Methodology for conducting excursions for children 5-7 years old

Article

Methodology for conducting excursions for children 5-7 years old

Prepared by teacher: Sviridova Zhanna Sergeevna

MBDOU No. 45 Buratino, Tambov

Tasks

The educational component of the excursion consists of children mastering a system of environmental ideas and elementary (subject) concepts about nature.

Program content:

— development of children’s interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects of the surrounding world;

- mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech;

Preschool age is the most important period in the formation of personality, when the prerequisites for civic qualities are laid and ideas about man, society, culture, and nature develop. Excursions help to instill in children a sense of love and affection for natural and cultural values. The task when conducting excursions with preschoolers is to direct and concentrate their attention on a specific object being studied or studied.

An excursion is one of the forms of organizing educational activities in kindergarten. The main significance of excursions is that they provide children with specific ideas and impressions about the life around them.

Since time immemorial, humanity has valued nature and sees in it not only its nurse, but also a wise educator and mentor. Observations in natural conditions, thanks to which children perceive the world around them in all its richness, color, and dynamics, contribute to the development of curiosity, aesthetic and moral feelings.

During the excursions, the foundation of specific ideas about our native nature is laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

Excursions are one of the main types of classes and a special form of organizing work on environmental education, one of the very labor-intensive and complex forms of training.

Mostly excursions are conducted outside the preschool. The advantage of excursions is that they allow children to become acquainted with objects and natural phenomena in a natural setting.

Types of excursions

Based on the nature of the pedagogical tasks being solved, the following types of excursions can be distinguished: natural history excursions, excursions to familiarize themselves with the work of adults, excursions of an aesthetic nature.

Natural history excursions.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.

An excursion is much more difficult to conduct than a group lesson, so its success depends on careful preparation of the teacher and children. The teacher’s preparation consists, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher reminds children about the rules of behavior on the street, in the forest, and in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature.

It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursion. All equipment must be located in a specific place. Before the excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask the students what kind words you can give to the flowers in the park’s flower beds, and what wishes you can send to your feathered friends. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help a tree”, “Be careful, ant”, “Birds love silence”, “Good morning”, etc. Small environmental events expand the experience of environmental activities, support the desire to actively and independently help natural objects, allow you to experience the feeling pride in the work done. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks that force children to examine an object, compare it with other objects, find differences and similarities, and establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, k run to the birch!”). In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. The main goal of the final stage is to summarize the excursion work.

Creative tasks will allow the child to express his impressions and show his attitude towards the natural world. You can invite the children, together with the teacher, to compose books of fairy tales. For example, preschoolers can write a story about a park and imagine what tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express attitudes towards various environmental situations. As an option for creative tasks, the teacher suggests drawing up collective collages depicting above-water and underwater inhabitants of reservoirs, favorite park alleys, etc.

Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursion, the layout can be supplemented and transformed.

Thus, excursions help expand students’ understanding of ecological systems (parks, reservoirs), form ideas about their “life” throughout the year, observe what changes occur with each natural object depending on the season, and learn to love and protect the environment.

Excursions to familiarize yourself with the work of adults.

An important area of social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. A child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it.

Excursions are an important means of developing adults’ ideas about work, since children have the opportunity to see labor actions, the labor process itself, and its tools. The advantage of excursions is that they allow children to become acquainted with objects and phenomena in a natural setting. Excursions contribute to the development of observation skills and interest. To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work.

A properly conducted excursion leaves a deep imprint on children’s memory and is reflected in children’s creative games, influencing their actions and behavior. But the game does not reflect observations in which only objects come to the fore for the child and people, their activities and relationships slip away. A successful excursion, of course, is the basis for the process of children acquiring knowledge about the meaning of work, how, by whom and why it is carried out. Since living images are the most intelligible and convincing, a true example of the work of adults. Visibility of life (observations, excursions) ensures the greatest clarity of ideas and maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the inclusion of children in various types of activities, the information obtained during observations is clarified, consolidated, and supplemented.

Thus,

acquaintance with the work of adults makes it possible to show children how a person influences nature, grows plants and animals, and cares for them. The main purpose of the excursion is to show what people do and for what purpose, how they use machines, how they feel about their work, and what its results are.

Methodology for conducting field trips.

Any field trip usually takes place in several stages:

1. Preparing preschoolers for the excursion (preparatory conversation).

2. Introductory conversation at the enterprise.

3. The procedure for getting to know the production, the teacher’s story, children’s observations, explanations from the enterprise’s specialists.

4. Collection of illustrated materials.

5. Meetings and conversations with production workers.

6. Brief final conversation at the excursion site. Preparation for the excursion is carried out in two directions: content and organizational issues.

In the preparatory conversation, the teacher explains the purpose of the excursion, tells the children where they will go and what they should observe. During the conversation, you can ask questions, the answers to which will need to be given after the tour. Such questions will help children conduct observations in a given direction, preventing them from being distracted. The teacher explains that an excursion is the same activity as any other, therefore during the excursion it is necessary to fulfill the requirements for children in the lesson: listen carefully, ask questions in an organized manner, do not talk, maintain discipline. You cannot violate order and discipline on the way to an excursion. At the enterprise, everyone should stay together, move from one room to another calmly, without fussing.

When observing an object, it becomes so that everyone can see it. Particular attention should be paid to safety and caution. Children must be warned not to take anything on their own. Collecting materials for the collection will have to be done with the permission of the teacher and guide.

Before the start of the excursion, the means of transportation to the destination (pedestrian crossings, public transport), travel time, time to get acquainted with the production, time of return are discussed. Reminds you of the traffic rules.

The teacher, having arrived at the place, usually has a brief conversation again about the purpose of the excursion and the procedure for inspecting the enterprise. After the conversation, the children meet the guide and begin to tour the enterprise. An important task of the guide is to pose guiding questions that help to arouse interest in the objects being observed.

Children cannot simultaneously listen and observe the actions of the worker or the operation of the machine. Therefore, brief explanations should be replaced by independent observations. The structure of the excursion must meet the basic requirement; the story is subordinate to the show. The story is told in the form of detailed material, information, explanation, introductory and final words. The missing visual links are filled with exhibits - “The Guide's Portfolio” (photos, illustrations, collections, samples). The theme of the excursion regulates the story - it does not allow the guide to say everything he knows about the object, but only what will reveal the topic

Aesthetic excursions

They

help the child learn to perceive the beauty of nature and develop the culture of his feelings. Using various pedagogical techniques, the teacher helps children get indelible impressions from communicating with nature. At the same time, the problems of moral and aesthetic education of children can and should be solved when organizing other types of excursions.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

At the end of the excursion, the results are summed up. The teacher reminds the excursion plan, its main objectives and finds out whether the children have learned everything and whether they can answer all the questions. If something remains unclear to them, they ask the guide or teacher questions. Based on the results of the excursion, children prepare oral reports, make stands, albums, and drawings.

Types of excursions in kindergarten

Excursions are a special type of activity that provide an opportunity in a natural setting to introduce children to natural, cultural sites, and the activities of adults.

The main significance of excursions is that they provide children with specific ideas and impressions about the life around them. During excursions, preschoolers begin to explore the world in all its diversity and development, and observe the interconnection of phenomena

An excursion is a form of educational work that allows you to organize observation and changes in objects, objects and phenomena in natural conditions.

Based on the nature of the pedagogical tasks being solved, four types of excursions can be distinguished:

— Natural history excursions

— Social excursions

— Ecological excursions

— Aesthetic excursions

A nature excursion traditionally solves the problem of getting to know nature, that is, accumulating ideas about the diversity of living nature objects and their characteristic features.

The ecological excursion is aimed at children mastering various biocenological connections in the natural world:

between the organs of animals and plants and their functions

between the habitat of living beings and the characteristics of their structure and way of life

between the state of specific living objects and the conditions of their existence

· between different living beings in the same ecosystem.

Excursions to agricultural sites help children learn about people's work. These are excursions to the field (plowing, sowing, harvesting), to the meadow (grazing livestock, hay harvesting), to the garden, to the vegetable garden, to the berry patch, to the farm, to the greenhouse, to exhibitions of flowers, birds, fish, to the zoo, etc. Visiting these sites provides an opportunity to show children how humans influence nature, grow plants and animals, and care for them. The main purpose of the excursion is to show what people do and for what purpose, how they use machines, how they feel about their work, and what its results are.

Excursions of an aesthetic nature help the child learn to perceive the beauty of nature and develop the culture of his feelings. Using various pedagogical techniques, the teacher helps children get indelible impressions from communicating with nature. At the same time, the problems of moral and aesthetic education of children can and should be solved when organizing other types of excursions.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

— Natural history excursions

— Social excursions

— Ecological excursions

— Aesthetic excursions

When working with preschool children, we use all types of excursions that are aimed at nurturing a love of nature and a conscious and caring attitude towards it. The most effective forms of work are: walking walks outside the kindergarten territory (business, recreational), targeted walks, mini hikes.

Depending on the specific content of educational objectives, the excursion route and structure are developed, and methods are determined. Subsequent work to deepen and consolidate the ideas gained during the excursion is carried out in everyday life: in visual arts, design, stories, and children’s work. At the end, a final conversation is held. The complexity of the excursion as a form of educational organization makes it accessible only to middle and senior groups.

In the second junior group, excursions are carried out inside the preschool institution, site, and starting from the middle group - outside the kindergarten.

The immediate environment of the preschool institution also plays an important role, namely: the presence of attractions, cultural sites (library, theater, concert hall, museum, etc.), natural landscapes (park, square, river, canal, etc.), industrial establishments (atelier , workshops), etc.

The teacher must ensure that children are directly acquainted with the most striking and interesting objects of the flora and fauna, with seasonal changes in nature, with types of agricultural and other labor characteristic of the area where the kindergarten is located.

Types of excursions

. Types of excursions

Based on the nature of the pedagogical tasks being solved, four types of excursions can be distinguished: natural history, environmental, agricultural, and aesthetic excursions.

A nature excursion traditionally solves the problem of getting to know nature, that is, accumulating ideas about the diversity of living nature objects and their characteristic features.

The ecological excursion is aimed at children mastering various biocenological connections in the natural world:

between the organs of animals and plants and their functions

between the habitat of living beings and the characteristics of their structure and way of life

between the state of specific living objects and the conditions of their existence

· between different living beings in the same ecosystem.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

Nature excursion.

The natural history excursion includes an introductory conversation, collective observation, individual independent children's observations and collection of natural material, children's games with the collected material, the final part, where the teacher, summing up, draws the children's attention to the overall picture of nature. The structure of excursions and the sequence of their implementation vary depending on the purpose and season. Having brought the children to the place of the excursion, the teacher in a short conversation reminds them of the purpose of the lesson, allows them to look around, then the children begin to observe the intended objects and natural phenomena.

The main part of the excursion is collective observation. Here the main program tasks of the lesson are solved. The teacher helps children notice and understand the characteristic signs of objects and phenomena. This is achieved in various ways. The teacher supplements the observations with his story and explanation.

The main attention in observation is paid to questions, questions-tasks, forcing children to examine an object, compare, find differences and similarities, and establish connections between natural phenomena.

When showing this or that object, the teacher must take care that

It is useful in the process of observing phenomena to use works of children's fiction, poems, and riddles. Turning to poetry should be natural and unobtrusive. The combination of various techniques and the proportion of each can vary depending on the purpose and content of the excursion. At the end of the main part, children must be given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, when giving the task to collect material, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals and, in addition, solve the problem of instilling a caring attitude towards nature.

When children work independently, the teacher should not remain a passive observer. Sometimes you need to show how to dig up a plant, cut a branch, etc. However, you cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is used for games and exercises.

In games, children consolidate knowledge about the characteristic features of objects, express their quality in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your baby?” , “One, two, three - run to the ash (linden) tree!” and etc.

Agricultural excursion.

Agricultural excursions are varied: to the field (plowing, sowing, harvesting), to the meadow (grazing livestock, hay harvesting), to the garden, to the vegetable garden, to the berry patch, to the farm, to the greenhouse, botanical garden, greenhouses, poultry houses, etc. They provide an opportunity to clearly show how humans influence nature, how they grow plants and animals. Here children get acquainted with basic labor operations.

The uniqueness of these excursions is that children can observe both human activity and the nature that he influences. It is also important to show what people do and for what purpose, how and what machines they use, how they treat work, how they build, and care about good relationships and the results of work.

The excursion to agricultural facilities begins with a preliminary conversation. Its task is to generate interest in upcoming observations. The purpose of the excursion itself is to examine objects of labor (plants, animals) and observe the process of adult labor itself. The teacher pays attention to the ways of using mechanisms and machines. It’s good when, during the excursion, children themselves do something to help adults (feed animals, collect spikelets, etc.). Children participate in a conversation with adults and listen to a story about work.

When preparing for agricultural excursions, the teacher first gets acquainted with the object of observation, obtains permission to conduct an excursion, agrees on the time of the visit, the participation of children in work, and determines the content of the conversation between children and workers.

Ecological excursion

What is our future? Children. What it will be depends largely on our actions today. Or rather, from the vector of development that we set for little people. The conscious or unconscious choice made now by the current generation directly affects the future. We are talking not only about natural resources and the state of the environment, but also about culture, morality, and intellectual wealth. Introducing a person to Nature through knowledge of it helps to educate a comprehensively developed personality, with scientifically based views on the world, a broad outlook and a sensitive attitude to everything around him. This means that through environmental education, a strong foundation is laid for sensational discoveries of the future, revolutions in the development of civilization, and even the survival of humans as a biological species.

Cute piranhas. Where can you show them to your child, if not on an excursion? ))

Excursions are one of the forms of organizing work to educate environmental culture. It is very noteworthy that this method has practically no age limits, and can be successfully used both when working with children aged three years old, and with schoolchildren, students and even adults. If the child does not attend preschool, then parents must think through and organize an independent excursion program.

On an excursion, the child gets acquainted with various natural objects

The advantage of excursions is that they allow children to be introduced to natural objects in natural conditions, to form primary ideas (or consolidate existing ones) about the flora and fauna, and to note the distinctive features and relationships of natural phenomena. In addition, excursions have a disproportionate impact on the formation of aesthetic perception, which plays an important role in the education of human morality. The beauty and grandeur of Nature resonates in the hearts of children, causing deep emotions and leaving indelible impressions. All this contributes to the formation of a caring attitude towards the planet, love for the native land, and a sensitive attitude towards the world around us. During excursion classes, observation and logical thinking, the ability to analyze and compare, and identify cause-and-effect relationships develop. Sensory abilities are formed and honed: children learn not only to distinguish colors and their shades, but also location in space, get acquainted with the variety of shapes, textures, etc. In addition, this form of activity gives a powerful impetus to the development of imagination and creative abilities.

Aesthetic excursion

Introduction The educational value of nature cannot be overestimated. Communication with nature has a positive effect on a person, makes him kinder, softer, and awakens better feelings in him. The role of nature is especially great in raising children. Introducing children to nature in kindergarten requires constant direct communication with it. Building his “school of joy” for preschoolers on the basis of direct communication with nature, Vasily Aleksandrovich Sukhomlinsky rightly considered it necessary to introduce children to the world around them so that they would discover something new in it every day, so that every step of the children would be “a journey to the origins of thinking.” and speech - to the wonderful beauty of nature,” so that every child grows up “as a wise thinker and researcher, so that every step of knowledge ennobles the heart and strengthens the will.” Aesthetic education in modern educational institutions is a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beautiful, perfect, harmonious, and other aesthetic phenomena in life, nature, from the standpoint of an accessible understanding of the ideal, prepared to live and create according to the laws of beauty . This definition quite fully meets the tasks of forming a developed aesthetic attitude towards nature as a necessary element of the general, aesthetic culture of modern man. The essence of aesthetic worldview is the purposeful process of forming a responsible attitude of preschool children towards the natural environment in all types of activities and communication with nature. Education of an aesthetic attitude towards nature should solve the problem of developing children’s aesthetic perception, assessments and judgments, taste and ideal, which implies the development of sensitivity to the beauty and expressiveness of objective natural phenomena, as well as an understanding of the value and uniqueness of each of them.

Nature as the basis of the ecological and aesthetic consciousness of a preschooler

An important factor influencing children is systematic, purposeful educational work, in which the process of becoming familiar with nature occupies a special place.

Outstanding figures of the past saw in nature a powerful source of knowledge, a means for the development of the mind, feelings and will. The idea of the enormous educational significance of materialistic ideas was formulated: “It seems to us that it is almost impossible to educate ... powerful mental development without natural science; no branch of knowledge so accustoms the mind to a firm, positive step, to humility before the truth, to conscientious work, and, more importantly, to conscientious acceptance of the consequences as they will turn out, like the study of nature ... "Collected works. T.3. - M., 1972. P. 236..

The Russian teacher attached great importance to nature as a factor in raising children from an early age, paying attention to the positive impact of nature on the psyche of children, on their comprehensive development in the process of communication with nature. “The logic of nature is the logic most accessible to children - visual, undeniable. Every new subject makes it possible to exercise the mind with comparisons, to introduce new concepts into the area of already acquired ones, to bring studied species under one genus.” Selected Works. - M., 1968. P. 207.

Quite a lot of modern teachers deal with issues of environmental education and education of preschool children. The creative search of teachers and psychologists in a number of programs is aimed at developing in children an aesthetic attitude towards nature and the world around them.

and “Semitsvetik” is aimed at the cultural and ecological education of children, the development in them of the principles of spirituality, a rich, creative, self-developing personality. The authors believe that how a child learns to think and feel the natural world around him, how he perceives the values of world culture, determines how he will act and what actions he will perform. The program involves joint creative activities of children and adults in kindergarten, children's studios or in the family.

Koptseva “Nature and the Artist” combines the formation in children 4-6 years of age of ideas about nature as a living organism and the development of their creative activity. Using the means of fine art, the author solves the problems of environmental and aesthetic education of children, introduces them to world artistic culture. The blocks of the program - “The World of Man” and “The World of Art” - through a system of creative tasks, develop in preschoolers an emotional and value-based attitude towards the world, as well as their own creative skills and abilities

This group also includes the “Sense of Nature” program, intended for educating preschoolers aged 4-6 years in additional education institutions. The goal of the program is to develop, through the emotional sphere, a cognitive interest in nature and a desire to communicate with it.

Ryzhova’s “Nature is Our Home” is aimed at raising a humane, socially active and creative personality of a 5-6 year old child, with a holistic view of nature, with an understanding of man’s place in it.

Without a developed ability of aesthetic moral perception, a holistic representation and essential knowledge of a natural object, phenomenon as aesthetic, characteristic, perfect in its kind is impossible. Without this, its correct assessment is impossible, not only from the standpoint of selective taste relations, but also the solution of certain cognitive, labor, and creative tasks facing a person.

The study of the emotionally charged attitude to nature among preschool children made it possible to identify the basis for the activation of this attitude, as well as the conditions that prevent the extinction of sensory-aesthetic interest and aesthetic vision of natural objects and phenomena. The very content of aesthetic vision, in addition to reflecting the basic sensory characteristics of a phenomenon, presupposes admiration of its material properties, an emotional and aesthetic experience of the expressiveness of both the holistic phenomenon and specific details.

In aesthetic vision, the most important features of human activity appear in direct form - the objective, generally significant characteristic of a phenomenon; aesthetic, emotional - evaluative attitude towards a phenomenon as an expression of the human way of perceiving the world. The lack of the ability to aesthetically see natural objects affects the inferiority of the individual’s ecological consciousness. The formation of an aesthetic attitude is based on the ability to aesthetically evaluate the diverse forms of material phenomena and their sensory properties.

The methodological basis for the formation in the pedagogical process of a sense of nature, which is the basis of the child’s ecological and aesthetic consciousness, is the theory of reflection, which puts sensual and abstractly logical knowledge into a single connection and sequence, ultimately turned back to practice, that is, the sensory objective activity of a person. It is extremely important to preserve this principle in the unity of aesthetic and environmental education and education of preschool children.

Disharmony of sensual and abstract, rationalistic information in the process of personal development negatively affects the results of development, the behavior of the individual, his relationships with the outside world, people, and the system of value orientations.

As a result of the influence on the formation of aesthetic emotions, judgments, and the activation of creative activity of an aesthetic nature in preschoolers in relation to nature, their emotional and positive attitude subsequently transfers to other types of activities that include natural objects - educational, cognitive, and labor. In this process, the formation of components essential for ecological culture also occurs, which emphasizes the importance of aesthetic motives in the environmental activities of the individual.

Specialists in preschool education (L. Schleger, V. Schmidt, D. Lazutkina, E. Tikheyeva, R. Orlova, A. Surovtseva) and figures in general psychology, pedagogy, physiology (S Shatsky, P. Blonsky, E. Arkhin, K. Kornilov, etc.). Reports on these issues were made by specialists whose activities were not limited to narrow methodological research; they knew the theory very well and had experience working with children (G. Roshal, V. Shatskaya, M. Rushel, N. Dolmanova, etc.).

The study of their experience shows that by developing the aesthetic attitudes of preschoolers, their ecological culture can also be formed.

Not every activity can directly reveal the aesthetic properties of nature for preschoolers. In order to learn to appreciate the beauty of plant forms, the grace of animals, the contrasts of color and light, the symmetry of phenomena, the harmony of sounds, the properties of space and time, one must participate in their knowledge, both sensory and abstractly - logical. This means that educators should involve preschoolers in observing the properties of landscapes, organize exercises that develop auditory and visual perception, the ability to analyze and generalize their own impressions and assessments.

The task of a teacher who develops an aesthetic attitude towards nature in his pets is, first of all, to direct children to encounter beauty and organize appropriate cognitive activities. It is necessary to develop a system of aesthetic-cognitive tasks and exercises, organize a number of aesthetically educational situations that encourage children to perceive, comprehend, evaluate cognizable objects as beautiful, expressive, etc. The aesthetic properties of the environment should be brought to the fore in cognition in order to awaken an attitude specifically to them.

For preschoolers, nature that has not yet been known is something whole, unified, evoking immediate, vivid emotions. In their life experience, the accumulation of the “first” vivid perceptions, observations, and experiences received in communication with nature has not yet been completed; for each, it opens up in special, individual, personally significant life circumstances.

The accumulated sensory impressions, assessments, and knowledge are being comprehended; the simplest systematization, analysis, generalization, and the formation of concepts and judgments about natural phenomena begin. At this stage, direct emotional and aesthetic assessments of phenomena are combined with the awakening of an intellectual, aesthetically colored sense of surprise in connection with the very act of cognition, the revelation of the secrets of nature.

When working on aesthetic education through the means of nature with preschool children, the teacher must be well aware of the characteristics of this age. Children of this age have a great desire for independence. They want to see everything, discover everything themselves. This interest encourages children to be active. But its direction in relation to nature can be different: some of them can destroy nests, shoot birds with slingshots, while others can breed fish and care for pigeons.

Preschoolers need to observe and note the beauty of forests, fields, gardens, and notice the beauty of individual phenomena and objects of nature:

- dark clouds, bright stars, silvery fish, colorful pebbles in the aquarium, etc.;

- look at frost patterns on the windows, snowflakes, notice the sparkle of snow;

- distinguish and compare the shapes of flowers and leaves, notice the relative size and color, shapes of objects;

- perceive the beauty of sounds in nature: the sound of the wind, the rustling of leaves, the ringing of spring drops, the singing of birds;

- distinguish and be able to compare the most characteristic features of seasonal changes in nature (colors, smells, sounds);

- notice how nature is transformed as a result of human labor (planting trees, flowers).

Excursion as a form of aesthetic worldview

is a tour

One of the forms of aesthetic education is an excursion

Therefore, many teachers (and others) try during excursions not only to give children environmental knowledge and instill norms of environmental behavior, but to instill in them a sense of beauty. For example, he believes that “forming a responsible attitude towards nature in children is a complex and lengthy process. Its result should be not only the mastery of certain knowledge and skills, but the development of emotional responsiveness, the ability and desire to actively protect, improve, and ennoble the natural environment." How to introduce children to the rules of behavior in nature. //Primary school.-2006.- N8.- C. 40-46..

The method of targeted excursions into nature will help teach children to see the beauty of their native nature, peer into it, and acquire communication skills with it.

Excursions provide good material for the education of aesthetic feelings, a materialistic worldview, dialectical understanding, ecological connections, the unity and integrity of natural complexes.

On the excursion, children observe the surrounding nature and get acquainted with the work of people in different seasons. Most often, the main purpose of the excursion is to form ideas about objects and natural phenomena in a real environment.

The main tasks of the aesthetic development of children on excursions:

1) Give children the opportunity to see and hear the world around them;

2) Give basic concepts about the relationships in this world;

3) Educate, “clarify” the feelings of a little person;

4) Check the possibility of using the developed system of classes aimed at developing the aesthetic perception of preschoolers by the means of nature;

5) Develop the ability to distinguish shades of color and sound, to feel unity with nature.

Older preschoolers should gradually show creative imagination and independence, constructing buildings from snow, making bouquets of flowers, observing natural phenomena during a walk, on their own initiative, remember and sing the appropriate song, read a poem, and figure out how to use natural material.

Older preschoolers are characterized by curiosity and emotional responsiveness, which determines the nature of their relationship to nature. The predominant aesthetic motive is, however, in most of the answers, children operate with moral and aesthetic motives for their relationship to nature: “Plants make everyone happy”; “We like them”, “They decorate the city”; “Make our life beautiful”; “The forest is our friend”; “It would be boring to welcome spring without birds.” At this age, children comprehend and reevaluate their previous experience in relation to nature: “I did something bad when I was little”; “When I was little, I didn’t know what nature was, but now I understand that nature must be protected.”

By observing various natural phenomena in natural conditions, children acquire knowledge, they develop a perception of the various colors and sounds of their native nature. They mark seasonal changes.

In early spring, the teacher draws the children's attention to the awakening of all living things from winter sleep - the swelling of the buds, the appearance of the first, quickly greening blades of grass, snowdrops. Children watch the silvery catkins of alder and willow appear. Admiring nature, children, together with their teacher, recall its poetic images, captured in the poems of S. Marshak, Y. Korinets and others.

At the beginning of the excursion, the teacher draws the children’s attention to the beauty of the surrounding nature, teaches them to peer into the richness and variety of shapes, shades of color, listen to the sounds of nature, enjoy the smell of mown grass, fallen leaves, wild and forest flowers... During the excursions, children get acquainted with a variety of plants and animals in natural conditions, learn to notice the changes that occur in their lives with the change of seasons.

On this basis, some natural relationships are revealed and it is shown what kind of human help certain plants and animals need. Whenever possible, practical participation of children in nature conservation is organized (for example, feeding birds). When conducting excursions, it becomes possible to introduce children to environmental rules of behavior in real conditions, using specific examples.

An effective method for developing a moral and aesthetic attitude towards nature is the formulation of problem situations during excursions.

Cognitive situations are more often offered by the teacher. For example, he shows a picture: in a snowy forest clearing there are traces of a squirrel, a hare, mouse holes in the snow are visible, maple and linden fruits, eaten cones, gnawing on aspen bark.

Questions are posed: what animals have been here? What can you tell about them from this picture? The children are prepared to answer, since they received the necessary knowledge in previous classes.

The success of an excursion to the forest mainly depends on the teacher’s ability to build his story, using traces of animal activity, describing the life of plants, studying the relationship in which plants and animals live.

Knowledge about natural phenomena gained on walks and excursions is deepened and supplemented in artistic and speech classes. Previous experience of living communication with nature gives the child the opportunity to more easily comprehend and emotionally perceive a story, poem, fairy tale, and encourages him to express his attitude towards them. Listening to observed natural phenomena, the child compares reality and artistic images, and more clearly feels the beauty of natural phenomena.

Conclusion

It is difficult to imagine the aesthetic education of children without involving nature as an assistant to the teacher - this most natural source of beauty. Nature is not only a great teacher and a great educator.

If you approach the work of forming the aesthetic taste of preschoolers from the point of view of non-traditional approaches, then the process of forming aesthetic taste can be made more natural and effective. Based on the basic program, you can develop a set of classes aimed at improving the aesthetic education of preschoolers using the means of nature, and you can get the following results:

— increase the level of aesthetic development of preschool children;

— provide an integrated approach to the harmonious development of preschool children;

- establish a connection between aesthetic education and all aspects of the educational process;

— increase the effectiveness of educators’ work in developing children’s cognitive interest in the beauty of the world around them;

- obtain high indicators in the development of the preschooler’s personality as a whole.

It is necessary to cultivate in children the ability to understand nature as it really is, with all its natural properties, so simple and at the same time great in their harmony. To do this, you need to be able to observe, analyze and generalize: to see the past in the present, to predict a future field of beautiful flowers in a single grain and, most importantly, to understand with your mind and heart the law of the unity of living and nonliving, past, present, future, to understand that neglecting the eternal laws of universal connection of phenomena can lead to the death of life on earth. And therefore, the task of every person is to protect nature not only for the sake of their own well-being, but also for the sake of future generations.

List of sources used

How to introduce children to the rules of behavior in nature. // Elementary school.-2006.- No. 8.- pp. 40-46.

Derim-, Materials for conducting an excursion to a mixed forest. // Elementary school.-2007.- No. 5.- P.28-34.

Conducting an excursion to the forest. // Elementary school.-2006.- No. 7, - pp. 30-34.

We teach to perceive the aesthetic properties of nature. // Elementary school.-2007.- No. 1.- pp. 25-27.

In a forest clearing. A tale of mushrooms. // Elementary school.-2006.- No. 5.- P. 71-73.

Cultivating a love for nature. // Elementary school.-2006.- No. 8.- P. 63-64.

Autumn excursion to the park. // Elementary school.-2008.- No. 9, - pp. 63-65.

Environmental and aesthetic education of preschool children / Ed. . - M., 2006.

Get text

Excursion - pedagogical process

The excursion business is over 100 years old. The word "excursion" comes from the Latin "excursio". This word entered the Russian language in the 19th century and originally meant “running out, military raid”, then “soray, trip”. In the dictionary of tourist terms, an excursion is defined, firstly, as “the process of visual knowledge of the surrounding world; features of nature, modern and historical situations, elements of everyday life, i.e. sights of a certain city or region, pre-selected objects that are studied at their location” [2.p.28].

Excursions are one of the main types of classes and a special form of organizing work on the comprehensive development of children, moral, patriotic, aesthetic education, but at the same time one of the very labor-intensive and complex forms of education. Excursions are the most effective means of comprehensive influence on the formation of a child’s personality. Cognitive interest and the need to acquire new knowledge are formed if you constantly take care of expanding the child’s horizons - walks, getting to know memorable places. An excursion as a living, direct form of communication develops emotional responsiveness and lays the foundations of moral character. Proper organization of observations contributes to the formation of such important qualities of the child as observation and attention, which contribute to the enrichment of knowledge about the world around us [1, p.59].

The advantage of, for example, environmental excursions is that they allow children to become acquainted with objects and natural phenomena in a natural setting. On excursions, children get acquainted with plants, animals and, at the same time, their living conditions, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation skills and interest in nature, i.e. children's cognitive attitude towards it. The role of excursions is great in the aesthetic education of children, the formation of their aesthetic attitude towards natural phenomena and objects. The beauty of the world around them evokes deep emotions [7, p.41].

The importance of introducing a child to the culture of his people through excursions instills respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest.

Family excursions around the district, city or village, visits with parents to individual enterprises and institutions of the district, etc. are of great importance. The results of such excursions can be expressed in a photo exhibition, a joint performance with the child, or a film made. It is no less interesting to conduct a “mini-research”, for example, research not into the history of the city in general, but into the history of the street (on which the kindergarten is located or where the children live), or the past of the house and the fate of its inhabitants, etc.

The founder of Russian pedagogy K.D. Ushinsky is about the world that is especially important for him in terms of the formation of the basic foundations of personality” [10, p. 88].

Children of the sixth year of life are distinguished by great physical and mental capabilities. Preschool age is the most important period in the formation of personality, when the prerequisites for civic qualities are laid and ideas about a person, society, and culture develop. It is very important to instill in children a feeling of love and affection for the natural and cultural values of their native land, since it is on this basis that patriotism is brought up. From an early age, children form their first ideas about the world around them, and this happens, first of all, through familiarization with the traditions of “their” social environment - the local historical, cultural, national, geographical, and natural features of the region. During this period, the foundations for interaction with nature and society are laid; with the help of adults, the child begins to recognize it as a common value for all people. A characteristic feature of this age is the development of cognitive and mental mental processes: attention, thinking, imagination, memory, speech. All types of excursions develop the attention of preschoolers, because their mental activity is directed and focused on a specific object or phenomenon. The task when conducting excursions with preschoolers is to direct and concentrate their attention on a specific object being studied or studied.

An excursion for children is a form of educational work that allows you to organize observation and changes in objects, objects and phenomena in natural conditions [4, p.70].

The democratic style of communication with children on excursions should be replaced with a more trusting, soft, sincere one. A sharp shout, scream, or rude remark destroys the emotional state of children that arose from the perception of nature [8].

When working with preschool children, all types of excursions are used, which are aimed at nurturing a love for nature and a conscious and careful attitude towards it. The most effective forms of work are: walking walks outside the kindergarten territory (business, recreational), targeted walks around the hometown, mini hikes. For example, next to our institute there are 2 kindergartens. Students of the Faculty of Service and Tourism develop excursions especially for preschoolers and introduce them to the history of the village of Elektroizolyator, the history of the Gzhel folk art craft, etc. In their work, when preparing such excursions, students use all the techniques of showing and telling, taking into account the age characteristics of preschoolers. Particularly interesting are excursions to the Gzhel Museum of Folk Art, where preschoolers are introduced to the history of Gzhel, a master class and an animation program are held. By immersing a child in national life, we create a natural environment for mastering the language of the native people, its folk traditions, way of life and, thus, forming a love for the small and large Motherland. A person should be proud of his homeland. Love for the Fatherland must be instilled from early childhood.

According to psychological studies, a person remembers 10% of what he hears, up to 50% of what he sees, and almost 90% of what he does.[3, p.55].

Fig.1. Scheme of the excursion process

A few days before the excursion, the teacher holds a short conversation with the children in order to arouse their interest in the upcoming lesson, revive impressions and ideas that can be useful during the excursion, informs its purpose - children should know where and why they will go, what they will see what needs to be collected. The organizational side of the excursion is expressed in a clear, well-thought-out plan for its organization. The guide visits the excursion site in advance, thinks over the most appropriate route to follow, and the placement of children for observation. It is also necessary to prepare in advance the equipment that will be needed for the excursion (for example, for an ecological excursion it is necessary to prepare baskets for natural material, sketchbooks, etc.).

The guide bases the development of the content for introducing children to their native land on specific principles: encyclopedicism (selection of knowledge from different areas of reality), uniqueness of the place (study of the natural, cultural, socio-economic uniqueness of the region), integration of knowledge (selection of knowledge for children to understand the whole picture world), unity of content and methods, dynamics of successive connections (changes in the social experience of children of different preschool ages), thematic nature of the material. Getting to know nature is a wonderful lesson in developing a child’s mind, feelings, and stimulating creativity. With its unusualness, novelty and diversity, nature evokes surprise, joy and delight in children, a desire to learn more, and encourages them to convey feelings and thoughts. Children enjoy observing, comparing, comparing, drawing conclusions, reasoning, telling and describing elementary natural phenomena. Children convey memories of walks and excursions in drawings and outdoor games; they happily “turn” into flowers, trees, mushrooms, animals, and birds.

Children really enjoy targeted excursions and walks. Although they are short-term and episodic, they are very diverse in subject matter: observations of weather patterns, plants, animals at different times of the year. Gradually, the boundaries of observation expand - a kindergarten site, a familiar street, a lake, a field, etc. Children are given not only their first knowledge of nature, but an example of elementary assessments of observed phenomena is given: “The sun came out, and everyone immediately felt happy, only the icicles began to cry - they didn’t want to melt...”. Children become more actively involved in conversations, show activity, and give detailed answers [6, p. 93]. The process of cognition occurs only when the child directly sees, hears, and touches the world around him. This creates more vivid, emotionally rich, memorable images. Gradually, from walk to walk, from excursion to excursion, children develop a wonderful example of their native land, their Little Motherland. This is an alley near the garden, a birch meadow, and a picturesque path by the lake. All this lays the first foundations of patriotism.

It is in older preschool age that the main new formation is the formation of internal ethical authorities, the emergence of a kind of “controller” of actions, deeds, achievements, thoughts. Regulatory mechanisms of individual behavior are closely related to mechanisms of social control and cultural stereotypes. To ensure that the child’s knowledge of norms does not diverge from their implementation in practice, these norms must turn into an internal motivation, a motive for social behavior, or the child’s rational acceptance of the norm as fair, necessary, expedient, and useful. An effective way to consolidate knowledge is to include the child’s emotional sphere in the processes of perception. “Not a single form of behavior,” states L.S. Vygotsky, “is not as strong as that associated with emotions.”

Scientific research carried out in recent years convincingly shows that excursions create favorable conditions for the comprehensive development of children. Familiarizing preschoolers with their surroundings is the first steps in understanding their native land, native nature, in developing a caring attitude towards it, in nurturing love for the Motherland. It should be emphasized that a preschool child is characterized by short-term interests, unstable attention, and fatigue. Therefore, repeated reference to the same topic only contributes to the development of children's attention and long-term preservation of interest in one topic. In addition, it is necessary to combine into one topic classes not only in the native language, but also in familiarization with nature, music, and artistic activities (for example, “My city”, “The capital of our Motherland is Moscow”) [9, p. 105].

What information and concepts about their hometown can children learn?

A four-year-old child should know the name of his street and the one on which the kindergarten is located.
The attention of older children needs to be drawn to objects that are located on the nearest streets: school, cinema, post office, pharmacy, etc., talk about their purpose, and emphasize that all this was created for the convenience of people.
The range of objects that older preschoolers are introduced to is expanding - this is the region and the city as a whole, its attractions, historical places and monuments. The children are explained in whose honor they were erected. An older preschooler should know the name of his city, his street, the streets adjacent to it, and also in honor of whom they are named. They explain to him that every person has a home and a city where he was born and lives. This requires excursions around the city, into nature, observation of the work of adults, where each child begins to realize that work unites people, requires them to be coherent, mutual assistance, and knowledge of their business. And here, acquaintance of children with the folk crafts of the region, folk craftsmen becomes of great importance [10, p.278].

Excursions are of great importance in the education and upbringing of the younger generation and are an integral part of preschool work.

Particular attention should be paid to the importance of excursion programs in the formation of the emotional sphere of preschool children; feelings of beauty, the joy of learning, the desire to be useful to society. Excursions to nature, to museums, exhibition halls, and production facilities teach you to understand works of art, find beauty in everyday things and phenomena, and feel the beauty of human labor [5, p.65].

Thus, excursion activities in unity and interconnection carry out educational, educational and moral-patriotic, environmental education. Taking into account the active-motor specificity of educational cognition on an excursion, we can also talk about its influence on the physical development of students. And it is excursion activities that contribute to this. The role of excursions is great. They can give the younger generation the opportunity to increase their intellectual level, develop observation skills, and the ability to perceive the beauty of the world around them, i.e. contribute to the multifaceted development of personality. Literature:

Dolzhenko G.P. Excursion business. – M.: ICC “MarT”, 2005. – 272 p.
Dolzhenko G.P. Excursion business: Textbook. Second edition, corrected and expanded - Moscow: ICC "MarT", 2006. - 304 p.
Emelyanov B.V. Organization of retraining and training courses for tour guides. – M.: Tourist, 1989. – 118 p.
Emelyanov B.V. Guided tour. – M.: Soviet Sport, 2000. – 224 p.
Mikhailov S.S. – Vladimir: Transit – IKS, 2007. – 92 p.
Glushanok T. M., Huuskonen N. M. Practice of excursion activities. – St. Petersburg; “Gerda Publishing House”, 2006. – 208 p.
Kulaev K.V. Excursion activities: theoretical and methodological foundations. – M.: Tourist, 2004. – 96 p.
Pavlova L.Yu. Collection of didactic games to familiarize yourself with the outside world, 80 p.
Preschool education. No. 2, 2009. Publisher: LLC Publishing House “Education of Schoolchildren”, – 2009, 122 p.
Development of cognitive abilities in the process of preschool education. M.: Pedagogy, 1986. – 224 pp./ Ed. L.A. Wenger./Scientific research. Institute of Preschool Education Acad. ped. Sciences of the USSR.
Features of mental development of children 6-7 years of age. M.: Pedagogy, 1988. Edited by D. B. Elkonin, A. L. Wenger.
Smirnova E.O. Child psychology. M.: Vlados, 2003. – 368 p.

Distance education

Methodological recommendations for teachers “How to conduct an excursion”
Preschool age is the most important period of personality development, when the prerequisites for civic qualities are laid, ideas about a person, society, culture, and nature develop. Excursions help to instill in children a sense of love and affection for natural and cultural values.

The task when conducting excursions with preschoolers is to direct and concentrate their attention on a specific object being studied or studied.

The whole variety of excursions is divided according to the following criteria:

by content;

by composition of participants;
at the venue;
by method of transportation;
according to the form of conduct.

In this organized process of learning about the world around us, the emotional side plays a huge role, which is a necessary component of every excursion.

It is important for the guide (educator) to achieve empathy from children, and not just observation and listening. What they see and hear should evoke reciprocal feelings in children: admiration, indignation, joy from what they heard, etc.

According to the content, excursions are divided into sightseeing and thematic. Thematic excursions are divided into the following groups:

historical, which highlight a specific period in the history of the region;
military-historical, i.e. excursions to memorable places of military events and to military-historical and memorial museums;
production ones, which reveal the history of the enterprise, show its achievements, the production process;
natural history - on environmental topics, to unique natural monuments, to the nature departments of the local history museum;
art history excursions tell about the work of composers and artists. These are excursions to art galleries, exhibition halls;
literary;
architectural and urban planning - with a display of architectural monuments, introducing the layout and development of the city.

The main thing in preparing and conducting an excursion is the educational and age level of its participants. It is important that the information provided by the guide is not generally known, otherwise interest in it will quickly disappear. But it is also impossible for them to be too divorced from the children’s knowledge. New information must build on the basis of knowledge formed by children’s previous life experiences.

Based on the location, excursions are divided into:

urban (overview and thematic);
correspondence (videos);
suburban (bus and pedestrian);
museum

According to the method of transportation, excursions are divided into walking, transport and combined.

According to the form of the excursions, they are divided as follows:

regular excursions (sightseeing and thematic);
educational;
excursions - walks.

The important role of educational excursions is that with their help the local history principle of teaching is carried out, i.e. the use of local geographical material when studying various topics in familiarization with the environment. An excursion is a form of organizing the learning process that allows for observations and study of various objects and phenomena in natural conditions or museums, at exhibitions and production and takes a long period of time during the day, requires from a specially trained teacher, using a variety of methods and techniques, organizing a variety of children’s activities.

Excursion structure:

introductory conversation;
collective observation;
individual independent observation of children;
collection of material;
children's games with collected material;
the final part, during which the teacher sums up the excursion and reminds of the need to respect nature.

When developing an excursion, it is important to set and solve a set of educational, educational and developmental tasks.

The teacher must prepare for the excursion in advance:

find a place in advance (Where? Why?);
what to tell, what to introduce;
think about the time (total duration no more than 1 hour, distance 1 km one way, or a few meters if the children are small); excursion with an assistant (nanny, methodologist, second teacher, parent). The teacher’s preparation consists primarily of determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called attention crises.

The first crisis of attention occurs at 14-18 minutes, the second - 11-14 minutes after the first, the third - after 9-11 minutes, the fourth - after 8-9 minutes, and then the intervals between crises of attention follow every 4-5 minutes.

The following ways to maintain the attention of preschoolers are recommended:

Display of excursion objects, which should be distinguished by logic, consistency, activity, accuracy, imagery;
Use of visual aids: when using them, auditory perception switches to visual, creating a certain relief of tension;
Jokes, humor;
Question answer;

Basic methodological techniques for conducting excursions:

Element of ritual (in excursions on military-historical topics);
Research (completing simple research tasks, the results of which confirm what the guide said (creating the album “Our Dear Army”);
Tasks (name the colors of the observed object, compare the shape of fir and spruce needles, treat an animal, etc.)

No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques. Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. It is necessary to explain to the students that during excursions they must be disciplined and attentive, and remind them of the rules of cultural and safe behavior on the street. You need to pay attention to children's clothing. They should be dressed comfortably, in accordance with the weather and season. It is good to involve children in the preparation of excursion equipment and equipment. This helps to arouse their interest in the upcoming excursion.

Requirements for methods of organizing and conducting excursions:

Compliance of the content with the interests of children.
Determine the number of children.
Directed to the subject (no incidental phenomena should distract the child’s attention from the main, central thing).
Should not be in the nature of a lesson or formal training.
Thorough teacher preparation.
Establish in advance those speech forms that will be consolidated or offered for the first time.
After the excursion, pick up pictures, have a conversation, a didactic game, and draw your impressions.
The number of excursions must be planned in accordance with other activities.

Requirements for the selection of information about the environment, taking into account:

Scientific credibility.
Systematicity.
Availability.
Specificity of knowledge.
Educational nature of knowledge.

Recommendations for teachers for conducting excursions in kindergarten.

Excursions are one of the main types of direct educational activities, a special form of organizing work to familiarize children with the world around them. At the same time, an excursion is one of the most labor-intensive and complex forms of training. To properly organize an excursion, the teacher must clearly know the methodology for conducting it.

We hope that the short recommendations for educators will help you successfully plan and properly organize an excursion with preschool children.

Familiarize yourself with the object of observation in advance.
Obtain permission to conduct an excursion at the designated location.
Agree on a time to visit.
Inspect the excursion site for safety.
Choose the easiest and safest route, taking into account the road features and weather conditions
Tell the children about the purpose of the excursion (the children should know where they are going, why, what they need to know, what to collect).
Remind children about the rules of behavior on the street, in public places (you need to be disciplined and attentive).
Warn your parents about the upcoming excursion and invite them to take part in a joint event.
Inform the administration of the preschool educational institution about the upcoming walk outside the territory of the preschool educational institution.
On the day of the excursion, do about.
Pay attention to the children's clothing (it should be comfortable, appropriate for the weather and season).
Check the list of children before going on an excursion.
Bring your child safety flags and hit the road.
To make the path interesting, prepare poems, riddles, and game techniques in advance.
Having arrived at the excursion site, remind the children of the goal again and let them look around.
In the final part of the excursion, summarize the work, thank the hosts, parents and children for holding the event.
Check the list of children and go back.
Upon returning to the preschool educational institution, offer children creative tasks that will allow the child to express his impressions of visiting the observation site.
Be sure to remember to take your camera with you!

Having conducted an excursion and relying on the above points of the memo, the excursion will turn out to be informative, exciting, unforgettable and interesting.

Karabanova Natalya Evgenievna, teacher

An excursion as a form of introducing children to the history and sights of their native area

One of the main tasks of educating preschoolers facing the teacher at the present stage is to instill in preschoolers a love for the Motherland, their native land, and a sense of pride in their Motherland. Children's performance begins with a picture, the music the child hears, the nature around him, and the life of familiar streets. Year after year it expands, enriches, and improves. The use of local local history material in the educational process is of great importance for the formation, expansion and deepening of ideas about the native land, patriotic feelings, and instilling love for the native land. It is useful to introduce preschoolers to the successes of their native land, since local history information is closer and more understandable to them and arouses their cognitive interest. The use of local history material in the educational process in a preschool institution undoubtedly plays a big role in the formation of children’s national self-awareness.

Introducing preschoolers to their hometown and home country is a long and complex process. The need to develop the interests of preschoolers in this area is connected with the social demand of society; the more complete, deeper, and more meaningful the children’s knowledge about their native land and its best people, nature, and traditions, the more effective they will be in nurturing love for their area.

Therefore, there is a very high need to organize an excursion around the native area in order to get acquainted with the history of the native area, for this we used the following methods:

— held conversations about the history of their native region;

- looked at photographs;

— developed and conducted excursions.

An excursion is a form of educational activity that allows you to organize observations and changes in objects, objects and phenomena in natural conditions. Excursions help to concretize existing knowledge, provide new ones, and increase interest in what is being studied. Walks and excursions are one of the most important organized activities, during which a love and aesthetic attitude towards nature is fostered, the child’s cognitive needs are satisfied, and motor skills and physical qualities are improved, i.e. health problems are fully solved. During thematic excursions, the child gets his first ideas about his homeland, his region. Excursions provide an opportunity to introduce children to new material in a natural setting.

During the excursion work the following tasks are solved:

- identifying the level of formation of ideas about the native area;

— formation in children of a system of knowledge about their area;

— nurturing preschoolers’ interest in the world around them;

— acquaintance with the sights of the area, with the people who have made their area famous.

One of the types of excursions is educational health paths.

Educational health paths are specially designed routes for children through the territory of a preschool educational institution, outside the kindergarten, to parks, squares with visits to play areas on the asphalt, centers of educational and research activities, environmental and health trails.

The purpose of the educational health path is to improve the health of students’ bodies, increase the level of motor activity, and cognitive and research activities of children and adults.

The route of the health path is divided into several “stations”, which have their own name and distinctive features.

The content of the path depends on the chosen topic, time of year, and weather.

In our garden, we have developed a rough plan for excursions for senior and preparatory groups:

For older groups:

— Excursion “Educational health path” around the microdistrict.

— A local history museum to familiarize children with the historical and cultural heritage of our city.

— Gogol Library for an introductory tour.

— Museum “Russian Izba” at school No. 18 with familiarization with ethnographic material.

— Excursion to the Obelisk, erected in memory of the workers of the Tochmash plant who died during the Second World War.

— Excursion to the monument to home front workers near school No. 178.

For preparatory groups

Thematic excursions to the library named after. Gogol on May 9 and dedicated to the history of the city of Novosibirsk.

— School No. 18 (Museum of Military Glory) with an introduction to exhibits collected by students and school staff dedicated to the Second World War.

— School No. 82, (museum of military glory) where during the Second World War there was a hospital for those wounded in combat during the Second World War.

— Monument of Glory to instill patriotic feelings among students.

— Monument to those who died in hospitals from wounds in Birch Grove Park

— Excursion to the fire station to get acquainted with fire engines, special clothing, fire and rescue equipment.

- Excursion to the Autotown" excursion during which children became familiar with the rules of the road, becoming direct participants in this traffic.

— Excursion to the Museum of History of the Dzerzhinsky District.

Immediately after the excursion, conversations were held with the children, during which they used the material they brought with them. We listened to and wrote down the children's stories. Together with them we came up with environmental fairy tales. And the children reflected their emotional impressions in drawings, collages, and collective works. We compiled this material into albums and little books. All this activity contributed to the generalization of information, children’s impressions of the excursion, and reflection.

Excursions create powerful motivation in children to explore their native land, develop a sense of pride in children and provide the emotional background against which the assimilation of quite complex information occurs easily and naturally.

The main task of the preschool education system here is to prevent indifference among our children and to ignite sparks of love for the Motherland.

As practice shows, the most memorable and effective are such forms and methods of work in local history, where children themselves were active participants, where visualization was widely used, therefore the development and conduct of such events in preschool institutions as excursions becomes especially relevant in modern conditions.

Consultation for educators “Organization of excursions and targeted walks in preschool educational institutions”

Consultation for educators

“Organization and conduct of excursions and targeted walks in preschool educational institutions”

By observing, preschool children perceive the world around them in all its richness, color, and dynamics, which contributes to the development of cognitive activity and the formation of curiosity.

Excursions are a special form of organized educational activity, its advantage over other types of educational activities is that they allow children to learn about objects and phenomena of nature, objects of the man-made world and human activity in a natural setting.

During the excursions, the foundation of specific ideas about the world around us is laid. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

According to the content, excursions are divided into 2 types:

natural history educational excursions;
excursions to familiarize yourself with the work of adults;
excursion for the purpose of developing aesthetic feelings (to a museum, to an exhibition);
introductory tour (targeted walk) along the street.

Starting from the second junior group, targeted walks are conducted around the site and territory of the preschool educational institution. Excursions outside the territory of the preschool educational institution are conducted with children starting from the middle group.

In order for the work on cognitive development to be fruitful, it is recommended to conduct excursions at least once a month.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change.

The success of the excursion depends on the careful preparation of the teacher and children.

The teacher’s preparation consists primarily of determining the purpose of the excursion and its content. When planning an excursion, the teacher focuses on the features of the surrounding area (natural object) or the technological process of the excursion object.

When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

The plan and route are agreed upon with the head, senior teacher and health worker. Adults accompanying children during the excursion must be well aware of and follow safety rules (traffic, at work).

When visiting a production facility, it is necessary to obtain permission to conduct an excursion and discuss the course of the excursion with the responsible representative, determine the content of the conversation between workers and children.

The uniqueness of excursions to familiarize adults with the work is that children observe human labor activity and the technological process. In the main part of the excursion, it is necessary to show children what people do and for what purpose, what machines are used, how they treat work, how they care about good results of work.

In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

The teacher should prepare excursion equipment for the excursion. When organizing a nature excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this. Prepare equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps them develop interest in the upcoming excursion.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? " etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask your students what kind words you can give to the flowers in the park’s flower beds, what wishes you can send to your feathered friends, etc. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Small environmental actions expand the experience of environmental protection activities, support the desire to actively and independently provide assistance to natural objects, and allow you to experience a sense of pride from the work performed. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks, conducting research activities, which helps to establish connections between various phenomena and objects, and for children to make “discoveries.” When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses.

At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher.

During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of the object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Which branch are the children from?”).

In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature.

The main goal of the final stage is to summarize the excursion work. Creative tasks will allow the child to express his impressions and show his attitude to what he sees. You can invite the children, together with the teacher, to create little books from the drawings. Or after a nature excursion, for example, preschoolers can compose a story about the park and imagine what tales an old spruce tree could tell them. As an option for creative tasks, the teacher offers the creation of collective collages depicting above-water and underwater inhabitants of reservoirs or professions, etc. Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. The street layout can be used in teaching traffic rules. After each excursion, the layout can be supplemented and transformed. Based on specific information, children build technological chains, add new natural or technological objects, etc.

When conducting a targeted walk with younger preschoolers, you can choose one object for observation in the preschool area, for example, a rowan tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

Thus, excursions and targeted walks help to form preschoolers’ ideas about the world around them.

“Tell me and I’ll forget!” Show me and I will remember! Let me do it myself and I’ll understand!” - said the classic of pedagogy K. Ushinsky. These words can fully be attributed to organized educational activities - excursions.