This presentation will be of interest to teachers working in preschool institutions; environmental education is one of the important components in the education process.
The work is addressed to teachers of preschool institutions, and students of pedagogical faculties can also use it.
The presentation reflects a developing subject-spatial environment, organized to form the principles of ecological culture in children of primary preschool age.
Speech for presentation
SLIDE 1 Hello, dear colleagues.
The topic of my speech is “Modern approaches to the formation of the principles of environmental culture in children of primary preschool age.” She started working with children aged 2-4 years in 2013.
As we all know, people living in modern society have many problems. But perhaps one of the most acute and pressing is the problem of environmental conservation. We are already accustomed to conversations that the world is on the brink of an environmental catastrophe, that more and more new species of plants and animals are disappearing from the earth, and that we are physically suffering from air, water, and soil pollution.
SLIDE 2 In order to attract public attention to the issues of environmental development of the Russian Federation, conservation of biological diversity and ensuring environmental safety, 2022 has been declared the year of ECOLOGY in Russia.
I believe that the foundations of environmental education should be laid in early preschool age.
In the process of environmental education, children develop cognitive interest in the natural world, curiosity, and creative activity.
One of the important components of environmental education is a developing subject-spatial environment. To begin with, I would like to say a few words about the conditions that have been created in our preschool educational institution.
SLIDE 3
For five years, our kindergarten has been working in a priority area - the cognitive development of preschoolers, in particular environmental education. To develop an emotional and value-based attitude towards the nature around us, our kindergarten teachers have created an ecological room. Slide 4 At the entrance we are always greeted by the owner of the room “Mushroom - Borovik”.
SLIDE 5
The following zones are allocated in the ecological room :
1. Collections and display materials area . Slide 6-7 This zone is intended to introduce children to various natural objects, to develop their sensory skills, skills of classifying objects according to various criteria. The collection material also serves as visual material.
2. Library area. SLIDE 8
this is a corner in which colorful books, encyclopedias for children, children's atlases, homemade books on the topic: “Nature through the eyes of children” based on the works of Vitaly Bianki, Evgeny Charushin, and other writers are collected.
SLIDE 9 Next to the library area there is an exhibition of reproductions of paintings by great landscape artists, and next to them are works of our students, possibly future great artists.
3. Russia includes almost all climatic zones that exist on earth. SLIDE 10 Designed natural climatic zones : Arctic, forest-steppe, tundra, desert, tropics allow preschoolers to be introduced to the plants and animals of our country.
4. Laboratory area SLIDE 11
Here conditions have been created for the development of cognitive and research activities in children, the formation of the foundations of a scientific worldview. Working in the laboratory involves turning children into scientists who conduct experiments, experiments, and observations on various topics.
5. Relaxation area . SLIDE 12
Helps relieve tension or fatigue in children, which arises as a result of receiving a huge amount of information. A stream and indoor plants are presented here. The murmuring of the stream and quiet music encourage children to relax and play independently.
an experimental plot has been created on the territory of our preschool institution , where pupils carry out experimental research activities, observe the growth of various plants and how to care for them, grow onions and herbs in the garden for our table, and instill the first labor skills.
There is also an ecological trail here,
SLIDE 14 with a length of about 500 meters, which performs cognitive, developmental, aesthetic and health-improving functions. Helps to develop in children a conscious attitude towards their native nature, since children take an active part in the creation and preservation of natural resources.
SLIDE 15 There is non-standard equipment on the ecological trail.
SLIDE 16 I use the created developmental subject-spatial environment in the formation of the beginnings of the ecological culture of younger preschoolers.
Younger preschool age is the most valuable stage in the development of the beginnings of children's ecological culture.
SLIDE 17 Objects of nature attract children, first of all, with their beauty, bright colors, variety, and this is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime.
Familiarization with the natural world is one of the sections of cognitive development, and therefore there is a need for its integration into other educational areas.
Social and communicative development. The introduction of a new educational standard orients teachers towards the playful nature of the educational process, since play is the most accessible and interesting activity for a preschooler. In order to form in children a sense of belonging to all living things, to instill in children responsibility towards every living being, be it a plant or an animal, I began to use environmental and psychological trainings.
SLIDE 18 For a few minutes, the children and I “turn” into bugs, butterflies, ladybugs, kittens and bunnies.
SLIDE 18 After experiencing emotions, the child can relax in the “Retreat Center”.
One of the favorite forms for children was interviewing. Listen to how the children of the 2nd junior group answered the question “What is nature?”
Cognitive development.
SLIDE 19 To work with children in a group, I organized an ecological space “Nature Center”, which includes a nature calendar; library; dummies of vegetables and fruits; games: didactic, board-printed, dramatization games, various illustrations and reproductions about nature, the seasons, domestic and wild animals were selected.
SLIDE 20. In the experimentation center, children can conduct experiments with water and sand at any time; study their properties, play with them, show creative qualities, develop imagination, as well as fine motor skills.
Slide 21 The “Vegetable Garden on the Window” project allows you to expand children’s understanding of plants, where they grow, the necessary conditions for their growth, and develop their interest in cognitive and research activities.
SLIDE 22 To gain primary knowledge, get acquainted with nature, and strengthen children’s skills, I developed a model of a “Village Yard” consisting of models of domestic animals
SLIDE 23 One of the effective methods when working with children to form the principles of environmental culture is the project method. In my work, I implemented the projects “Indoor Plants” and “Magic Drop”. The goal of the “Indoor Plants” project was to form ideas about living conditions in rooms. plants, rules for caring for them. The goal of the “Magic Drops” project is to form ideas about the properties of water, the role of water in human life and other living organisms; fostering a caring attitude towards the natural resources of our planet.
As part of the “Indoor Plants” project, I organized the “Give a Plant to a Kindergarten” campaign and the “Bereginya” resource-saving campaign, the goal of which was to form an environmental culture and worldview in children and adults and to cultivate a careful attitude towards water.
Speech development.
SLIDE 24 Nature is a rich source of aesthetic experiences and vocabulary development for preschoolers. The simplest thing I started with was reading good fairy tales about animals, looking at pictures of animals, birds and plants. In addition to fairy tales, I use other works of folklore, poems, the plots of which are played out with children. In the mummers corner, children are happy to change their appearance, dressing up in animal costumes, their favorite fairy-tale characters, where they feel relaxed and free. The speech of younger preschoolers also develops well during walks.
SLIDE 25 While walking, kids ask a lot of questions, many of which stimulate the thinking process and require the expression of emotions and thoughts using words.
Physical development
SLIDE 26 Physical education and health work also contributes to the environmental education of children through physical education classes, physical education holidays, leisure activities and excursions, which, on the one hand, promote the development of motor skills and abilities of pupils, strengthen their health, and on the other hand, cultivate a deep understanding of the multifaceted significance of nature for people's lives.
Artistic and aesthetic development
SLIDE 27 Fine art, artistic expression, and music allow us to convey perceived beauty, capture those objects and phenomena that we liked, and share our experiences with loved ones; Their creative activity awakens and develops, creativity is formed.
We all know that children love holidays and entertainment.
SLIDE 28 Their role is to have a strong impact on the emotional sphere of the child’s personality. It is important in such holidays that children are involved in experiencing events, in awareness of environmental problems that are understandable to children.
And yet, instilling in children a positive attitude towards nature is only possible when parents also have an ecological culture. Children behave like the adults around them. Parents need to realize this.
SLIDE 29 Various forms of interaction with parents: surveys, consultations, parent meetings, presentations, trainings, exhibitions, projects, seminars, competitions, leisure activities allow us to combine efforts to develop and educate children in the principles of environmental culture;
SLIDE 30 Thus, I believe that environmental education has a positive effect on the development of a child’s personality: it develops a sense of responsibility for the nature of the native land, fosters a humane attitude towards the environment, and forms initial environmental ideas in children of primary preschool age.
Author: Martynova Ekaterina Sergeevna, teacher at MBDOU DS "Rucheyok" r.p. Bashmakovo, Penza region, Bashmakovsky district, Russia.
The article is published in the author's edition
Ecology project in the preparatory group of kindergarten
Environmental project in a pre-school group
Author of the publication: Antonova Tatyana Gennadievna. Purpose of publication: dissemination of experience in environmental education of preschool children. Description of material: The project is aimed at developing environmental literacy in preschoolers. The publication is addressed to preschool teachers. Authors of the project: teachers of the school preparatory group of the MADO DS “Talent” p. Tashla of the Orenburg region Antonova T.G., Amirova G.R. Brief annotation to the project: Modern problems of human relations with the environment can be solved only if an ecological worldview is formed in people, starting from preschool age, their environmental literacy is increased and they are introduced to ecological culture. Helping children see the uniqueness and mystery of life on planet earth was the goal of this pedagogical work. Depending on the age and level of knowledge of children, all topics become more complex in content, tasks and methods of implementation (informational, effective-mental, transformative). Particular attention is paid to the formation of a holistic view of nature and man’s place in it. Children form their first ideas about the relationships that exist in nature and, on this basis, the beginnings of an ecological worldview and culture, a responsible attitude towards the environment and their health. Mastering the methods of practical interaction with the environment ensures the formation of a child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. When working with preschoolers, great importance is attached to the moral aspect: the development of ideas about the intrinsic value of nature, an emotionally positive attitude towards it, the development of the first skills of environmentally literate and safe behavior in nature at home. The project participants are children, preschool teachers, and parents. Relevance of the topic: Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a preschool child can hardly be overestimated. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. The child's soul is revealed in communication with nature, interest in the world around him is awakened, the ability to make discoveries and be surprised by them is formed. It is no secret that preschool children are by nature researchers. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research, search activity is the natural state of a child, he is determined to understand the world, he wants to know it. To explore, discover, study means to take a step into the unknown and unknown. It is exploratory behavior that creates the conditions for the child’s mental development to initially unfold as a process of self-development. Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of a child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden significant connections with natural phenomena. Project type: Short-term (April-May), research, practice-oriented. Project goal: To develop children's environmental literacy and respect for nature and the environment. Project objectives: • To form in children a caring, responsible, emotionally friendly attitude towards the natural world, towards living beings, in the • process of communicating with them. • To develop skills of observation and experimentation in the process of • search and cognitive activity. • Develop children's imagination, speech, imagination, thinking, ability to analyze, compare and generalize. • Protect and improve children's health. • Take part in landscaping the territory of the kindergarten. • Improve children's skills in caring for plants. Expected results: children have developed basic ecological knowledge and a culture of behavior in nature; children understand the interrelationships in nature, treat it, animals, birds, insects with care; children have developed an interest in natural phenomena and objects; children are able to conduct simple experiments, experiment, analyze and draw conclusions; the level of environmental culture of parents has been increased, parents are aware of the need for environmental education of children; a unified educational space has been created for preschool educational institutions and families for the environmental education of preschool children. Project implementation stages: Stage 1 – Preparatory Stage 2 – Main Stage 3 – Final Preparatory stage Collection and analysis of literature on this topic. Determining goals based on the interests and needs of children. Planning upcoming activities aimed at implementing the project. Providing a didactic complex for the implementation of the project. Saturation of the subject-developing spatial environment of the group with thematic content. Main stage Drawing lesson in the preparatory group on the topic: “Forest Kingdom”. Goal: to consolidate knowledge about the forest as an ecosystem. Lesson on cognitive development on the topic: “Water is a magician.” Goal: To improve children's understanding of the various properties, forms and types of water. Develop speech, thinking, curiosity, observation. Form an emotional and value-based attitude towards the world around you; Cultivate accuracy when working; ability to work together. The game is a quiz on the topic: “Keep the Earth free from garbage.” Goal: to clarify children’s knowledge about the importance of cleanliness for the life of the planet and about the role of man. Expanding children's knowledge about types of waste, its disposal and recycling. Development of coherent speech. Strengthen the ability to answer in complete sentences. Develop the ability to work in a team and friendly relationships. Foster a culture of behavior on city streets, maintain cleanliness and order. Collective application on the theme: “Take care of our forest.” Goal: consolidation of knowledge about the forest as an ecosystem. Foster love and respect for the forest and its inhabitants. Reinforce the rules of cultural and safe behavior in nature, develop the ability to work together. Conversations: Conversation “Help the birds” Goal: to form in children a generalized idea of wintering birds; develop children's cognitive interest in the life of wintering birds; cultivate a caring attitude towards birds, a desire to help them in difficult winter conditions. Conversation “How is frost formed?” Conversation “Christmas tree needles” Goal: to expand children’s understanding of trees. Promote the development of cognitive interest. Teach children to listen carefully to each other’s answers and give reasonable additions; think logically and clearly formulate your answers; make complex sentences. Conversation “Who is harmful in the forest and who is useful?” Conversation on ecology for children of senior preschool age: Our “Red Book”. Goals: to educate children to respect the nature of their native land; introduce children to some species of plants and animals listed in the Red Book. Cause an emotional response, a desire to protect nature. Conversation: “Water is life” Purpose: To give children an idea of the importance of water for living objects, for people, about the need to conserve water and keep water bodies clean. Conversation about nature conservation. Goal: to clarify children’s ideas that animals need protection and care, many plants and animals in forests and gardens, in ponds and meadows, need the help and care of people. To consolidate and generalize ideas about plants and animals as living beings. Encourage children to express themselves, draw conclusions, and think logically. To deepen children's understanding of the need to protect plants and animals. Didactic games: Didactic game: “The fourth odd one.” Goal: to consolidate Children's knowledge about insects. Didactic game: “Wonderful bag.” Goal: to consolidate D’s knowledge of what animals eat. Develop cognitive interest. Didactic game: “Droplets go in circles” Purpose: to consolidate knowledge about the water cycle in nature. Didactic game: “Name the plant.” Goal: to clarify knowledge about indoor plants. Didactic game: “Who lives where.” Goal: to consolidate knowledge about animals and their habitats. Didactic game: “Living - inanimate.” Goal: to consolidate knowledge about living and inanimate nature. Signs, proverbs, sayings and riddles about natural phenomena. Reading fiction: Interaction with parents on landscaping the territory of the kindergarten and making interactive folders - lapbooks “Ecology”, “Seasons”. Final stage Summing up Presentation of the project Project participants: Teachers, children and their parents. Project implementation period: April-May 2022. Principles of project implementation: The principle of differentiation and individualization involves creating conditions for the full manifestation of the abilities of each child and timely educational work. The principle of conformity with nature indicates that the educational process corresponds to both internal nature and external conditions. The principle of dialogic communication as an integral condition for the interaction of subjects, which reflects the close connection between mutual and reciprocal openness, sincerity, mutual understanding of the teacher and the child, and projects an attitude towards reasonable assimilation. The principle of accessibility provides for the implementation of environmental work taking into account the characteristics of age, preparedness, as well as the individual characteristics and mental development of children. Systematic principle Achieving a goal is ensured by solving a set of health, educational and educational tasks with appropriate content, which allows us to obtain a predictable result. The principle of consistency is to gradually increase requirements in the process of environmental activities. Forms of project implementation: Conversations, Direct educational activities; Observations and ecological excursions; Educational reading. “Lessons in Kindness.” Laboratory “Experiments” (experiments and experiments). Practical activities in the flower garden. Outdoor, didactic, simulation games, environmental dramatizations. Resource support for the project: Corner of ecology and experimentation in the group. Methodological tools (card index of didactic games, lesson notes, entertainment scripts, etc.). Library of a young ecologist. A selection of fiction “Cognitive reading”. A selection of experiences and experiments “Experiments”. Expected results: 1. Children have developed environmental literacy, a caring, responsible, emotionally friendly attitude towards the natural world and living beings. 2. Developed skills of observation and experimentation in the process of search and cognitive activity. 3. Children's responsible attitude towards the environment and their health. Project products: 1. Flower garden on the kindergarten site.
2. Interactive folders – lapbooks “Ecology”, “Seasons” APPENDICES
Literary support for the project: Konstantin Ushinsky. Argument between trees (story) The trees argued among themselves: which of them is better? Here the oak says: “I am the king of all trees!” My root is deep, the trunk is three times around, the top looks to the sky; My leaves are carved, and the branches seem to be cast from iron. I do not bow to storms, I do not bend before thunderstorms. The apple tree heard the oak boasting and said: “Don’t brag too much, oak tree, that you are big and fat: but only acorns grow on you, for the pigs’ amusement; and my rosy apple is even on the royal table. The pine tree listens, shakes its needle-like top. “Wait,” he says, “to boast; Winter will come, and you will both stand naked, but my green thorns will still remain on me; without me, people wouldn’t be able to live in the cold side; I use it to heat stoves and build huts. M. Skrabtsova “Lipka’s Gifts” Many people came to Lipka to receive her gifts. She did not refuse anyone, but Lipka was friends with only one person - the old forester. He often came to talk to her. Lipka was sociable and always waited impatiently for the forester. Every year at the end of June, when her flowers bloomed, the forester came and carefully collected them in a basket. After that, he bowed low to the tree and said affectionately: “You are a miracle, sticky.” I don't know how to thank you. This year, all winter, my wife and I used a decoction of your flowers to save ourselves from colds. Let's drink a cup, there is no sign of illness. Sometimes the forester came to the lipka in early spring or late autumn and collected linden buds, leaves, nuts and bark. Each time he thanked her and explained why he needed her gifts. “Thank you, sticky, for the leaves,” said the forester, “I read in an old book that the powder from your leaves stops nosebleeds.” My granddaughter sometimes has nosebleeds, especially in the spring, so we’ll treat her with your medicine. Another time, having collected buds and bark, he explained: “Thank you, sticky, for your help.” My wife scalded her hand, but they say that crushed buds and boiled bark help with burns and wounds. One day a forester came to Lipka to buy flowers not alone, but with his granddaughter. The girl looked at the golden sticky flowers for a long time and carefully put them in a basket. There was no end to her questions: “Grandfather, why does linden smell so fragrant?” “He’s calling insects to her, granddaughter, so that the flowers will pollinate her.” - Why does she have such a strange, oblong, pale leaf attached to a branch with flowers? - This is not a leaf, this is a wing. In place of the flowers, the linden tree will grow black nuts. When the time comes for them to say goodbye to the mother tree, this leaf will serve as their wing and carry them away. - What kind of nuts are these, what does the linden tree need them for? - Nuts are linden seeds, from which new sticky ones will grow. Inside they have kernels with tasty and nutritious oil. Animals and various birds love them very much. If a nut germinates and a new sticky tree appears in the forest, all the trees around rejoice in such a neighborhood. - Why do they love trees so sticky? “They live well near it, because the soil becomes greasy from the sticky leaves.” They are rich in vitamins, rot quickly and nourish the soil nutritiously. I, too, once collected land near the sticky tree for our garden. Wait, granddaughter. Let’s better ask Lipka something, and the old man turned to the tree: “Help, Lipka, my granddaughter.” The teacher gave her an assignment for the summer. He brought several items to the children's class: bast shoes, a washbasin, a carved toy horse, a Khokhloma cup and painted spoon, a rope and a jar of transparent white honey. The teacher asked the children to carefully examine all the subjects and write interesting stories about them, so that it would be clear how these subjects are connected to each other. Hearing the forester’s question, the sticky tree rustled its branches and said joyfully: “I know all these objects well, because they are all made from my bark, wood and nectar.” In ancient times, people said that without sticky there is no life for a peasant. And it’s true, they made a lot of things out of me: bast shoes, boxes, ropes, sponges, dishes, even toys and many other necessary and useful household items. My wood is amazing: soft, cuts well, planes smoothly, and doesn’t crack when dry. “Thank you, beauty,” the forester thanked Lipka and added, “but it’s time for us to go home, granddaughter.” He bowed to the sticky tree and said to her goodbye: “It’s a pity, sticky tree, that you fade so quickly: two or three weeks and your wonderful flowers are gone.” But how many things do you manage to do during this time: feed the bees, share your healing flowers with people, and fill the forest with the aroma of honey. “What a wonderful sticky thing, I’m sorry to part with it,” the girl sighed on the way home. “You also have a lot of linden beauties in your city,” grandfather reassured her. “They, like forest stickies, are tireless workers: they not only decorate the city, but also save it from smoke and soot. Because of this, city linden trees do not live very long - only about sixty years. Forest stickies have it easier, so they live longer. They live up to four hundred years, or even more. When you return to the city, say hello to the city stickies from their forest sister. A. Lopatin “The Life of a Tree”. One day the teacher took the children for a walk in the forest to tell them about the life of a tree. “The tree is alive, just like us people,” the teacher explained, stopping in front of a large spruce tree. - It breathes, sleeps, eats, works. A tree can feel and even speak in its own way. Everyone listened attentively to the teacher’s story, except for three boys, who were not at all interested in all this. They slowly ran away into the depths of the forest. “It’s nonsense, I don’t believe that trees are alive and can feel,” said one. He jumped, grabbed a birch branch and swung on it for a long time until the branch broke off with a crunch. “Of course, nonsense,” another laughed, “trees can’t talk!” The birch didn’t say anything to you when you broke off its branch. Now I’ll cut something for her on the bark with a knife, maybe she’ll write me an answer? “But I don’t believe that trees can breathe.” “They don’t have lungs,” a third supported his friends. “Guys, come here, there’s a huge oak tree growing here in the clearing,” he shouted after a while. The guys began to jump around the oak tree, kicking it and singing cheerfully: “Hey, you cudgel oak tree, tell me your name.” Suddenly, all three of them felt something grab their jackets and lift them off the ground. - Oh, what is this? - the guys shouted in unison. The branches of the old oak rustled menacingly: “I am the keeper of the forest,” the oak’s voice was so loud that all the trees around shook. “You asked my name, you wicked boys?” The frightened guys were silent. The voice of the oak, like a menacing whirlwind, filled the forest: “Listen to me, trees of my forest: birch and aspen, spruce and pine, linden and maple.” It's up to you and me to decide what to do with these boys. Do any of you want to bail them out? The trees made a frightened noise in response. “What are you, oak tree, I’m afraid of hooligans, my leaves are still trembling from fear,” said the aspen tree. “And I don’t need such boys, I’m a calm and majestic tree,” answered the spruce tree. “I have a lot of worries even without the boys,” explained the mountain ash, “I need to grow my berries so that I have something to feed the forest inhabitants in winter.” “We’ll have to turn you into stones, since the trees don’t want to take you,” the oak tree made a menacing noise and slightly shook the boys. “Okay, oak tree, give them to me, even though they broke and cut me, it’s not good for people to be stones,” the birch tree, offended by the boys, rustled with its branches. “Besides, the Creator ordered us to serve people.” “You have a pure heart, a birch, like your snow -white bark,” the oak branch rustle is already softer. - So be it, take them and teach the mind to the mind. The guys wanted to object, but suddenly they felt that they were flying through the air directly to the birch. All three woke up in different places. One turned into the roots of the birch, as if merged with them; another hit the barrel and birch branches; And the third is in its leaves. The guys did not have time to recover, the birch ordered them: - For work, faster for work, boys. You can’t lose a minute, the tree needs to have a lot to have time to do in the summer. You have two tasks: firstly, feed me with food that you must suck out of the ground; Secondly, attach me to the mother-earth and serve me as a support against storms and bad weather. “But I can't work day and night.” I don’t have enough strength to hold such a huge birch, ”the first boy objected. “You have to do this,” birch answered him. After all, I will die without receiving food, and the first gust of wind will overturn me to the ground if you can’t hold me. And you will die with me and you. Then the birch turned to the barrel and the branches: - You, the trunk, also have two services: you carry branches, leaves and seeds on yourself, and at the same time you must spend the food that roots from the ground. The bark that covers you is your clothing - protection from cold, bad weather and diseases. You must quickly heal all the wounds that stupid boys inflicted her so that fungi do not get into you. Otherwise, you will begin to rot and die. “My shoulder hurts, from which the branch was torn off and the crushed place was aching,” the second boy whipped. “Trees never whine and the wounds inflicted on them are healed as soon as possible,” the birch answered and turned to the leaves: “You, leaves,” my best decoration. Everyone admires you, especially in the spring, when after winter sleep you are so cute, fresh and pale green. You, like roots, must nourish me, getting food from the air. From this food obtained from the air, and with the help of juices rising from the roots, you must develop different substances from which I will build new layers of wood and new kidneys for the next year. But you must rush and work day and night, because autumn will come soon, and you will dry. “I don’t want to die in the fall, this is unfair,“ I'm still very small, ”the third boy objected. “Besides, I can't work day and night.” - There is nothing to be afraid: all deciduous trees and even the guardian of the forest - a giant oak - lose the leaves in the fall. Only on coniferous trees the needles remain to winter, ”the birch explained and added,“ and if, you, leaves, will not work, you will dry right away. ” - Boys, here you are. Are you falling asleep? - the guys heard the teacher's voice and felt that they woke up in a forest clearing near the oak. “Excuse us, Birch,” the first boy whispered when the guys left the forest. “You have a difficult life,” the second one added. And the third did not say anything, only affectionately stroked the birch on the white bark. Poems about ecology for children Bird she flew the highway. The driver did not brake, and the poor bird fell under the heavily loaded ZIL. Take it a little higher-she would save herself: she could not only fly over the roof, could fly over the forest! There was a May evening quiet and light, nightingales sang in lilacs. And this case did not celebrate the local traffic police on duty. (S. Mikhalkov) Cherry on a clear noon, at the end of summer, there was an old man of dear Field; He dug a young cherry somewhere and, pleased, carried her home. He looked with cheerful eyes at the fields, at the distant intercourse and thought: “Let me put the cherries on the road by the road. Let the big, big grow, let it go both in height and, decorating our road, every year bathes in color. The travelers in the shade will lay down her, rest in coolness, in silence, and, having tasted juicy, ripe berries, may come to me. But they won’t remember - a hiry of annoyance, - I don’t go about it at all: they don’t want to - don’t remember, don’t, I’ll put my cherry! ” (M. Isakovsky) On the city subbotnik on the city subbotnik there are excellent workers. Take the city today and old and young. Pensioners were gathered to clean the streets and squares. - Do you need assistants? The proposals are audible. This was the third class for cleaning for the first time. It is only heard: - Come on! Flone at work! Someone collects garbage, someone is planting, someone in the flower beds is swarming, joyful faces everywhere. On the city subbotnik, all the wipers, all rafts. Even a restless mayor to help came to our square. No one quarrels with anyone, everyone has a job. The third class decided to take on the “five” city for the holiday. (N. Anishin) Tree to a person - hey, man, I am a tree! Tall, powerful! I still stand in the forest and rustling for now. Forest all industry will not wait for a chance to dump, cut down, cut me - look for a fool! Let him only try! I want to warn her in advance in a friendly manner, the minister-including: whatever they did from me-all efforts are in vain! I am in appearance humble while I stand in the ground. But only turn me into various products - I suddenly cry out a cabinet with wild horror in the night! I will be in your body with a stool in your body! Parquet under you burn - at least fall, at least scream! I accidentally go down to the toilet with a salary in three months! I will collapse at guests, the minister - including ... not easier than cut me, take me right away and hang myself? You can not look for a rope - it lies in a hollow! (I. Shevchuk) a walk to the Sunday river, but there is no way to find a free place near the river! Here they sit and sit there: they sunbathe and eat, rest, as they want, hundreds of adults and guys! We walked along the shore and found a clearing. But in a sunny meadow here and there - empty banks and, as if to we will spite, even broken glass! We walked along the shore, we found a new place. But here they were sitting before us; They also drank, ate, burned a fire, burned the paper - they made and left! We passed, of course, by ... - Hey guys! - shouted Dima. - Here is a place where! Spring water! A wonderful look! Beautiful beach! Put the luggage! We bathed, sunbathed, burned the fire, played football - we had fun as we could! They drank kvass, they ate canned food, sang choke songs ... rested - and left! And they stayed in a clearing by the extinct bonfire: two bottles of we broke, two soaked trunks - in a word, garbage of the mountain! We came to the river Monday, only there is no pure place near the river! (S. Mikhalkov) Although the grass does not grow less and fewer places on the planet. Lakes from oil are spilled along the tundra. And the vortices of hostile curls from pipes ... Living nature is already half a trap. The man knelt down. Deer go farther north and we want to lap more money. And what after us? Though the grass is not to grow. (A. Usachev) A dull citizen buzzes a bee - she flies to her honey meadow. Movies, grunts, a beetle creeps somewhere. The spider hangs on the thread, the ants are busy, their lanterns are prepared for the night. Stop! Sit down! Rogue and look under your feet! Surprise lively lively: they are akin to you! Is it not so much a pinch we drag into a common house and whisper to a brother-toe:-Creep, brother! Let's get! Another that the network is weaving, is it not similar to a spider? This one crawls, and it flutters with a moth. And you are between them and past them, and sometimes you walk on them on your two, a dull citizen ... (S. Mikhalkov) bad uncle does not regret that a cigarette butt smolder in the forest ... Looking at such an uncle, we guys say: - How are you not ashamed, uncle? We need to protect the forest! for the tree : the heat was fried all summer, and I did not forget about the maple, watered five times a week. And this summer has survived this summer! He is now higher, and turns green in the spring. I go - he waves a branch to me. Hi, Hello, my friend! Grow! I am glad that he helped you save you. It’s not for nothing that my life has been living: at least I did something to benefit! (A. Dmitrenko) Fire is not a toy! Outside the window, the frost bursts, sleeps on the stove Murka, in the stove the heat - the fire burns, the Murka warms up. The fisherman slipped, wet his clothes, made a bonfire, became dry, as before! Near the forest at the dawn noisy tourists, porridge is boiled at the stake, tea with fragrant grass. From fire - warm and light! He, like a good friend! But, you can do a lot of troubles unattended! It will crawl out of the way, burning and dangerous, the bush will immediately turn the tape brightly - red. He will crackle and chase, gaining strength. Forest beast from Nor will leave, saving his life. It is very difficult to tame and put out the flame! Where is the fox now to live?! No hole is cozy! Bunny and frog will not return to the house anymore! Be careful with fire! This is not a toy! (T. Efimova) breadwinner of all raven and pigeons, my tiny hotel is waiting for every crumb-Vorobi. I’ll just go out onto the porch, recognize me in the face, and with a grim from the surrounding roofs: - What, dear, will you treat? (A. Orlova) The environment is all - from the old pine of the fence to a large dark boron and from Lake to the pond - the environment. And also a bear, and a moose, and a kitten Vaska I suppose? Even a fly - yes! - Environment. I love the Lake Lake, and in the pond of the reflection of the roofs, I love to tear blueberries in the forest, I love the badger and the fox ... I love you forever, the environment! (L. Fadeeva) An ecological song-transition (for the melody of the song “Magyar to the shore of the Danube came out”), people have long been shooting everywhere, so in Tver the peasants drank together, then smoked, threw “bulls” into the water. The stream was picked up tenderly, like a caring friend, the Volga rolled powerful waters along with the "bulls" to the south. Chorus:
The river flows, people are attracted to distant Dali.
For centuries, the river has been carrying that people have thrown into it. For centuries, the river has been carrying that people have thrown into it. The Volga of Syzran is not at all the one that Tver had. The inhabitants are also no worse - everywhere and all the way - Volgari ... They looked into the river - “bulls” saw from their shore. They threw candy wrappers into the water - they were taken by the river. Chorus.
The children of Samara, frozen after school, contributed no less than: threw the container from under Coca-Cola-the waves carried her away.
At the mouth of the Volzhans, they would also like to leave the “bulls” in the water, but they are not lucky with the river, it seems - there is no longer any water! Chorus. (A. Dmitrenko) Our planet is one planet-garden in this cold space. Only here the forests are noisy, calling migrating birds, only here they bloom, lilies of the valley in the green grass, and only here dragonflies look into the river in surprise. Take care of your planet - After all, there is no other like it! (Ya. Akim) What the fish would make up about you, a fisherman, would treat it just like that: without a catch, without a hook I would give a worm! (S. Pogorelovsky) Environmental riddles what a miracle beautiful! The painted gates appeared in the way! Neither enter nor enter them. The answer (rainbow) in the blue sky, like along the river, whites float sheep. Keep the way from afar What are their name? ... The answer (clouds) on heaven runs the holes, and it happens - sometimes water flows from bags. We’ll hide better from the holey ... The answer (clouds) on the street shirt, in the sleeve's mouth. The answer (sunlight) you heat the whole world and you don’t know fatigue, you smile at the window, and the name is everything ... the answer (sun) is a blue scarf, a scarlet bun, rides on a scarf, smiles people. The answer (sky, sun) what kind of ceiling is this? Sometimes he is low, sometimes he is tall, sometimes he is gray, sometimes he is whitish, sometimes he is a little bluish. And sometimes so beautiful-lace and blue-blue! The answer (sky) at night in the sky is one golden orange. We passed two weeks, we did not eat orange, but only an orange slice remained in the sky. The answer (Moon, month) I walk in the sky at night, I lightly illuminate the ground. I am very bored with me alone, and the name of me ... The answer (moon) ran along the path of meadow - the poppies nodded his head. He ran along the blue river - the river became pockmarked. The answer (wind) wets the field, forest and meadow, city, house and everything around! He is a leader and clouds, you know, this is ... the answer (rain) to the trees, flowers fall to the bushes from the sky. White, fluffy, just not fragrant. The answer (snow) what kind of stars carved on a coat and on a scarf? Everything is through, cut out, and take it - water in the hand. The answer (snowflakes) whose drawings are on the window, like a pattern on a crystal? The winter grandfather is pinched by the nose ... The answer (frost) blew the wind, and the snow brought the snow from the north. Only since then on my glass ... the answer (pattern) is not snow, not ice, but with silver it will remove the trees. Answer (hoarfling) photos of work on the project. Planting flower seeds for seedlings.
Planting flower seeds in flower beds.
Help from parents in planting a flower garden in the kindergarten area.
We work in the flower garden.
Soon trees will grow here. Planting seedlings.
Excursion to the park.
Excursion to the museum.
Project results: The result of this project was the organization of interesting, meaningful, meaningful and environmental activities for children, taking into account personality development and age characteristics. During the implementation of the project, the following results were achieved: Basic environmental knowledge and a culture of behavior in nature were formed; Children began to understand the interconnections in nature, began to treat it more carefully, animals, birds, insects; There was an interest in natural phenomena and objects. Strengthened the ability to experiment, analyze and draw conclusions; The environmental culture of parents has improved; they have become more attentive to environmental issues; The work being carried out is quite effective, efficient and determines the direction of further work and environmental activities.
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«Environmental education of preschool children»
The word " ecology "
and its derivatives have become firmly established in our everyday vocabulary, but are understood in different ways.
There are many definitions in the scientific literature. The most common: ecology is the science of the relationships of living organisms with each other and with the environment.
Typically, environmental education is understood as fostering a love for nature . Indeed, this is an important component of the educational process , but often the methods by which such love is cultivated are very questionable. For example, for this purpose, houses contain wild animals or domestic animals without proper care, which get sick and even die in front of children. And children get used to not noticing their torment. Often during summer walks, parents offer to pick flowers, catch butterflies, dragonflies or other insects. Such activities become constant summer fun for the children. They tear off insects' wings, legs, or even trample their prey with their feet. Thus, such educational activities teach children not to love, but to destroy living things, and quite cruelly.
Very often, children learn poems about nature, the content of which contradicts environmentally correct behavior. Taking this into account, it is necessary to emphasize once again that one of the tasks of environmental education is to form in the child an idea of man not as a master, a conqueror of nature, but as a part of nature that depends on it. Strive to eradicate the consumerist attitude towards nature in children.
Currently, most preschoolers have formed a clear division of animals into “bad” ones.
and
“good”
,
“evil”
and
“good”
,
“harmful”
and
“useful”
.
This is facilitated by works of art and cartoons. In many of them, predators are portrayed as evil, bad. They want to eat “good”
hares and piglets.
In them, as a rule, hares defeat wolves and are left to live alone in the forest, without evil predators. Many children are convinced that a predatory animal is bad, nature does not need it, and that a beautiful forest is a forest without wolves (without predators)
.
From an environmental point of view, “bad” things in nature
and
“good”
,
“harmful”
and
“useful”
.
Each animal and plant perform their “work”
and play a certain role in nature. Meanwhile, many once common plants and animals have become rare, our forests, once rich in mushrooms and berries, have become scarce, fertile soil particles are destroyed, water and air are polluted.
We, adults, cannot feel uninvolved in the modern problems of our society. The adults who are responsible for environmental disasters were once children too. It’s a shame that we can’t help but admit: we didn’t raise them .
successfully engage in environmental education only when you know exactly what this means.
Environmental education of children is, first of all, the education of humanity , that is, kindness, a responsible attitude towards nature, and towards the people who live nearby, towards descendants who need to leave the Earth suitable for a full life. Environmental education should teach children to understand themselves and everything that happens around them. We need to teach children how to behave correctly in nature and among people.
Educational tasks are sometimes complicated by the fact that children often see adults violating the basic norms of communication with each other and nature. Probably in such cases it is necessary to say: although they are adults, they do not know that they cannot speak rudely, leave garbage in rest areas, throw garbage while walking, carve inscriptions on tree trunks, or offend homeless animals.
Remember the rules!
— When in nature, you should not pick plants for bouquets. Bouquets can be made from those plants grown by humans.
— You can collect medicinal plants only in places where there are a lot of them.
— In nature, especially in the forest, you need to try to walk along paths so that the plants do not die from trampling.
— It is necessary to protect not only rare plants, but also other, even the most common plants.
— You can’t go close to bird nests. Following your tracks, predators can find and destroy your nests. If you accidentally find yourself near the nest, do not touch it, leave immediately. Otherwise, the parent birds may completely leave the nest.
— If you have a dog, do not take it with you into the forest. She can easily catch flightless chicks and helpless baby animals.
- Do not catch and take home healthy bird chicks and young animals. In nature, adult animals will take care of them.
-DO NOT FORGET that plants provide shelter for animals. Protect the grass, bushes, trees, you help the animals, birds, insects that take refuge in their thickets.
THE WEALTH OF THE NATIVE LANDS IS IN MAN’S HANDS.
REMEMBER THIS!
