is the coordination of the work of educators and specialists in the field of environmental education? Is such cooperation organized in your kindergarten?

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Ryzhova Natalya Alexandrovna Ecological education in preschool institutions (Theory and practice): Dis.... kand. ... Dr. ped. Sciences: 13.00.01: Moscow, 2000 276 p. RSL OD, 71:00-13/238-2

Introduction

CHAPTER I. ANALYSIS OF THE CURRENT STATE OF THE PROBLEM 11

1.1. The formation of environmental education for preschoolers in Russia 11

1.2. Analysis of modern programs 18

1.3. A new paradigm of environmental education for preschoolers 31

1.4. Options for determining the goals and objectives of environmental education 43

CHAPTER II. THEORETICAL FOUNDATIONS OF ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN 51

1. The specificity of the preschool stage in the system of continuous environmental education 51

2. Principles for selecting the content of environmental education for preschoolers 59

11.3. Reflection of the directions of ecology in the content of environmental education of preschoolers "74

11.4. Purpose, structure and content of the program "Nature is Our Home" 81

CHAPTER III. CONDITIONS FOR THE IMPLEMENTATION OF ENVIRONMENTAL EDUCATION IN PRESCHOOL INSTITUTIONS 96

111.1. Pedagogical models of organization of environmental education 96

111.2. Environmental education in the program "Origins" 105

3. The main components of the system of environmental education - in a preschool institution 109

CHAPTER IV. EDUCATIONAL EXPERIMENT 185

GUL. Organization of experimental work Ї85-

IV.2 Diagnosis of the results of environmental education of preschoolers 195

IV.3. The ecological component in the basic characteristics of the personality of a preschool child 220

CONCLUSION 225

LITERATURE 231

APPS 255

Introduction to work

The relevance of research.

Modern problems of the relationship between man and the environment can be solved only if the formation, environmental

*W logical worldview of all people, increasing their ecological culture. Today, more and more countries, including Russia, are joining the implementation of the Sustainable Development Concept (70, 122, 167, 199), according to which humanity must coordinate its activities with the laws of nature, change the consumer attitude towards nature to recognize its intrinsic value. An important condition for the transition modern society towards sustainable development is environmental education. The "Concept of Sustainable Development of Russia" emphasizes the need to form, by all available means, an ecological worldview of Russian citizens, primarily children. With the adoption of the laws of the Russian Federation “On the Protection of the Environment and the Natural Environment” (64) and “On Education” (63), the prerequisites for the legal framework for the formation of a system of eco- fj logical education of the population. “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), the relevant government decrees raise environmental education to the category of priority state problems. These documents imply the creation in the regions of the country

continuous environmental education, the first stage of which
Roy is preschool. It is at preschool age that
the foundations of a person's worldview, his attitude to the environment is formed
the whole world.

The beginning of the formation of a system of continuous environmental education in Russia was laid by the materials of the International Conference UNESCO and UNEP in Tbilisi in 1977 (166) and congresses in Moscow "Tbilisi-t-10" (1987 and 1990). Environmental education, including preschool children, is recognized in our country as a priority in education.

4 development in general. In recent years, this problem has been dealt with by a large number of specialists in preschool institutions, and a number of new programs have been created. However, a unified approach to the goals and objectives of environmental education for preschoolers as the first stage of the system of continuous environmental education, the selection of its content, has not yet been developed; there was no single concept, system of organization, the problem of criteria and diagnostics of results was poorly developed, the ways and conditions of environmental education in preschool educational institutions were not defined. There is a contradiction: the goals, objectives, content of environmental education of preschoolers are determined from the position of a new, ecocentric paradigm, while the content and methodology are determined from the old, anthropocentric one. This contradiction complicates the functioning of the preschool stage as an integral part of the environmental education system.

Research problem consists in resolving the contradiction between the needs of society in the formation of early childhood a person who is able to build their relations with the outside world, taking into account the laws of nature, to live in relative harmony with it, and the lack of a single concept, a system of environmental education in preschool institutions, which is the first step in the system of continuous environmental education.

Object of study- education system in preschool institutions.

Subject of study- environmental education: goals, content and process in the system of preschool institutions.

Purpose of the study- develop the theoretical foundations of environmental education for preschoolers and determine the conditions for its implementation in preschool institutions.

5 Hypothesis. Environmental education in preschool institutions will be effective if;

it is considered as a special, self-valuable stage of the system
continuous environmental education and as part of the development of a common
culture of the child, and not as a propaedeutic stage school courses eco
logical orientation;
$? - for its implementation, a system of certain conditions is created;

the principle of continuity with the school is being implemented, but at the same time, when selecting content and methods, the psychophysiological characteristics of a preschool child and the specifics of preschool institutions are taken into account;

diagnostics of the results of environmental education is aimed at identifying the effectiveness of specific programs and methods, and not at determining the level of knowledge of a preschool child;

in the basic characteristics of a preschool child, an ecological component stands out.

Research objectives:

identify trends in the formation of environmental education for preschoolers as a new direction in preschool pedagogy;

develop a concept of environmental education for preschoolers, including the definition of goals, objectives, content (principles of selection, basic new co holder lines, content components), expected results and options for diagnosing results;

to develop variable modes of organization of work on environmental education in preschool institutions and to identify the most effective of them;

determine the conditions for the implementation of environmental education in preschool institutions;

to conduct a pedagogical experiment and approbation of the author's program in preschool institutions of various types.

Research methods:

historical and conceptual analysis of literature on preschool pedagogy, ecology, psychology, content and methodology of environmental education for preschoolers, schoolchildren, teachers, students;

observation method - conducting observations in preschool institutions in order to assess their activities in the field of environmental education;

study of experience in the field of environmental education;

method of conversation - targeted conversations with employees of preschool institutions and educational authorities;

survey method - surveys of teachers in the form of questionnaires and interviews; children - in the form of an interview;

study of products of children's creativity (drawings, applications, crafts, etc.);

pedagogical experiment in preschool institutions of various types.

The scientific novelty of the research is:

in determining the current state and trends in environmental education as a new direction in preschool pedagogy;

in substantiating the theoretical provisions of the ecological education of schoolchildren and the conditions for its implementation in preschool institutions of various types;

in the development of a number of diagnostic techniques and a diagnostic card of the child;

in highlighting the ecological component of the basic characteristics of the child's personality as the expected results of environmental education.

7 ,

theoretical significance. The concept of environmental education of preschool children has been developed, taking into account various areas of modern ecology, its philosophical significance, the psychological and physiological characteristics of a preschool child, and the nature of the continuity of the system of environmental education. The conditions (the “ecologist” model, the “educator” model, the system of components of environmental education in a preschool institution) for the implementation of the concept are substantiated; the ecological component in the basic characteristics of the personality of a preschool child is singled out.

Practical significance,

1. The main ideas of the concept of environmental education for preschool
nicknames implemented:

in the author's program for the environmental education of preschoolers "Nature is Our Home", approved in 1995 by the Ministry of Education of the Russian Federation, and its methodological support ( teaching aids, teaching kits; books and games for children and parents);

in the basic program for the development of the child "Sources", recommended for use in preschool institutions of the capital by the Moscow Committee of Education (direction on environmental education);

in the "National Strategy for Environmental Education of the Russian Federation";

in the Action Plan of the "National Strategy for Biodiversity Conservation".

2. Developed and tested methodological recommendations for
Dagogs based on integrated and activity approaches:
organization of a developing subject environment, organization of a system of work
you with children, family and various institutions; according to condition ok
environment, as well as a number of practical materials: "Environmental
passport of a preschool institution", diagnostic techniques, diagnostic
sky card of a preschooler; monitoring maps of teachers' activities, con
aspects of activities with children and others.

8 On the defense is subject to the following provisions: 1. The concept of environmental education of preschoolers, based on:

on the theoretical positions of domestic psychologists (A.V. Zaporozhets, L.S. Vygotsky, N.N. Poddyakov, S.L. Novoselova and others) and the results of research by teachers in the field of environmental education of preschoolers (P.G. Samorukova, S. N. Nikolaeva, E.F. Terentyeva, N.N. Kondratieva and others);

on the concept of the system of continuous environmental education (AN. Zakhlebny, ID Zverev, I.T. Suravegina, etc.);

on the concept of "sustainable development" (the interdependence of man and nature; recognition of the inherent value of nature, the change of the anthropocentric paradigm to the ecocentric one).

The main provisions of the concept:

environmental education of preschoolers is a unique, valuable, specific and integral step in the system of continuous environmental education;

the specificity of the preschool stage as the first stage of the system of continuous environmental education is determined by the psychological, physiological characteristics of the preschool child, which is taken into account when selecting the content and methodology;

when selecting the content of environmental education for preschool children, three groups of principles are taken into account: general didactic, specific for environmental education; specific for a given age: scientific, accessible, systematic, regionalism, continuity, humanism, integration, activity, constructivism, integrity;

9 main content lines of environmental education of preschoolers are the diversity of the surrounding world, relationships in nature and the cyclical nature of phenomena and processes. In the content of environmental education of preschoolers, as well as in the content of environmental education of schoolchildren, there are four main components: cognitive, value, normative, activity, which at this stage have their own specifics.

the basic characteristics of the personality of a preschool child include an environmental component as a reflection of the expected results. Diagnostics of the effectiveness of environmental education of preschoolers is aimed, first of all, not at diagnosing their knowledge, but at diagnosing the results of the implementation of a specific program by the teaching staff, and includes quantitative and qualitative assessment methods.

2. The implementation of the concept implies certain conditions: the creation in a preschool institution of a system of work that includes a number of interrelated components (greening the developing subject environment, greening various types of children's activities, working with parents, training and retraining of teaching staff, environmental assessment, coordination of work with other institutions ). There are various options for implementing the concept of environmental education. The “ecologist” model, which implies close cooperation of all employees of a preschool institution with the coordinating role of an environmental teacher, is more effective than the “educator” model, when environmental education of preschoolers is carried out only by the educator.

Approbation results were monitored continuously as they were obtained. The materials of the work were reported at numerous all-Russian and international meetings and conferences. tions (Russian from the Dutch Conference on Environmental Education (Pushchino, 1994), the Russian-American Seminar (Obninsk, 1994), the All-Russian Congress of Nature Conservation (Moscow, 1995), the International Conference on the Environmental Education of Children (Moscow, 1995), the All-Russian Meetings on the Environmental Education of Preschoolers VOOP (Moscow, 1995, 1997, 1999), Inter-

international conferences on environmental education (Petrozavodsk, 199 5; St. Petersburg, 1996), the International Conference "Problems of Megacities" (Moscow, 1996), all-Russian, regional and Moscow author's seminars and "round tables" (1993-1999 ), conferences on environmental education of the International Environmental Foundation (Moscow, 1997), at seminars on environmental education for teachers in Moscow (a series of lectures at the Polytechnic Museum, 1998), in Germany as part of the project "Child in the City" (1998, 1999), the International workshop on the development of a strategy in the field of environmental education of the CIS countries (Moscow, MNEPU, 1999), the conference "Ecology of the Moscow Region-99", the conference of mayors of Russian cities "Sustainable development of cities" (Moscow, 1999), the V International Conference on environmental education (Zelenograd , 1999), International Conference "Domestic and foreign experience of education in the field of the environment" (St. Petersburg, 1999), All-Russian author's seminars arakh Center "Preschool childhood" them. And V. Zaporozhets (1998-2000) and others.

The dissertation consists of an introduction, four chapters, a conclusion, a list of references and appendices.

The formation of environmental education for preschoolers in Russia

For the first time the problems of environmental education in our country were discussed in 1977 at the Tbilisi Intergovernmental Conference on Education in the Field of the Environment (166). It was at this conference that the importance of environmental education and the need to form a system of continuous environmental education of the population were emphasized. However, the issues of preschool education were not discussed at the conference. In general, the development of environmental education (upbringing) as a new area of ​​preschool pedagogy began much later than the environmental education of schoolchildren and students, and is currently in its infancy. Especially rapid development of this direction is observed in the 90s. A number of partial environmental programs appear (a partial program is a program that provides one or more directions for the development of a child), environmental issues are included in the content of individual sections of complex programs: "Development", "Childhood", "Rainbow" (comprehensive programs ensure the holistic development of the child ), in the basic program for the development of a preschool child "Origins". Numerous methodological developments both specialists and teachers themselves. All-Russian and regional competitions are being organized for the best organization of work on the environmental education of preschoolers. Thus, since 1995, the All-Russian Society for the Conservation of Nature has regularly carried out such work. Conferences devoted to this problem are devoted to

As already emphasized, an increasing number of preschool institutions in almost all regions of the country are beginning to deal with issues of environmental education. The word "ecology" is also becoming popular in preschool education, however, poor methodological support and the lack of training of teachers in this area often lead to the misuse of the concepts "environmental", "ecology", to a significant

W telny discrepancies in understanding the goals, objectives, content and methods of environmental education. A number of kindergartens are following the simplest path, renaming traditional classes to familiarize preschoolers with the world around them, nature, and educate the moral qualities of the child into "environmental". Moreover, in many developments there is a misinterpretation of ecology itself, there are a number of biological, geographical, environmental errors that wander from work to work.

Specifics of the preschool stage in the system of continuous environmental education

The concept developed in the process of research is based on the theoretical provisions of domestic psychologists: L.S. Vygotsky, LA Wenger, V.V., Davydov, AV. Zaporozhets, S.N. Novoselova, N.N. Poddiako-va, D.B. Elkonin and others (32, 35, 36, 37, 44, 45, 65, 66, 77, 93, 137, 138, 139, 154, 155, 156, 174, 220) and the results of studies by a number of teachers who determined the possibilities of preschoolers in areas of environmental education and familiarization with nature: N.F. Vinogradova, N.N. Kondratieva, S.N. Nikolaeva, P.G. Samorukova, E.F. Terentyeva, IA Khaidurova and others (25, 26, 27, 28, 90, 91, 131, 130, 132, 133, 152, 176, 192, 193, 202, 203). Psychologists distinguish a number of ages in human development, each of which represents a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at a given stage of his development (45) . L. S. Vygotsky defined age as a certain epoch or stage of development, as a well-known, relatively closed period of development, the significance of which is determined by its place in the general cycle of development, and in which general laws development find each time a qualitatively unique expression. For this study, the author's statement is especially important that in the transition from one age level to another, new formations arise that did not exist in the previous period, the very course of development is rebuilt and changes.

In a number of works, the elementary school is considered as the first stage of the system of continuous environmental education. A comparison of the pre-school and elementary school levels showed that environmental education in primary school cannot replace that in preschool institutions. They are inextricably linked, complementary, but not mutually exclusive. preschool age differs from other features of the living conditions and requirements that are imposed on the child at this stage of his development, the features of his relationship with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a combination of certain physiological characteristics.

At present, different authors define the age at which a child's ecological education should begin in different ways. Thus, M. A. Shargaev (215) believes that it is necessary to start environmental education and upbringing of a person from his uterine development, and children should be taught, starting not even from infancy, but much earlier. R. Levina (105) notes that the environmental education of preschool children can begin from the moment they enter a preschool institution, that is, from the age of 2-3. JL program. Vasyakina "Spider Web" (21) is designed for children from the age of 2. In principle, with a fairly broad interpretation of the term "environmental education", we can talk about its application in relation to young children. However, in our opinion, there are significant differences in the content and methodology of environmental education for children of older and younger preschool age, primarily due to their psychophysiological capabilities. Until the age of three, the child's thinking is mainly associated with direct perception, he thinks only about what he perceives at the moment. At a younger age, when a child learns the world, it is important that objects of nature must be included in the scope of his activity ( houseplants, animals, natural material), for which he could observe, care for, emotionally empathize with them. Already children of the younger and middle groups need to be introduced (on concrete examples) to elementary interdependencies, for example, the connections of a living organism with the environment (houseplants, animals need food, water, light, warmth, etc.). In existing programs for familiarization with the outside world for children of primary preschool age, a lot of attention is paid to familiarization with nature. Therefore, by the age of 5, a child develops a number of ideas about the environment and attitudes towards it, which can serve as the basis for environmental education at an older age. It is at the age of 5-7 years that we can talk about a more in-depth study and perception of nature, which is due to the psychophysiological characteristics of children of this age. And V. Zaporozhets noted that children of senior preschool age are no longer limited to the knowledge of individual specific facts, but strive to penetrate the essence of things, to understand the connection of phenomena. It becomes possible to form representations and elementary concepts that can become the core of a knowledge system. It has been proved that at the age of 5-7 years, the child undergoes a transition to thinking in general concepts, develops the ability to compare objects according to the idea, generalize them according to common features to formulate their thoughts verbally, to develop certain judgments. The ability to logical generalized thinking appears. Psychological and pedagogical studies of many authors prove the possibility of mastering by older preschoolers various relationships and dependencies that exist in nature. So, the studies of S.N. Nikolaeva showed that children aged 5-7 years are characterized by especially great opportunities for learning the various dependencies of nature. The author believes that the formation of ecological ideas can go on throughout the entire preschool age, but at the younger preschool age, children can trace only single connections, while at the older one, with consistent work, they can understand the connections of a complex of signs. Works by I.A Khaidurova and Z.P. Plokhy showed that with a special organization of observations, older preschoolers can trace and understand the chains of biocenological relationships within the plant community. E.F. Terentyeva also points out that older preschoolers are able to establish more complex (multi-link) connections, chains of connections, some biocenotic connections within the forest community, meadow, reservoir, the reasons for the flight of birds, the connection of a complex of signs, the dependence of the life of plants and animals simultaneously on a number of factors. That is, they already form quite correct and complete pictures of the nature around them. As the authors of The Fundamentals of Preschool Pedagogy note (145), the formation of new methods of generalization is quite accessible to the preschooler, since it occurs on the basis of extensive objective activity. In this case, the concepts themselves first appear in a sensory-objective form.

Pedagogical models of organization of environmental education

Directions of work of the ecologist:

Participation in the choice of the program, methods and their adaptation to the conditions of the kindergarten;

Preparation and conduct of classes with children in an ecological room, laboratory, living corner, in group rooms, on an ecological path, participation in the preparation of kindergarten holidays;

Active participation in the development of the concept and the creation of a developing subject environment;

Selection of plants, animals for the ecological complex, group rooms;

Preparation of visual material, selection of literature;

Coordination of the work of specialists: music director, teacher of fine arts, physical education;

Coordination of the work of educators: drawing up a weekly program for educators on a specific topic and monitoring its implementation;

Participation in the diagnostics of the results of the experiment;

Working with parents;

Consultations for preschool teachers in the field of environmental education;

Registration of the "Environmental passport of the preschool educational institution", ecological passports of plants, animals of the ecological complex;

Dissemination of work experience ( open classes, generalization of the material);

Directions of work of the music director:

Conducting music classes that enhance the child's emotional perception of nature;

Coordination of music lessons with the topics of classes of an ecologist, a teacher of fine arts;

Development of scenarios, preparation of dramatizations, ecological holidays;

Selection of musical works (sounds of nature, classical works, songs about nature) for the ecologist's program;

Musical accompaniment of environmental games (including the inclusion of musical tasks in such games), plastic studies, dance performances (for example, the dance of flowers, "Rainbow", etc.);

The use of elements of folklore for the purpose of environmental education ( folk holidays, nursery rhymes, songs, etc.). Directions ^? and_ bots_ of medical

Health work with children;

Participation in the assessment of the developing subject environment and the ecological situation in the area of ​​the preschool institution in terms of the health status of children;

Ecological health education of parents;

Directions of the teacher's work on fine arts:

Consolidation of materials of environmental classes in the process of drawing, application, modeling;

Illustrating children's books (fairy tales, stories) - both published and their own;

Assistance to the environmentalist in the manufacture of visual aids, equipment, scenery, costumes for environmental holidays, performances;

Joint training with an ecologist;

Participation in the creation art gallery, exhibition corners in groups;

Selection works of art to the ecologist program;

Coordination of its program with the ecologist program;

Participation in diagnostics, in particular, according to children's drawings;

Using elements of folklore for the purpose of environmental education (folk painting, clay toys, etc.).

Directions of work of a physical education instructor:

Inclusion in classes of certain physical exercises, outdoor games (imitation of movements, plants) in agreement with the ecologist; participation in ecological and health-improving work: preparation and conduct of hikes on the ecological path, excursions, including together with parents; participation in ecological holidays (sports and ecological);

Aligning your program with the ecologist's program to identify common ground;

The swimming coach participates in ecological holidays (for example, "Water Sorceress"), conducting some experiments (with inflatable toys - the theme "Air", outdoor games on the water (theme "Water");

The book analyzes the content and current state of environmental education for preschoolers in Russia, and provides an overview of programs. Practical recommendations are given on creating a developing subject environment, working with parents, assessing the environment, cooperating a kindergarten with other institutions and organizations, and using the "Environmental passport of a preschool educational institution". Pedagogical models for organizing work in kindergarten are proposed. Particular attention is paid to the structure and content of the author's program "Nature is Our Home". The book also provides sample notes for activities with children and materials for working with parents.
For teachers of preschool institutions, institutions additional education, teachers and students of pedagogical educational institutions, other organizations working in the field of environmental education of children.

Age characteristics of preschoolers and environmental education.
Experts identify a number of ages in human development, each of which represents a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at this stage of his development. L.S. Vygotsky considered age as a certain epoch or stage of development, as a well-known, relatively closed period, the significance of which is determined by its place in the general cycle of development and in which the general laws of development each time find a qualitatively unique expression. The author's assertion that that during the transition from one age level to another, new formations arise that did not exist in the previous period, the very course of development is rebuilt and changed.

In a number of works, the elementary school is considered as the first stage of the system of continuous environmental education. However, environmental education in elementary school cannot replace the preschool level. They complement, but do not mutually exclude each other. Preschool age differs from other ages in the features of living conditions and requirements that apply to the child at this stage of his development, the features of his relationship with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a combination of certain physiological features.

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