The role of environmental education in the development of preschool children

Environmental issues become more and more relevant every year. Unreasonable and selfish behavior of a person leads to catastrophic consequences. It is important for us as parents to remember that an adult who harms nature was once a child who was not instilled with the proper love for the world and was not instilled with the importance of caring for natural wealth. Therefore, it is so important not only to remember the environmental education of preschoolers, but also to understand the significance of this work, to be able to structure it correctly in order to raise a humane, compassionate person who understands his creative role.

WHAT IS INCLUDED IN THE CONCEPT OF “ECOLOGY”?

We proceed from the fact that ecology is the science of the interaction of all links in nature and the influence of human activity on it. Then environmental education is, first of all, the formation in a child of a positive perception of the environment as a whole, his conviction that it is necessary to treat nature with care, using its resources wisely.

The concept of environmental education in preschool age includes:

moral education (instilling a compassionate attitude towards the natural world around us);
spiritual development (explanation of such concepts as the uniqueness of the ecosystem of our planet, the interconnection of all life on it, the creative role of man);
nurturing a sense of beauty - understanding the value of the beauty of native nature;
more intellectual development – the formation in the child’s mind of an integral system of environmental knowledge;
formation in the child of an ecological worldview and a desire to protect nature and help it.

It is clear that to solve all these problems, the knowledge acquired by a child in a preschool institution will not be enough: the conceptual chain should begin with the family, because it is here that the child draws his first concepts about the structure of the world, the role of man in society, nature, behavioral stereotypes, etc. .

Of course, a child can think, build the first hypotheses, draw conclusions, compare facts, conduct some experiments and gain practical personal experience from about the age of 4 or 5. At the same time, children begin to actively develop an interest in nature, an emotional perception of reality, and an appreciation of reality. attitude towards the actions of others. Therefore, environmental education of preschoolers at this time will be most effective. But this does not mean at all that until this age the baby should remain in an “ecological vacuum.” Children from birth until middle school age learn from the examples of adults. Therefore, it is important that they constantly see correct environmental behavior in front of them and learn to understand and accept the following facts.

All living beings in nature (and humans too) are interconnected: they all need each other for something and depend on each other.
Plants and animals are alive, they can also be hurt, and the destruction of at least one species of plants or animals will lead to a disruption in the biological chain.
You must not litter the environment; garbage should only be thrown into trash bins.
A person should help nature, not destroy plants, not kill animals, etc.
Nature is our common home, and what harms it harms humans.

It is important for us, adults, to constantly show children that people must protect natural resources and put a lot of work into preserving the beauty of forests, rivers, animals and plants.

The concept of environmental education

This concept is understood as a set of pedagogical measures aimed at “initiating” a conscious attitude towards nature in children and adults.

The main goal of environmental education is to explain to people of different ages that the world around them must be respected and protected.

This makes direction important for personality formation. A person who is attentive to the environment will be careful towards the people around him.

By influencing the child, teachers and family members must form a mature personality who will not consciously harm the world around him. The reluctance to harm nature, and not the fear of punishment, should motivate the child. As an adult, he will maintain the correct model of behavior and will not allow the attitude of consumption towards other living beings.

WORK ON FORMING AN ECOLOGICAL CULTURE IN PRESCHOOL CHILDREN

So, from about 4–5 years old, children are ready for a conscious perception of environmental principles. How can we, as parents, contribute to this?

Children's thinking at this stage still remains objective and visual. Therefore, when building your own methodology of environmental education, it is necessary to include the following important forms of work.

Trips to nature (to the forest, to a meadow, to a river beach), during which the child will not only observe the life of plants and animals, but will learn to appreciate the beauty of nature, from the example of his parents he will learn to take care of it, and will be able to learn a lot of new things from adults .
Work on the site (in the vegetable garden, orchard, at the dacha), when a preschooler learns creative activity, can evaluate the result of this work, and forms an understanding of how important it is to take care of the surrounding nature.
Caring for living pets (cat, dog, parrot, fish), which instills in the child love for our smaller brothers, teaches responsibility towards them and compassion.
Caring for indoor plants, giving you the opportunity to observe their growth and development, learn the patterns of vegetation and understand your own role in this.
Family environmental events (clean-up work, planting trees, creating flower beds, hanging feeders), instilling hard work and a caring attitude towards the environment.
Nature calendars or observation diaries, where the baby, together with his parents, will enter data about changes in nature that occur throughout the year.

At the same time, the role of parents in the formation of a child’s environmental culture comes down not only to the role of mentors who set an example. During such work, adults teach children important things:

humane interaction with the outside world, environmental activities;
the ability to analyze observed processes;
deduce patterns of natural development, draw conclusions;
make basic predictions about the consequences of certain human actions.

Advice
Arrange environmental exhibitions at home, where the child’s independent work or joint work with parents will be presented (crafts made from natural materials, thematic drawings made by the child personally or together with parents). They can be organized, for example, for such environmental holidays as:
Spring Day (March 1);
Earth Day (March 20);
Vernal Equinox Day (March 20);
Bird Day (April 1);
World Sun Day (May 3).

Or for national holidays:

Ivan Kupala;
Elijah's day;
Fedorin's day, etc.

Such exhibitions will increase the child’s interest in environmental issues and help appreciate the beauty of nature. And if you also introduce your child to these holidays and folk beliefs, you will significantly enrich his horizons. This is a very useful educational element both for younger preschoolers (then the emphasis will be on creativity together with you) and for older ones (more independence).

The importance of environmental education in the development of preschoolers. article on the topic

The importance of environmental education in the development of preschoolers.

The relevance of the problem raised lies in the fact that environmental education and upbringing of children is an extremely pressing problem of the present time: only an ecological worldview, the ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now.

Environmental education is also significant from the standpoint of a child’s personal development - properly organized, systematically carried out in educational institutions under the guidance of people with an ecological culture, it has an intense impact on his mind, feelings, and will.

The natural world contains great opportunities for the comprehensive development of children. Thoughtful organization of training, walks, and special observations develops their thinking, the ability to see and feel the colorful diversity of natural phenomena, to notice large and small changes in the world around them. Thinking about nature under the influence of an adult, a preschooler enriches his knowledge and feelings, he develops a correct attitude towards living things, a desire to create rather than destroy.

The educational value of nature is difficult to overestimate. 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.

In kindergarten, children are introduced to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love for nature, skills of caring for it, for all living things.

First of all, the nature corner of the kindergarten, where indoor plants and some animals are kept, will help to introduce children to nature and cultivate a love for it.

Children see the inhabitants of this corner of nature every day, which makes the teacher’s work easier: under his guidance, the children systematically observe and care for living beings. In the process of caring for them, children gain an understanding of the diversity of flora and fauna on earth, how plants and animals grow and develop, and what conditions need to be created for them. The teacher teaches children comparative analysis: by comparing animals, he finds similarities and differences between them, common and different in plants, helps to notice interesting features of the appearance and behavior of animals. When examining indoor plants, children draw their attention to the beauty of flowers and leaves, to how plants in a group decorate the room. All this contributes to the formation of a sense of beauty in children.

The basis of the content of children’s activities is the knowledge and skills that they develop in the process of getting to know the environment, in particular nature. Familiarization with nature is one of the main means of comprehensive development of preschool children. It is carried out in the process of formation in their minds of specific knowledge about the phenomena of inanimate and living nature.

Environmental education is a new category that is directly related to the science of ecology and its various branches.

For the development of a child’s thinking and speech, a rich sensory experience is necessary, which he receives from the perception of various objects, the natural world, and social life.

Nature surrounds a child from an early age. This is a source of new knowledge of various natural phenomena.

The special role of nature in the development of logical thinking and coherent speech was emphasized by K.D. Ushinsky. He considered the logic of nature to be the most accessible, visual and useful for a child. It is the direct observation of the surrounding nature that “...will constitute those initial logical exercises of thought on which the logicality, the truth of the word itself depends, and from which logical speech and understanding of grammatical laws will then follow naturally.”

The ability to observe, developed in the process of learning about nature, gives rise to the habit of drawing conclusions, fosters the logic of thought, clarity and beauty of speech - the development of thinking and speech occurs as a single process.

Every acquaintance with nature is a lesson in the development of a child’s mind, creativity, and feelings.

The diversity, brightness, beauty of nature, the clarity of its connections and dependencies ensure that children can understand them and have a significant impact on the improvement of their mental activity. The child learns to find and correctly define in words causal and temporal dependence, sequence, interconnection of objects and natural phenomena, and learns to simply explain what is observed. Children’s ability to compare, compare, and draw conclusions is improved. This creates the prerequisites for the formation of such valuable qualities of coherent speech as reliability, evidence, consistency, and clarity. The child learns to reason, tell, describe.

Sensory perception of the surrounding world underlies the development in children of ideas not only about objects and phenomena, but also about the relationships and interdependencies that exist between them and environmental factors, that is, environmental ideas. Ideas about the characteristics and conditions of life of living organisms (plants, animals, humans), about the relationship of organisms with the environment, about the mutual influence of organisms on each other, about the interaction of humans and nature, form the basis of the science of ecology. In preschool age, children, in the process of purposeful organization of life activities, can master the initial foundations of ideas and elementary concepts of classical ecology, human ecology, social ecology, accessible methods of ecological interaction with nature and people, and obtain value guidelines.

The nature of the planet is a unique value for all humanity: material and spiritual. Material, because together all these components constitute the human environment and the basis of his production activity. Spiritual because it is a means of inspiration and a stimulator of creative activity. Nature, reflected in various works of art, constitutes the values of the man-made world.

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

The initial elements of ecological culture are formed on the basis of the interaction of children, under the guidance of adults, with the objective-natural world that surrounds them: plants, animals, their habitat, objects made by people from materials of natural origin. Nurturing children's correct attitude towards nature and the ability to carefully handle living beings can be fully implemented in the preschool period only if the system of work in kindergarten is combined with the impact on children in the family.

To create and improve a developmental environment in the family and ensure adequate interaction between adults and children, you can work with parents. Establish contact, mutual understanding and identify the needs of parents in matters of raising children. Having provided parents with information about the relevance of environmental education for the development of the child and his future life, teachers need to introduce parents to the system of work of the preschool institution in this direction. Parents should know how the child’s life and activities are organized during the day. The entire objective and social environment at home and in the family influences the development of the child. These include TV shows for children, keeping indoor plants and pets.

The ability to see and understand the state of another living being is a subtle respect for the child’s soul, depending on interest in a plant or animal, on the degree of development of observation and moral feelings. This is where responsibility for all living things begins. By nurturing children's interest in the mysterious world of plants, children get acquainted with specific types of indoor plants, learn their names and characteristic features. They learn that they are living beings and they have needs for certain living conditions: that all plants need nutritious soil (earth), water, light, heat, air. The child, with the help of an adult, learns that without these conditions they cannot remain alive. A person creates these conditions for them: he plants them in a pot with soil, waters them regularly, sometimes feeds them with fertilizers, puts them in a bright place, and does not allow them to cool. Children develop cognitive interest - they independently examine plants, willingly participate in observations, make sketches, and ask questions. Children develop aesthetic senses, the ability to notice and appreciate the attractive qualities of indoor plants: the beauty of the shape and color of leaves, climbing stems, the beauty of a flowering plant. Children willingly participate in replanting plants, notice and react emotionally to the sprouts, buds, and flowers that appear. The perception of indoor plants as living beings also develops: children may notice their unfavorable condition (withered leaves, pale color, elongated stems, etc.); detect insufficient conditions for their life (dry soil, low light). Children sympathize with the plant: they inform adults about noticed problems, willingly carry out instructions for caring for the plants, and help with their replanting.

If there is a dog or a cat in the family, then children get an idea about the cat, dog, features of appearance and behavior. They learn more about the life of these animals, they understand that the life of these animals is closely connected with humans. Children should know the appearance features of some wild animals, their movement, habits, what and how they eat, where they live, whether they bring benefit or harm to humans; gain an understanding of keeping and feeding domestic animals. Of course, the correct treatment of a child with an animal in itself will not solve all the problems of upbringing. But there is no doubt that communication with living nature plays an important role in the development of a little person’s personality.

In order for the development of a child’s thinking when becoming acquainted with nature to reach a possibly higher level, the teacher’s purposeful guidance of this process is necessary. The teacher must be able to correctly select educational material and think through the methods and techniques with which he can best convey its content. The beauty and diversity of nature at any time of the year, the changes within each of them directly affect the emotional state of children, make them want to observe, ask, reason, and tell. Observing bright, colorful phenomena (leaf fall, snowfall, blizzard, thunderstorm), children want to understand them, ask questions and gradually come to understand them, they can explain why birds fly away in the fall, why puddles are frozen today, why the snow is melting, etc. . This creates favorable conditions for the development of logical thinking and speech. During his stay in kindergarten, the child learns to notice and highlight the characteristic features of the season, establish the simplest connections and dependencies between objects and phenomena, and acquire fairly systematic knowledge about the life of animals and plants.

With observations, excursions, and targeted walks, the teacher associates other activities that deepen and systematize knowledge, requiring their application in the child’s active mental activity (conversations, storytelling, didactic games). The teacher should strive not only and not so much for the children to have a certain number of ideas, but for these ideas to be deep and complete enough, and for the children to be able to intelligently apply them in various activities. This is achieved by organizing the pedagogical process in such a way that classes in which children, using their sensory experience, tell, explain, answer questions, reason, are combined with a variety of practical activities of children in everyday life.

For the development of a child’s thinking and speech, a rich sensory experience is necessary, which he receives from the perception of various objects, the natural world, and social life. Environmental education is a new category that is directly related to the science of ecology and its various branches. Every acquaintance with nature is a lesson in the development of a child’s mind, creativity, and feelings.

The initial elements of ecological culture are formed on the basis of the interaction of children, under the guidance of adults, with the objective and natural world that surrounds them; plants, animals, their habitat, objects made by people from materials of natural origin. In order for the development of a child’s thinking when becoming acquainted with nature to reach the highest possible level, the teacher’s purposeful guidance of this process is necessary.

WHAT DOES THIS LOOK LIKE IN PRACTICE?

Behind all these seemingly sophisticated concepts lies a daily work that is invisible to the child. The peculiarities of the formation of thinking, as we remember, at this age are expressed by objectivity and clarity. Therefore, when going for a walk or going into nature, parents ask the child to evaluate what changes in nature have occurred recently (flowers have bloomed, dandelions have turned grey, chicks are chirping in the trees, it has become slushy, birds have flown away, snow has fallen, etc. ).

Working in the garden or vegetable garden, the child gains knowledge about what period of the year what work should be done in order for flowers to bloom, fruits and vegetables to ripen. At the same time, you can explain to him why butterflies flying around, beetles, ants, birds are needed, what their benefits and relationships are. Tell them that they all have their own home, their parents have kids that they take care of and are very worried when something happens to them - just like people.

By their example, adults show a creative attitude towards nature (water, feed, loosen), explain that squashing bugs, catching butterflies, breaking branches just like that is inhumane (and they themselves do not do this). At the same time, you can touch the grass, smell the flowers, enjoy the singing of birds, observe the changes that occur every day (this is where the calendar comes in handy), and draw conclusions about the laws of nature.

During family environmental events, children will learn what trees are for, why it is so important to take care of them, why one should not litter the environment with waste, and how important it is to feed the birds in the garden, yard, and park in winter.

It’s good if the child starts asking a lot of questions about this in order to expand the range of existing knowledge and systematize the information received.

Advice
If your baby doesn’t bombard you with “why” questions, ask him yourself. Provoke your child to think, compare, and draw conclusions. (Why do you think the sunflower closed its cap? Why is the berry in the sun already red, but under the leaf not yet? What will happen if bees don’t fly into our garden? Why do trees shed their leaves?). Find answers together. This is a good tool not only for environmental education, but also for the development of preschoolers’ speech.

When a child takes care of an indoor flower or animal, adults also teach him to create, preserve, and help. Their stories, accompanied by visual, lively pictures, are not perceived by the child as teaching. This is a natural process. The formation of environmental consciousness in preschool childhood should take place unnoticed.

Means of influencing a child

Like other forms of pedagogical work, environmental education takes some time and requires careful planning from the teacher or educator. When interacting with a group, a teacher can use several generally accepted forms of influencing the audience:

Belief. It is important to convey to every child that it is impossible to harm nature, confirming your statement with clear examples.
Particular attention should be paid to this method when working with preschoolers who are sensitive to the authority of adults.
Suggestion. This is a psychological impact on the audience, allowing children to create the necessary beliefs. It can be done using illustrative material (photos of animals affected by an oil spill), which clearly demonstrates what the consumer attitude towards nature leads to.
Training. This form of influence is directly related to the organization of practical activities.
For each of the children, the rational use of natural resources should become part of everyday life, only then will they be able to apply the knowledge acquired in the classroom correctly.
Encouragement. This method can be used during various competitions or group games.
The expectation of a reward additionally motivates children and forces them to delve deeper into the essence of the problem raised by the teacher.

Separately, it is worth mentioning the impact on children by example, which should be present in every family. By imitating the correct actions of their parents, the child will quickly learn to preserve nature and treat it with care.

THE BEST TOOL OF EDUCATION IS GAME

This is true. Gaming activities develop, educate, teach. At the same time, it is fun, interesting, without coercion. So the development of a child through didactic games is one of the most effective means of teaching environmental (and any other) literacy.

The game can be played both during walks and outside.

In the first case, a preschooler can study the appearance and properties of earth, water, clay, sand, ice, and snow. For example, you can offer your child:

play snowballs;
To make a snowman;
hold the ice in your hands, breathe on it;
make a sun or a tower out of ice floes;
make Easter cakes from sand;
compare clay and earth by touch;
make bricks from clay;
pass water mixed with clay through a layer of sand;
compare how sand and clay behave in water, etc.

In the second case, you can arrange a family game at home, inviting friends to visit. These could be, for example, games in the form of lotto:

What grows where?
Who lives where?
Who eats what?

In this case, you need to choose among the lotto cards those that correspond to the environment depicted on each card.

Games in the form of quizzes:

find by description (you need to find a picture that matches the description of a bird, animal, season);
recognize and name (recognize an animal or bird by sounds, tracks);
when does this happen (determine the time of year, natural phenomenon from the description).

There are many educational games on ecology. You can throw a ball to a child, naming a general class (for example, pets), and in response the child, having caught the ball, must give an example. You can arrange a competition to see who can best draw what is described on the card in text format. Or divide the children into 2 groups and ask them to unite in such a way that the upper parts of the plants in the pictures of some coincide with the lower parts of the pictures of others (tops and roots). You can ask kids to imitate the movements of the birds or animals shown in the picture. Or ask them to remove an extra link in some chain of images...

Forms and methods of working with children

Nature conservation is a process in which every person is involved. Therefore, from the very beginning it is worth paying attention not only to traditional lectures and conversations, but also to interactive activities. The more the children are involved in the work, the more interesting they are in the classes, the greater the conclusion they will draw from the results of the lessons.

Teacher and students with a model of an ecological house study alternative energy

You can work with children in lessons dedicated to environmental education using several methods:

Verbal. Such methods are good because they are used when working with children of any age.
In kindergarten, conversations or stories can be held in simple language and using a large amount of illustrative material.
Schoolchildren already understand simple terms and operate with more complex concepts.
Visual. Although such methods are considered suitable for children 2-10 years old, they are also used in high school. Only the approach to the selection of illustrations changes: they become more complex and begin to show diagrams, graphs and other abstract diagrams.
In this case, attention should be paid to showing educational films that all children enjoy.
Practical. Here preschoolers and schoolchildren will have to work independently.
They can sort household waste, take care of shared pets in the “Living Corner” or clean up the area near the school during cleanup days.

Separately, it is worth mentioning the project method, which is now actively used in Russian schools. Primary school students are usually asked to simply select theoretical material on the topic of rational use of natural resources and present it beautifully. Teenagers can formulate their own opinions and ideas about how to protect the environment.

Preschool age

Environmental education was introduced into the Federal State Educational Standard for preschool institutions relatively recently. Although earlier, during classes on getting to know the outside world, conversations on this topic were still held with the kids. The new standard involves a more in-depth study of the problem and allows the use of interactive forms of work:

Teacher's lectures. During such a lesson, the teacher discusses a certain topic with the children (“Why you shouldn’t destroy birds’ nests”). At the same time, visual aids are used: illustrations, excerpts from literary works.
The purpose of such activities is to provide the child with more information about nature and explain why destroying it is bad.
Practical lessons. They can be a continuation of the lecture or have their own separate topic. During practice, kids are taught useful skills (how to sort garbage) or are asked to do something important for the inhabitants of nature. Many schoolchildren make a birdhouse and prepare food for birds.
Exercises using a projector . The use of multimedia technologies helps to show children presentations, themed films or cartoons. It is important that preschoolers perceive information better visually, so for them the presence of illustrations and explanatory pictures makes it easier for them to assimilate information.
Creative works . They are given to groups both during competitions (for the best environmental poster) and as part of a thematic plan. Such tasks help to show the child’s creative potential and will allow him to express his own attitude to environmental problems.

In the warmer months, children are taken on themed walks. Such “hikes” are designed to introduce children to the diversity of natural phenomena and give them more information about the world around them. Teachers tell their students about species that are on the verge of extinction and explain that nature must be protected.

Practical classes are especially important for urban children, who are quite isolated from the outside world and spend most of their time on the streets of megacities.

School age

Environmental education is not taught in schools as a separate subject. It is up to the class teacher or teachers of such disciplines as “The World Around us,” “Biology,” or “Social Studies” to develop a child’s caring attitude towards the world around him. Some schools have ecology clubs, where problems of human influence on the planet are taken more seriously.

Among the forms of work with children 7-16 years old are:

Group work in class . Organized after listening to a teacher’s story on a specific topic. Children can answer questions about the content of the material, draw up tables and graphs, and complete other tasks given by the teacher.
Independent research . This usually involves writing reports on environmental topics. At an older age, schoolchildren may be asked to prepare a presentation about environmental problems, which will be demonstrated in front of the whole class.
Themed games . Such classes allow children to become interested in current issues of our time and test their level of knowledge on the subject.
Practical lessons . This work option has many variations. The class can go on a themed excursion or go on a hike. Teenagers are often involved in volunteer activities. Students enjoy a variety of experiments that show in practice how man destroys and pollutes nature.
Project activities . High school students who have accumulated enough knowledge about the negative impact of humans on the planet are often asked to make projects on their own. Such work should contain a specific proposal: how to make a city or region cleaner, avoid river pollution and teach others to take care of nature.

Children are taught about solar panels

Recently, Russia began to hold ecology Olympiads among schoolchildren. The most talented children take part in them and develop their own projects to protect the environment.

READING IS THE BEST STUDY

Preschool age is the time when reading books evokes the most vivid emotional response in a child, makes you empathize and think about what you read. The conclusions drawn after reading the book remain in the child’s memory for a long time.

Literature on environmental education is, first of all, the works of V. Bianchi. In the form of entertaining stories or fairy tales, they help the child understand complex natural phenomena, the patterns of the natural world, talk about the interaction of the organism with the environment, and the forms of its adaptation to its habitat.

You can also tell a preschooler about the beauty and diversity of native nature using the examples of the works of M. Prishvin, F. Tyutchev, A. Pushkin, A. Fet, K. Ushinsky, N. Nekrasov, L. Tolstoy, N. Sladkov and others.

Reading children's encyclopedias devoted to natural areas, climate, animals, and plants will also be useful in terms of improving environmental education. Bright pictures in them contribute to more effective memorization of accurate information. But fairy tales, proverbs and sayings, which can also be classified as “ecological”, carry figurative information, which is also useful.

Raising a child begins in the family. The harmonious development of children in the future depends on how correct it is. In environmental terms, too.

Age at which you can start raising a child

The federal education standard suggests that children can be introduced to the basics of environmental culture as early as preschool age. Systematic classes are planned for kindergarten students. During these lessons, children become familiar with basic ideas about nature. They also learn to take care of the environment and for the first time learn about the global problems of our time (the presence of garbage dumps in the ocean).

Plants are planted with children as part of a volunteer project

At a new level, the subject begins to be taught at school. Environmental education of older children can include simple forms of activity and independent work: writing reports, drawing up projects. Students volunteer and participate in practical activities.

Environmental education for adults

Since the issue of environmental culture in Russia has only recently begun to be addressed, many adults are little familiar with the basic rules and concepts of rational use of natural resources. Therefore, attention is paid to educating the country's working population. Organizations regularly hold cleanup days, the task of which is to clear garbage not only from the territory of enterprises, but also from different parts of the city. Some companies install special bins for sorting waste, teaching employees to recycle anything that can be recycled.

A special place in the transmission of knowledge about ecology to the adult population belongs to the media. Since many do not understand the real scale of the problem, it is necessary to convey information about the environmental situation to newspaper readers and TV viewers. Talk about how much the planet is suffering under human influence. Central channels are starting to produce programs devoted to environmental problems and make thematic news collections on this topic. Groups and channels are being created on social networks that talk about environmental pollution in an accessible form and explain to people how to take care of nature on their own.

A separate form of work with adults is environmental volunteering. It includes cleanups throughout the city and participation in other popular programs. In many parts of Russia, collection points for plastic are organized (the “Good Lids” movement is most famous in this regard) or used batteries.

Volunteers hold thematic meetings and educate the population. The main goal of such meetings is to teach all citizens of the country the rational use of natural resources.