Formation of ecological culture in preschool children. Forms for presenting results. 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

In today's life, when the entire biosphere is permeated with human activity, an important task of society is the formation ecological culture the younger generation from the very early age. The sooner we begin to introduce young children into the world, the more successful they will be in developing a culture of communication with the world of plants and animals.

And it is necessary to begin to form the ecological culture of preschoolers in kindergarten from the moment children arrive in the first junior group.

Many scientists and teachers preschool education emphasize that best condition The formation of cognitive activity in preschool age is a special organization of observations and targeted guidance or on the part of the teacher.

Meanwhile, despite the visual-figurative nature of preschoolers’ thinking, we consider it necessary to acquaint them not only with the visible and tangible connections and relationships that exist in nature, but also with the hidden causes of natural phenomena. It is important to give the child not only the joyful surprise of a naturalist, but also to introduce him to the inquisitive analysis of a naturalist.

In accordance with this, we have clearly defined the goal of our work to form an environmental culture in preschoolers: nurturing the correct attitude directly towards nature itself, towards the people who protect and create it, the formation of an attitude towards oneself as a part of nature.

In our work we set the following MAIN TASKS:

1. To give the first guidelines in the natural world, in the world of plants and animals as living beings, to form basic knowledge about plants, animals and natural phenomena.

2. Develop sensory skills: identify, distinguish and name the properties of objects and materials perceived by different analyzers.

3. To form a conscious attitude towards nature, the people who protect and create it, as well as an attitude towards oneself as a part of nature.

4. Develop an emotionally friendly attitude in the process of communicating with living objects, the ability to correctly interact with nature, and interest in the world around us.

In our work we highlight the following COMPONENTS:

a) formation of the beginnings of environmental knowledge and skills;

b) development of environmental thinking;

c) the formation of the beginnings of a holistic orientation in the world;

d) education of the beginnings of environmentally justified behavior.

We follow the principles in our work developmental education, consistency, seasonality, age targeting, integration, coordination of one’s activities with other teachers and kindergarten specialists, continuity of interaction with the child of the kindergarten and family.

Formation of ecological culture younger preschoolers we connect first of all With specific subject-natural environment: plants, animals (communities of living organisms), their habitat, objects made by people from materials of natural origin.

On preparatory stage work, we identify the conditions created in kindergarten for environmental education, and work to create an ecological subject-development environment in the group and immediate environment. At the same time, we are guided by the following main criteria: suitability of objects for the age of children, safety for life and health, unpretentiousness in terms of maintenance and care.

At one of the first stages work we identify the level of formation of the foundations of ecological culture. The monitoring system allows us to analyze the environmental ideas of preschoolers and plan further stages of work.

Planning is carried out in several directions:

a) teacher - children;

b) teacher - parents - children;

c) teacher - kindergarten specialists.

Both frontal, microgroup, individual, and Direct Educational Activities are possible. For more successful assimilation of the material, we use various forms of GCD:

a) initial informational;

b) generalizing;

c) integrated.

The practice of the preschool educational institution includes such forms of work as project activities - “Love and know your native land”, the action - “Friends of Nature” (greening flower beds), “Christmas tree - a green needle” (in defense of fir trees), etc.

When developing a methodology for conducting Direct Educational Activities to develop an ecological culture among younger preschoolers, we give preference to visual methods (observation, examination of visual and illustrative material), as well as practical ones (work, play). We use verbal methods (story, reading fiction).

In the life of preschool children, and especially younger preschool children, the main practical method is play. We use educational games in our work.. For example: " Wonderful pouch", "Find and name", "Guess from the description", "What has changed?"

Subject games. For example: “Find a tree by leaf”, “Test by taste”, “Find the same one by color”, etc.

Word games. These are games like “Name who flies, runs, jumps?”, “When does this happen?”, “Necessary - not necessary,” etc.

Outdoor games of an environmental nature. For example: “Mother hen with chicks”, “Mice and cat”, “Sun and rain”, etc.

Travel games. For example, “A Journey to a Fairytale Forest,” “Visiting a Bunny,” etc.

Construction games with natural materials.

We teach children of primary preschool age to observe, analyze and draw conclusions about the world around them. We also use elementary object activities to find answers to questions, for example: is it possible to pick up water? What about the stone? Through experience, children can learn the properties of objects and natural phenomena (playing with sunbeams, watering from a watering can), the results of the interaction of one object with another (sand - water), connections that arise between objects and phenomena (dry sand does not mold, wet sand does). Children's cognitive interests began to manifest themselves more clearly; questions arose: why, why, where? The children’s mental activity began to become more active, and their answers became more and more detailed.

Children receive a large amount of knowledge. Children develop elementary ideas about some plants and animals of their native land, distinctive features their appearance, pronounced characteristic features. Ideas about domestic animals and their importance in human life are expanding, children learn to communicate correctly with them and care for them. Younger preschoolers' ideas about the inhabitants of a living area expand, and a desire to care for them appears. Interest in the phenomena of living and inanimate nature is actively developing. Children learned to take part in protecting the environment, to be attentive to people and to treat plants and animals with care, and to establish simple relationships in the world around them.

Working with young children to form an ecological culture, we rely on their sensory perception and sensory development, widely use the simplest experimentation, elements of modeling, solving simple situations, collecting, and a variety of gaming, verbal and visual methods. This allows us to build a system for developing an environmental culture among younger preschoolers and achieve certain results in our work.

In future work, we plan to use non-traditional forms, such as the laboratory of a young meteorologist, environmental debates.

Elena Kuznetsova
Formation of the foundations of ecological culture in preschool children.

Subject: « Formation of the foundations of ecological culture»

We are all children of nature. And from an early age a person must get to know it and certainly learn to love, protect, use it wisely, and be a truly creative, and not destructive, part of the world. Children look at the world around them with great interest, but they don’t see everything, sometimes they don’t even notice the main thing. And if there is a teacher nearby who wonders with them, teaching them not only to look, but also to see, the children will want to learn even more.

A child’s perception of nature is sharper than that of an adult, and he feels stronger, since he comes into contact with nature for the first time, and his interest in it grows. By maintaining and developing this interest, a kindergarten teacher can instill in children many positive personality traits.

Preschool childhood is the initial stage in the formation of the human personality. During this period it is laid basics of personal culture. the main objective environmental education as a means of child development preschool age - the formation of the beginnings of ecological culture: the child’s correct attitude towards nature, his surroundings, towards himself and people as part of nature, towards things and materials of natural origin that he uses. This attitude is based on basic knowledge ecological nature.

Ecological education is a new direction preschool pedagogy, which differs from the traditional one - introducing children to nature.

Ecological Education is carried out in kindergarten through the entire pedagogical process.

Realization of the goal comes through solving the following tasks:

Clarification and deepening of knowledge about plants, animals, natural phenomena,

-formation knowledge about vital conditions for humans, animals and plants (nutrition, growth, development)

Development of a humane, emotionally friendly and caring attitude towards the environment,

-formation needs to take care of the cleanliness of his group,

Familiarization with natural factors affecting human health,

-form the habit of rational use of water,

Developing the ability to interact correctly with the outside world (elementary rules of behavior in nature,

Develop cognitive interest in the world around us,

-form aesthetic attitude to the surrounding world.

To achieve the goals and objectives of this section, it is envisaged to follow principles: consistency, seasonality, age targeting, integration, coordination of teachers’ activities, continuity of interaction with the child in conditions preschool and family.

Systematic and consistent acquaintance with the world around us develops speech, memory, thinking, imagination and contributes to the comprehensive development of the child.

In my work with children I use various forms and methods.

At the age of 4-5 years the game is still main activity of children. The game objectively combines two important factor a: on the one hand, children are involved in practical activities, develop physically, and on the other, they receive moral and aesthetic satisfaction from this activity, deepening their knowledge of their environment.

IN environmental education of preschool children I use a variety games: didactic, subject, desktop-printed, verbal, mobile, creative, construction, plot-role-playing. In the process of didactic games, children clarify, consolidate, and expand their existing ideas about objects and natural phenomena, plants, and animals. Games give children the opportunity to operate with natural objects themselves, compare them, and note changes in individual external features.

Children really like object games "Children on a Branch". The purpose of this game is to consolidate children's knowledge about leaves, fruits, trees and shrubs, learning to select them according to their belonging to the same plant.

I also use word games in my work with children. Word games are games whose content is a variety of knowledge that children have and the word itself. I use these games to reinforce children’s knowledge about the properties and characteristics of certain objects. In some games, knowledge about nature is generalized and systematized.

In my correctional group I use mobile games: "Birds", "Shepherd and Sheep", "Chicks and the Hawk", "Sly Fox", "Crucian carp and pike", "Snowdrift, icicle, blizzard". These games had a beneficial effect on their all-round development.

In role-playing games, children love to travel and organize games: "Trip to the Exhibition", "Expedition to Africa", "Excursion to the Zoo", "Journey to the Sea", "A Trip to the Village".

Among the various methods environmental In education, the leading place is given to observation.

Observation is the result of meaningful perception, during which the child’s mental activity develops. The systematic use of observations in getting to know nature teaches children to look closely, notice its features and leads to the development of observation skills. On the territory of our kindergarten there are various trees and shrubs, where I organize daily observations of nature. To consolidate knowledge about the floors of the forest, I suggest playing the game "Who lives where?". I try to expand and clarify children’s understanding of plants: trees, shrubs, herbaceous plants, garden plants, meadows, forests.

Starting from the younger group, I systematically plan and conduct targeted cyclic observations of living objects while walking (cat, dog, bird, raising careful attitude to the animal world. I continue to introduce children to folk signs. I teach how to draw conclusions about relationships and interdependencies in nature.

“Late leaf fall means a dry, long winter”

“Winter is frosty - summer is hot”

I use nature calendars as a method environmental education of children. The calendar helps to understand the connections in nature.

Children's work in nature.

In the fall, I involve children in collecting transplant seeds. flowering plants from the ground to a corner of nature, collecting leaves for group bouquets, environmental cleanup days.

In winter, we shovel snow to the tree trunks, grow green food, and feed the birds on the site, using feeders made together with our parents.

In the spring, children participate in sowing seeds, transplanting seedlings, and working in the garden. This year cabbage was grown on the plot. Children enjoy planting and watering vegetables. crops. Children are proud of the harvest they harvest in the fall.

Every summer, flowers bloom in our flower beds, which we plant with our children, care for them, and admire their beauty.

In a corner of nature, children perform duty duties. Special attention emphasis is placed on the fact that the life of animals and plants depends on how a person properly cares for them.

Proverbs and sayings are used.

“Man works - the earth is not lazy”

“The matter was hastily done for fun”

The children in my group know the basic rules of caring for plants and animals, know their structures, habits, and purpose; what benefits do certain animals provide?

In an organized mini laboratory, experimentation is widely used.

Experimentation.

Children's experimentation has enormous developmental potential. Its main advantage is that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and the environment.

Experimentation provides the child with the opportunity to find answers to questions himself. "How" And "Why?", allows the child to model a picture of the world in his mind, based on own experiences, makes you feel like a scientist, researcher, discoverer.

I continue to expand children's knowledge about natural resources. Forming the habit of wisely using water, soil, paper, conducting various conversations: "Let's save the forest"(Organized collection of waste paper, "Origin of household waste" (Crafts from waste material) . I explain that it is clean not where they clean, but where they don’t litter. I consolidate knowledge about the properties of natural materials (clay, stone, wood and others). In the process of experimentation, children develop memory, attention, thinking, and imagination.

In order to enrich children's knowledge in their work on environmental For education, I use fiction with natural history content. A library of books about nature has been created, which presents stories: I. Sokolova-Nikitova, M. Prishvin, V. Bianki, G. Skryabnitsky, N. Sladky, B. Zhidky.

In the process of getting to know the environment, I introduce wild animals and their habits (brown bear, hare, fox, etc., consolidating knowledge through games "Hunters", "Spread the Animals", "Find out by description". I expand my knowledge about domestic animals, amphibians, mushrooms, and indoor plants. Didactic games were held to consolidate knowledge "Autumn Leaves", "Gather the Harvest", "Tops-Roots", “Who eats what?”

Information, which children receive scientifically, is reliable, and at the same time, accessible to their understanding.

At the end of each season I organize exhibitions of art work at environmental themes: "My favourite flowers", "Autumn" etc.

I try to give children as much knowledge as possible about their native land, about the Republic of Bashkortostan. Children know about the existence "Red Book" Republic of Bashkortostan.

Thus, formation of the foundations of ecological culture in preschool children age – will help instill in them a caring attitude towards nature, assimilate the norms and rules of the world around them.

The child’s need to communicate with living nature will help to show sensitivity and kindness in them. And the aesthetic sense of beauty and understanding of nature will force us to take the initiative that is so necessary in our time in preserving our beautiful and vulnerable surrounding world.

Ecological education and upbringing should be carried out gradually, unobtrusively, without a touch of compulsion, systematically and systematically, using all types of activities, but always with pleasure and sincere interest, both for children and for the teacher.

field chamomile
Formation of ecological culture of preschool children (From work experience)

Formation of ecological culture

preschool children

From work experience

Prepared: Orobey Lyubov Mikhailovna

Kurgan 2016

Introduction…. 3

Tasks environmental education.... 4

Conditions for getting to know nature….5

Methods and forms.... 6

Ecological trail…9

Project...10

Promotions….10

Circle…. eleven

Working with parents.... 11

Diagnostics….12

Conclusions….12

INTRODUCTION

Formation of environmental culture in children is a relevant topic. After all, we, adults, need to show children the wonders of our nature; we are being replaced by a new generation, and our main task is to instill a love for nature, the skills of caring for it, because in this age the foundations are being laid ecological culture of personality. Nature leaves a deep mark on a child’s soul; with its brightness it influences his feelings and thereby participates in the formation of his personality.

Initial elements ecological culture develop based on interaction children under the guidance of adults with the objective-natural world, which their surrounds: plants, animals and their habitats.

Currently this issue is being addressed great attention, developed many different programs, the authors of which are S. N. Nikolaeva, N. A. Solomonova, N. A. Ryzhova and others.

Formation of ecological culture C. N. Nikolaeva believes that this is the formation of a consciously correct attitude directly towards nature itself, towards the people who protect it, an attitude towards oneself as a part of nature, an awareness of one’s abilities to creatively interact with nature.

According to V. A. Yasvin, ecological culture is the ability of people to use their environmental knowledge and skills in practical activities.

From the point of view of T.V. Potapova, the formation of an ecological culture can be considered, as a process of elementary skills of non-destructive communication with wild nature and the creation of the mind and hands of man, basic knowledge about the differences between living and inanimate nature.

Purpose environmental education is formation of ecological culture, this goal is consistent with the concept preschool education. Properly organized and systematically implemented ecological education - has an intense influence on the mind, feelings and will of the child.

Preschool childhood, according to teachers and psychologists, is such age period when active are being formed the basics of the child’s worldview, his attitude towards himself, other people, and the world around him. During this period of the child’s development, his emotional sphere begins to take shape. Therefore it is in this age it is important to create conditions for the development of children understanding that that in nature everything is interconnected.

The main tasks for formation of ecological culture of preschool children is:

Formation of the foundations of an ecological worldview;

Expanding ideas about objects and natural phenomena, flora and fauna, rules of behavior in nature, and the relationships existing in it;

Development of cognitive interests, observation, love for nature, respect for it.

When implementing these tasks, children acquire new knowledge about nature, broaden their horizons, and are being formed various intellectual skills, the ability to analyze, compare, establish cause-and-effect relationships, generalize, intensive development of speech occurs. U children The vocabulary expands, children learn to explain and draw conclusions, listen and perceive the speech of another person, and participate in dialogue. U children intelligence develops in all its forms: visually effective, visually figurative, visually schematic.

TASKS ECOLOGICAL EDUCATION

1. educational

2. educational.

Educational objectives:

Knowledge generation, abilities, skills, their clarification and specification;

Development of cognitive skills in the process of perception, memory, thinking;

Tasks related to speech development (enrichment of vocabulary, formation of coherent speech) ;

Formation of educational skills: listen to a peer, act as directed by the teacher, be able to examine an object, focus on an object, find characteristic signs;

Formation cognitive interest in nature.

Educational tasks:

Aimed at formation of a careful, caring attitude towards nature, development of an aesthetic attitude towards nature.

Work on the formation of an environmental culture I lead in different ways directions:

Job with children - these are specially organized classes, conversations, observations, excursions, walks, experiments, independent activities, joint teacher's work with children, additional education (club, games that help solve problems environmental education;

Job with teachers - consultations, open classes;

Job with parents - consultations, questionnaires, joint activities, express editions – information.

CONDITIONS FOR DISCOVERING NATURE

To to form the basics of ecological culture in a child and a correct idea of nature, it is necessary to create conditions for getting to know nature. Nature leaves a deep mark on a child’s soul; with its brightness it influences his feelings and thereby participates in the formation of his personality.

For constant communication with plants, our group has created a nature corner. It decorates our group room, brings pleasure to the children, and provides an opportunity to make interesting observations. To expand knowledge children about indoor plants, I was an ecological trail has been developed"Houseplants".

Thanks to this they have knowledge about plants is formed, conditions of their existence, environmental skills, observation and cognitive activity develop.

Indoor plants are permanent inhabitants of this corner of nature, and children take part in caring for them. Communication arouses emotional interest.

Organization work on the formation of environmental culture we perform in an area where daily walks take place. Significant role in education ecological culture and environmental skills are played by the flora and fauna of the kindergarten site, since it is precisely this place of communication children with nature. At the kindergarten site we organize daily observations of nature; during observation, children learn a lot about the life of plants, animals, birds, and admire the beauty of nature in all seasons.

The impressions that children receive from communicating with nature contribute to developing a love for nature, interest in the surrounding world. We have the opportunity to include children to work in the flower garden and vegetable garden. IN autumn period The children and I cleaned the flower garden of dried stems and fallen leaves. At the same time, children will learn what conditions need to be created for normal life plants, acquire the necessary skills and abilities, learn to treat nature with care and concern.

Birds can be observed on our site at any time of the year. A wide variety of birds in the winter and spring seasons. Large concentrations of bullfinches, waxwings and fieldfare thrushes in a fruitful year when rowan and wild apple fruits are plentiful. For birds, we hang feeders into which we pour bread crumbs, sunflower seeds, weed seeds. Birds become so accustomed to children and their presence that they allow them to be observed calmly. U children It becomes possible to observe the behavior of birds and their feeding.

METHODS AND FORMS

IN work with children I use different forms and methods of education ecological culture, which ensures children’s visual and effective assimilation of the content of knowledge about nature. These are classes, excursions, work and observation - game moments, duty in a corner of nature, working with the weather calendar.

Process knowledge generation, skills and abilities is long, in some classes it goes formation- primary knowledge about nature. For this purpose, I use observation, looking at paintings and illustrations, and watching films. In other classes, I deepen, expand and specify knowledge.

I use a visual observation method - looking at paintings and illustrations. I believe that the visual method corresponds to the possibilities of cognitive activity preschool children, and also allows form they have vivid ideas about nature.

The verbal method is stories about objects and natural phenomena, natural history literature about nature. This method helps to form in children an emotionally positive attitude towards nature.

The practical method is play, experimentation, elementary experiments,modeling. Using this method allows me to clarify ideas, systematize acquired knowledge, and exercise children in applying knowledge.

A special place in its work I give it to observation and experimentation. In the XVII. century, according to the great Czech scientist J. A. Komensky, “every teaching must begin not with a verbal explanation of things, but with their objective observation.” V. A. Sukhomlinsky called for making “every step a journey to wonderful beauty nature: direct perception of natural objects, their diversity has an emotional impact on children, cause them surprise, joy, and delight.”

In the process of observing the surrounding nature, favorable opportunities are created for a variety of practical activities children, For formation humane feelings towards representatives of the animal and plant world.

In order for observations to fulfill their positive role, I try to develop the skill observe: not just look at an object, but see it, admire it, but all this does not come on its own and therefore it is necessary to guide the process of observation and these skills are being formed in the process of a long, painstaking work.

The purpose of observation is to see the beauty in nature and more fully capture the image of a given object or phenomenon. In the process of observation, I use various techniques. I suggest that children, after looking at an object once, close their eyes and imagine what they just saw, then open their eyes again and clarify what they could not see the first time. This technique is repeated again.

Most effective technique observations is the child’s imitation of movements, sounds, objects and natural phenomena (listen to silence). For example: I invite children to repeat the movements of the bird’s wings during flight, such imitations force children look more closely, listen attentively to an object or phenomenon. Capture subtleties that, upon first observation, "passed by".

In winter spring period We monitor the swelling of buds and the appearance of the first leaves on branches that we find on the street and place in a vase, we organize the planting of onions on windowsills, we observe their growth in various conditions: with water, without water, with light and without light.

In the spring, we sow flowering seeds crops, we transplant the grown seedlings into the lawn. During this work, children receive and consolidate basic knowledge about the structure of plants, they develop an understanding of the connection between the growth and development of seeds and environmental conditions.

Excursions into nature are the main form of organizing work on environmental education. Excursions allow you to introduce people in a natural setting children with objects and natural phenomena. I introduce you on excursions children with plants, birds and at the same time with their habitat conditions, this contributes to the formation of primary ideas about the relationships in nature. Excursions develop observation skills children and interest in nature, they are associated with staying children outdoors, with movement that improves health children. Wherever we are with the children, the children collect a variety of natural materials, which we later use in classes, in games, and for making crafts. I think that excursions are effective form of work to educate children’s environmental culture, since at the same time children receive knowledge and practical experience, enriches spiritual world child, the ability to behave, observing certain rules in nature.

Experimentation

Cognitive and research activities and curiosity help children gain knowledge about the phenomena of the world around them, and also provide an opportunity "communicate", "act" with natural objects. This activity allows children to have a more complete information about the phenomena being studied, increase the visibility of materials, and make the learning process more effective. Cognitive and research activities allow you to most fully satisfy natural curiosity children.

It is known that familiarization with nature gives the most optimal results; children must be given the opportunity to communicate and act with an object of nature; experiment has these capabilities. Chinese proverb reads: “Tell me and I’ll forget, show me and I’ll remember, let me try and I’ll understand.”. We are accustomed to transmitting knowledge through our eyes and ears, but we also need it to pass through our hands, through activity. The more varied and intense search activity, the more new information the child receives, the faster and more fully it develops.

When experimenting with children, I set myself tasks:

Encourage children to watch, discuss, examine and determine the properties, qualities and purpose of objects;

Maintain interest children to understand the surrounding reality by asking problematic questions, observing and experimenting;

Create conditions for experimentation.

I began the implementation of the tasks I set for myself in a subject-development environment in the group. To satisfy interests children, I refilled research laboratory materials for the simplest experimentation: metal, wood and safe glass objects, allowing you to get acquainted with the properties of materials. To develop cognitive and research activities, I use didactic (educational) or educational games, toys: mosaics, puzzles, N.P.I., stimulating children ability to classify and generalize - cut-out pictures, puzzles, sets depicting fruits, vegetables, flowers.

We experiment both in class and outside of class; nature has provided us with great opportunities for experimentation. The children and I spent a series experiments, from which we learned about the properties of natural materials, for example experiments with sand: "Properties of wet sand", “Why is dry sand sifted, but clay is not?”, we carry out experiments: “Why does the wind blow?”. A child who feels like a researcher, who has mastered the art of experimentation, overcomes indecision and self-doubt. At all experience own discoveries - one of the best schools of character.

Didactic games

Their importance is great environmental education, they clarify, consolidate, expand existing children ideas about objects and natural phenomena. They develop memory, attention, observation, activate various mental processes, teach them to apply knowledge, and enrich their vocabulary.

"Cut pictures". "Paired pictures", "Zoological Domino", domino "Flowers", domino "Mushrooms", "Animal world", "Gifts of Nature", "Animals and Their Animals", "Who lives where?", "It's All About Time", "In the garden, in the field, in the vegetable garden", "Couples", "Twin Birds"- teach to classify objects according to their habitat. Games with natural objects (cones, beans, pebbles, vegetables)- they can be compared by size, color, and arranged in order. Games "Taste it", "Guess by the smell", "Wonderful bag"- these games develop all the analyzers in a child.

Creative games

They are interesting. This is one type of construction games with natural materials: sand, clay, snow, pebbles, etc. The value of natural material and the variety of its uses helps children discover new properties and qualities of objects.

ECOLOGICAL TRAIL

In education ecological culture and environmental consciousness helps - an ecological trail. It allows you to use walks with your children more productively. formation of ecological culture and at the same time for health improvement children outdoors. On the trail you can observe seasonal changes, which help you to truly see and feel the beauty of nature, making you children treat nature meaningfully; games, theatrical performances, excursions. Objects environmental trails provide more opportunities For: sensory development of the child, for systematic observations, environmental holidays, emotional development children, a feeling of closeness is formed: children to nature. Working along the ecological trail, children learn about the diversity of plants that grow on the territory of our kindergarten and within its walls, learn to establish the relationship between phenomena in nature.

Ecological The trail serves as an aid in nurturing love and respect for the nature of the native land and its subsoil.

For shaping children's life experiences on interaction with the outside world, I use projects. This method stimulates the need children in self-realization, self-expression and creative activity. It implements the principle of cooperation children and adults. I carried out projects: "The path of selfless love", "Wordless" "martyrs" Sciences"

Parents were also involved in the implementation of projects. Objective of the project "The path of selfless love"- is to draw attention to birds and care for them. The children eagerly responded to the call to make feeders and take part in the competition. At the insistence children parents made different bird feeders. An exhibition was organized where all the children and parents, even from neighboring groups, admired the variety of canteens. As a result, all participants were awarded prizes in various nominations: the biggest, the most beautiful, the most comfortable, the most attractive, the brightest, etc.

Upon completion of the project, the children realized that they could save lives. Even just one, but a living bird. I think that the children remembered the project and will implement it at home.

The goal of the project “Wordless” "martyrs" science" - introduce children with the lifestyle of frogs, their diversity and the contribution of frogs to science. The most important thing in this project is to change the attitude towards frogs.

For formation of ecological culture and environmental consciousness in children

I use – environmental shares are socially significant events. They can be carried out both with children and together with their parents. Shares have great educational value for children and serve a good environmental propaganda among parents.

On the eve of the New Year, we held two events together with parents: “We’ll decorate the group ourselves with New Year’s miracles”, “Let’s decorate the Christmas trees in the yard, for the joy of our children.”. Our parents took an active part in these events. children, a lot of interesting things were done New Year's decorations from "garbage": juice boxes, shampoo bottles, old fur, gift bags, etc.

The purpose of these actions: caring for living trees, bringing joy to children and adults to the beauty of these trees.

What can a child do? To prove what a child can do, a campaign was held "Joy in Every Corner". Target stock: summarize knowledge children and bring to the conclusion that our Earth, nature needs help children.

It is known that familiarization children with nature, formation of ecological culture in children gives the most complete results if this Job carried out in the system, for this I developed perspective thematic plan. And developed the theme of environmental projects for children middle and senior groups.

Work to educate children about environmental culture I do this through additional education. The circle of which I am the leader is called "Nature is a miracle worker". The task of the circle that I set for myself is to expand children interest in the surrounding world; to form in children idea of the connection between plants and various environmental factors; expand and deepen knowledge children about animals, birds, plants and their relationships; form ecologically competent and safe behavior for nature and for the child himself; develop curiosity, intellectual, creative abilities children; Foster a caring and humane attitude towards nature and its protection. Give children more complete information about the phenomena being studied, increase the clarity and accessibility of the material, and make the learning process more effective.

The topics of the circle are varied. Thanks to the circle children interest in the surrounding world develops. Children learn to see the beauty of nature and create compositions from natural materials. They became friendly to the world around them, to each other and to adults.

WORKING WITH PARENTS

Working on the problem of developing an environmental culture in children, I assign a big role to cooperation with parents. It is known that not a single educational task can be successfully solved without contact with the family. Our group had meetings in the family club “My home is my health”, "Vitamin Kaleidoscope", « Environmental training» and etc.

Work on environmental education is carried out through express information.

DIAGNOSTICS

To identify the level of development of cognitive processes according to environmental education of children, I carry out diagnostics; it allows me to more thoroughly and accurately record the results in environmental education of a child. Knowledge diagnostics children I carry it out using the example of those objects and natural phenomena that surround children and are familiar to them, with whom they were repeatedly. Diagnostics environmental education should be carried out twice a year (beginning and end of the school year). Based on diagnostics, I take into account individual development abilities children, adjusting my activities, planning working with their parents.

Analyzing what I have done work, I can say that the results have changed.

My job is to keep things interesting children to the world around them, cultivate a caring attitude towards nature.

“Formation of the ecological culture of preschoolers”

In today's life, when the entire biosphere is permeated with human activity, an important task of society is to form an ecological culture of the younger generation from a very early age. The sooner we begin to introduce young children into the world, the more successful they will be in developing a culture of communication with the world of plants and animals.

And it is necessary to begin to form the ecological culture of preschoolers in kindergarten from the moment children arrive in the first junior group.

Many scientists and teachers of preschool education emphasize that the best condition for the formation of cognitive activity in preschool age is a special organization of observations and targeted guidance or from the teacher.

In accordance with this, we have clearly defined the goal of our work to form an environmental culture in preschoolers:nurturing a correct attitude directly towards nature itself, towards the people who protect and create it, developing an attitude towards oneself as a part of nature.

In our work we set the following MAIN TASKS:

1. To give the first guidelines in the natural world, in the world of plants and animals as living beings, to form basic knowledge about plants, animals and natural phenomena.

2. Develop sensory skills: identify, distinguish and name the properties of objects and materials perceived by different analyzers.

3. To form a conscious attitude towards nature, the people who protect and create it, as well as an attitude towards oneself as a part of nature.

4. Develop an emotionally friendly attitude in the process of communicating with living objects, the ability to properly interact with nature, and interest in the world around us.

In our work we highlight the following COMPONENTS:

a) formation of the beginnings of environmental knowledge and skills;

b) development of environmental thinking;

c) the formation of the beginnings of a holistic orientation in the world;

d) education of the beginnings of environmentally justified behavior.

We follow the principles in our workdevelopmental education, consistency, seasonality, age targeting, integration, coordination of one’s activities with other teachers and kindergarten specialists, continuity of interaction with the kindergarten child and family.

We associate the formation of an ecological culture among younger preschoolers primarily withspecific subject-natural environment: plants, animals (communities of living organisms), their habitat, objects made by people from materials of natural origin.

At the preparatory stagework, we identify the conditions created in kindergarten for environmental education, and work to create an ecological subject-development environment in the group and immediate environment. At the same time, we are guided by the following main criteria: suitability of objects for the age of children, safety for life and health, unpretentiousness in terms of maintenance and care.

At one of the first stageswork we identify the level of formation of the foundations of ecological culture. The monitoring system allows us to analyze the environmental ideas of preschoolers and plan further stages of work.

Planning is carried out in several directions:

a) teacher - children;

b) teacher - parents - children;

c) teacher - kindergarten specialists.

Both frontal, microgroup, individual, and Direct Educational Activities are possible. For more successful assimilation of the material, we use various forms of GCD:

a) initial informational;

b) generalizing;

c) integrated.

In the life of preschool children, and especially younger preschool children, the main practical method is play.We use educational games in our work.. For example: “Wonderful bag”, “Find and name”, “Guess by the description”, “What has changed?”

Subject games.For example: “Find a tree by leaf”, “Test by taste”, “Find the same one by color”, etc.

Word games. These are games like “Name who flies, runs, jumps?”, “When does this happen?”, “Necessary - not necessary,” etc.

Outdoor games of an environmental nature.For example: “Mother hen with chicks”, “Mice and cat”, “Sun and rain”, etc.

Travel games.For example, “A Journey to a Fairytale Forest,” “Visiting a Bunny,” etc.

Construction games with natural materials.

Children receive a large amount of knowledge. Children form elementary ideas about some plants and animals of their native land, the distinctive features of their appearance, and pronounced characteristic features. Ideas about domestic animals and their importance in human life are expanding, children learn to communicate correctly with them and care for them. Younger preschoolers' ideas about the inhabitants of a living area expand, and a desire to care for them appears. Interest in the phenomena of living and inanimate nature is actively developing. Children learned to take part in protecting the environment, to be attentive to people and to treat plants and animals with care, and to establish simple relationships in the world around them.

In future work, we plan to use non-traditional forms, such as the laboratory of a young meteorologist, environmental debates.

Nature is the most important means of education and development of preschool children. How many discoveries a child makes while communicating with her! Every living creature seen by a baby is unique. There are also a variety of natural materials (sand, clay, water, snow, etc.) with which children love to play. Preschoolers communicate with nature in different time year - both when fluffy white snow lies around, and when the gardens bloom. Together with the adults they rejoice in the coolness of the water summer heat and the murmur of a forest stream, the forbs of meadows, delicious berries and the smells of the forests. No didactic material can compare with nature in terms of diversity and strength of developmental impact on the child. Objects and natural phenomena are clearly presented to children. Thus, the baby directly, with the help of his senses, perceives the variety of properties of natural objects: shape, size, sounds, colors, spatial position, movement, etc. He forms initial concrete and vivid ideas about nature, which later help him see and understand the connections and relationships of natural phenomena, learn new concepts. Children learn many connections and relationships between natural phenomena through observation. This allows the teacher to develop logical thinking in students.

Communication between children and nature also has ideological and ideological significance. The accumulation of real, reliable ideas, understanding of the interconnections of natural phenomena lies at the basis of the subsequent formation in children of elements of a materialistic worldview.

The variety of natural objects allows the teacher to organize interesting and useful activities for children. In the process of observing, playing and working in nature, children become familiar with the properties and qualities of objects and natural phenomena, learn to notice their changes and development. They develop curiosity.

Preschoolers are encouraged to use the acquired knowledge and skills in practice: the children moisten the sand, pour water on the snow to create durable buildings, coat the bottom of streams and canals with clay to retain water. In the process of this activity, further improvement of knowledge and development of mental abilities occurs.

The formation of a child’s personality is positively influenced by work in nature. This is the most accessible type of work for children, which has a tangible and significant result. By caring for plants and animals, the child shows concern for nature. In labor goes active process knowledge and application of acquired knowledge. In the process of working in nature, the child’s health is strengthened and his psyche develops. At the same time, the role of the teacher is very important - his ability to create conditions that ensure the activity and independence of each pupil" when introduced to nature. The influence of nature on the development of a child’s personality is associated with the formation of certain knowledge about its objects and phenomena. Knowledge about nature helps the child navigate the qualities , signs and properties of various objects. Therefore, if we talk about the tasks facing a teacher introducing children to nature, then the first among them will be the formation of an elementary system of knowledge in children. The system of knowledge about nature includes knowledge about its objects and phenomena (their signs, properties ), as well as connections and relationships between them. Knowledge about nature in preschool children is formed at the level of ideas, which reflect significant, but externally expressed signs, connections and relationships. The development of a cognitive attitude towards nature in children is associated with the assimilation of a knowledge system. manifests itself in curiosity, the desire to learn as much as possible.

The role of knowledge in the formation of labor skills and abilities is great. Knowing about the needs of plants and animals, that these are living organisms that need to be taken care of, the child will strive to master various ways of caring for plants and animals and choose them correctly in a given case.

Knowledge about nature encourages children to treat it with care. Good deeds and actions are reinforced by the awareness of the correctness and necessity of such behavior for the purpose of protecting nature. However, a caring attitude towards nature cannot be formed only on the basis of knowledge. Labor in nature is a manifestation of active care for it.

Hence the second task - the formation of labor skills and abilities in children. Children's understanding of the need to create certain favorable conditions, based on knowledge and supported by strong work skills and abilities, creates the basis for a genuine love for nature. Labor skills and abilities acquired in childhood are not destroyed - they are further improved, turning into more complex types of work. Children's work in nature produces real results. This is what attracts children to him, arouses joy and a desire to care for plants and animals.

The third task is to develop children's love for nature. This task arises from the humanistic orientation of education in our society and the need to protect nature - the urgent concern of all humanity. Caring for nature presupposes the manifestation of good deeds and actions in cases where it is necessary, and for this, children must know how to care for plants and animals, what conditions to create for their favorable growth and development. Of particular importance for the formation of a caring attitude towards nature is knowledge about a living organism, the ability to distinguish it from objects of inanimate nature.

A caring attitude towards nature is associated with the development of observation, that is, when cultivating in a child a sense of love for nature, one must strive to ensure that the child does not pass by this or that phenomenon, alarming so that he actually shows concern for nature.

The formation of a caring attitude towards nature also depends on the ability to perceive it aesthetically, that is, to be able to see and experience the beauty of nature. Aesthetic perception is ensured by children’s direct “live” communication with nature. Observing the beauty of natural phenomena is an inexhaustible source of aesthetic impressions. It is important to show children the aesthetic qualities of natural phenomena, teach them to feel beauty, and express value judgments associated with experiencing the beauty of observed phenomena.

All of the listed tasks facing the teacher are closely interconnected - it is necessary to consider and solve them as a whole. The complexity and diversity of these tasks require the teacher to be able to use a variety of methods of working with children (observation, play, work, reading and storytelling, organizing experiments, conversation, etc.) in their interrelation.

1.2 The essence and content of environmental education for preschool children

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

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

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

So, the basis of environmental education is the leading ideas of ecology adapted for school age: the organism and the environment, the community of organisms and the environment, man and the environment.

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

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

The nature of the planet is a unique value for all 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 protect 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 (communities of living organisms), their habitat, objects made by people from materials of natural origin. The tasks of environmental education are the tasks of creating and implementing an educational model that achieves an effect - obvious manifestations of the principles of environmental culture in children preparing to enter school.

They boil down to the following:

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

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

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

Carrying out systematic work with children within the framework of one or another technology, its constant improvement;

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

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

An attitude built without an understanding of the natural connections in nature, the socio-natural connections of a person with the environment, cannot be the core of environmental education, cannot become the beginning of a developing environmental consciousness, because it ignores objectively existing processes and relies on the subjective factor.

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

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

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

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

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

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

Man as a living being, his habitat, ensuring health and normal functioning;

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

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

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

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

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

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

Ecological knowledge intended for children corresponds to the moment of “truth” in universal human values. Children acquire “goodness” and “beauty” in the process of transforming knowledge into attitude.

Preschool age- an essential stage in the formation of an individual’s ecological culture. At this age, the child begins to distinguish himself from the environment, develops an emotional and value-based attitude towards the world around him, and the foundations of the moral and ecological positions of the individual are formed, which are manifested in the child’s interactions with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to develop environmental ideas, norms and rules for interacting with nature, develop empathy for it, be active in solving some environmental problems, and develop an emotional, moral and effective attitude towards nature. Ecological culture is the result of education, which is expressed in the individual’s ability to achieve harmonious relationships with the nature around him.
My goalsis to create conditions for the formation of an ecological culture in preschool children. The formation of an individual’s ecological culture is a complex and lengthy process. It is necessary to teach children an environmentally friendly lifestyle. Work in this direction should begin from early preschool age, when the foundation of cognitive activity is laid in children.

To achieve the goal pedagogical activity I decide the following

Tasks:
1. Creation of an ecological development environment.

2.Formation of a system of basic scientific environmental knowledge,
accessible to the understanding of a preschool child through an integrated approach.
3. Development of cognitive interest in the natural world.
4. Formation of initial skills and abilities in an environmentally friendly way
competent and safe behavior for nature and the child himself, the ability to observe natural objects and phenomena.
5. Fostering a humane, emotionally positive attitude towards the natural world and the environment in general.
6. Formation of mental processes: memory, attention, thinking,
imagination.
7. Development of children's cognitive and creative abilities.
8. Increasing the level of information culture and pedagogical competence of parents in matters of environmental education.
9. Formation in parents of the need for knowledge about environmental culture in life and the desire to pass it on to their children by their own example.
As a theoretical and methodological basis for solving the goals and objectives of environmental education of preschoolers, I use the results of domestic research, positive experience of working with preschoolers in the field of environmental education:
program “From birth to school” edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva, who contributes to the creation of the most favorable conditions for a full-fledged life for preschool children, the formation of the foundations of environmental culture in accordance with the age and individual characteristics of preschool children;
- “Security” program edited by N.N. Avdeeva, N.L. Knyazeva, R.B. Sterkina, contributing to the formation of the foundations of environmental culture, healthy lifestyle values, and norms of safe behavior for preschool children.
- program “Our Home is Nature” edited by N.A. Ryzhova
- program “Young Ecologist” edited by S. N. Nikolaeva;
Guidelines:
“Welcome to Ecology” edited by O.A. Voronkevich,
“Ecological activities with children” edited by T.M. Bondarenko
“Enter Nature as a Friend”, edited by Z.F. Aksenova
“Ecological window in kindergarten” edited by V.M. Kornilova.
My work methodwith children is based on the emotional impact of nature on the child’s feelings - surprise, shock, admiration, aesthetic pleasure.
Nature is an inexhaustible source of spiritual enrichment. Children are constantly in one form or another in contact with the natural environment. The content of work on environmental education for preschoolers is structured according to the following blocks: Me and nature. Water. Air. Sand, clay, stones. Sun. The soil. Plants. Animals. Forest and its inhabitants. Human and nature.
In my work on environmental education of children, I use a variety of forms and methods in combination. The choice of forms and methods of teaching and the need for their integrated use is determined by the age capabilities of the children, the nature of the educational tasks that the teacher needs to solve.
Forms of organizing environmental education for children:
Direct educational activities (Educational areas “Cognition”, “Labor”, “Artistic creativity”, “Socialization”, “Music”, “Safety”, “Health”. “Communication”; “Reading fiction”, “ Physical Culture"and their integration), didactic games, creating pedagogical situations, observing the work of adults, nature, on a walk; seasonal observations, etc.
Joint activities between the teacher and the child (targeted walks, excursions into nature; discussion with children about the rules of safe behavior in nature: “Wild animals: friends or enemies?”, “What are the dangers of mushrooms?”, “Rules for friends of nature”, “Bring purity to nature” ; heuristic conversations, during which children have the opportunity to prove their judgments using accumulated experience; feasible work in nature, search, research and design activities, etc.
Independent activity of children in an ecological development environment (maintaining and filling the nature observation corner, looking at books, pictures, albums, conveying natural phenomena in drawing, modeling, appliqué, board-printed games, theatrical games, children's activities in the experimentation corner, caring for indoor plants, monitoring seasonal changes, etc.).
In my work on environmental education I use following methods and techniques: observation method with the connection of various analyzers, experiments and experiments, problematic situations or conducting experiments to “discover new knowledge”; verbal methods (conversation, problematic questions, stories - description, practical activities in nature (work in nature, environmental actions, visual activity with display of nature), gaming methods, practical work and search activities; project method.
The ecological and social situation of today confronts us with the task of searching universal remedies environmental education in modern conditions. One of these means is project activity. The use of design technology helps me in my work in the chosen area of teaching, as it is an effective way of developing, personality-oriented interaction between an adult and a child. Project activities ensure the development of creative initiative and independence of project participants; opens up opportunities for the formation of one’s own life experience of communication with the outside world; implements the principle of cooperation between children and adults.
The ecological corner of the group is one of the favorite places of the children in our group. It contains: indoor plants that require different methods of care, materials for caring for plants, “Garden on the windowsill” for organizing observations of plant growth and consolidating knowledge about growing garden crops (onions, parsley, dill, etc.) and caring for them . A weather calendar with diagrams depicting weather phenomena is intended for daily work with children. In the natural corner, children enjoy caring for plants; various natural materials have been collected. I actively use labor in nature: in the fall - cleaning dry leaves and twigs; in winter - clearing the area of snow, buildings made of snow; in the spring - participation in the processing of shrubs, planting flowers in the flowerbed; in the summer - participation in planting and weeding the vegetable garden and flower beds.
The corner of environmental education contains didactic games about nature, pictures and illustrations for the section “The World of Nature”, books about the inhabitants of the corner of nature, encyclopedias, environmental fairy tales and stories compiled by children, which we designed in the form of books, etc.
Organized Forms educational activities in ecology include theoretical and practical parts (experiments). To cultivate a child’s interest and positive attitude towards natural objects, various methods are used:
- independent work with handouts;
- didactic games and game exercises: “Who is the odd one out”, “What has changed?”, “Which tree is the leaf from?”, “Find the mistake”, etc.
- individual work;
- observations while walking;
- experimentation.
Visual, verbal and practical teaching methods and techniques are used comprehensively. By completing tasks, children get acquainted with natural objects, their diversity, interaction with each other, and can easily establish cause-and-effect relationships between human actions and the state of nature.
Work on environmental education for children led to the following results and as a consequence:
- the formation of the beginnings of ecological culture in preschoolers, which is revealed through monitoring (2 times a year);
-formation of an emotionally-friendly attitude towards living beings in the process of communicating with them;
- development of interest and love for native land, formation of ideas about environmental problems of one’s hometown;
- clarification, systematization and deepening of ideas about living and inanimate nature;
- understanding of cause and effect relationships within the natural complex: familiarity with the characteristics of animal life, the relationship of plants and animals with each other and with the habitat;
- the ability to create and maintain the necessary conditions for the growth of plants and the life of animals in captivity;
- responsible and careful attitude towards domestic animals and the plant wealth of our region;
- fostering responsiveness and sociability, the desire to sympathize with other people, support them in Hard time, respectful attitude towards the traditions of your people;
- formation of ideas that man is part of natural objects, and their preservation is the direct responsibility of man;
- protection and promotion of children’s health, their proper interaction with nature;
- formation of ideas that the state of human health depends on the state of the environment and one’s own behavior.

In conclusion, I would like to note thatthe formation of an ecological culture is a person’s awareness of his belonging to the world around him, unity with it, awareness of the need to take responsibility for the implementation of the self-sustaining development of civilization and conscious inclusion in this process.Ecological culture as part of general culture is a process that is associated with the development and expansion of knowledge, experience, technologies and their transfer to older generations to younger ones in the form moral concepts. At the same time, environmental culture is the result of education, which is expressed in the individual’s ability to achieve harmonious relationships with the outside world and himself. In childhood, this skill is formed in the process of assimilation of special knowledge, development of the emotional sphere and practical skills of environmentally appropriate interaction with nature and society.

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AUTONOMOUS NON-PROFIT ORGANIZATION

ADDITIONAL PROFESSIONAL EDUCATION

"CENTRAL RUSSIAN ACADEMY OF MODERN KNOWLEDGE"

Professional retraining program: “Education and preschool pedagogy”

FINAL CERTIFICATION WORK

On the topic: “Formation of environmental culture in children of senior preschool age”

Listener:

Head: Ph.D., Avtionova Natalya Vladimirovna

Kaluga 2016

INTRODUCTION

Conclusion on Chapter I

2.2 Testing and implementation of a program for the formation of environmental culture in children of senior preschool age

Conclusion on Chapter II

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The relevance of research. An urgent problem for humanity is the interaction of man with nature. Man and nature... Philosophers, poets, artists of all times and peoples have paid tribute to this eternal and always relevant topic.

But, perhaps, it has never been as acute as in our days, when the threat of an environmental crisis, and perhaps a catastrophe, hangs over humanity, and the problem of greening human material and spiritual activity has become a vital necessity, one of the conditions for preserving what is common to all us at home - the Earth.

The problem of environmental education of the younger generation arose, first of all, in connection with the careful study by modern scientists of the interaction between human society and nature. The severity of this problem is due to the real environmental danger caused by human activity in nature, the growth industrial production, the use of natural resources without taking into account environmental and biological laws, the intensive growth of the planet's population.

Analyzing the features of the interaction between human society and nature, scientists came to the conclusion that in modern conditions it is necessary to ensure a transition to a new type of connection between society and nature - scientifically based and humanistically oriented; humanity must take care of preserving the natural environment, natural for its habitat and survival. Such a transition is possible only if a new, humanistic orientation of man towards nature is formed.

Modern problems of human relations with the environment can be solved only if they develop environmental literacy and culture, understand the need to implement the principles of sustainable development, this has given rise to a new direction in education - environmental.

The most favorable period for solving the problems of environmental education is preschool age.

A small child experiences the world with an open soul and heart. And how he will relate to this world, whether to learn to be a zealous owner who loves and understands nature, to perceive himself as part of a single ecological system, will largely depend on the adults participating in his upbringing.

Environmental education is important for preschool children. At this age, the foundations of a person’s worldview and ecological culture of the individual are laid; this is part of spiritual culture. Environmental education of children, therefore, is a purposeful pedagogical process.

An environmentally educated personality is characterized by a developed ecological consciousness, environmentally oriented behavior and activity in nature, a humane, environmental attitude.

The result of environmental education is the ecological culture of the individual. The components of the ecological culture of the personality of preschoolers are basic knowledge about nature and its environmental orientation, the ability to use it in real life, in various activities, in games, work, everyday life.

One of the keys to successful environmental education is the creation of an atmosphere that promotes the development of emotional sensitivity and responsiveness of children.

The relevance of the study is caused by the aggravation of the contradiction between the objective need to study the characteristics of environmental education of children of senior preschool age and the insufficient attention to such education by teachers of preschool educational institutions.

Object of study: the process of forming the ecological culture of children in a preschool institution.

Subject of research: the formation of environmental culture in children of senior preschool age.

Purpose of the study: to analyze the features of environmental education of children of senior preschool age in pedagogy, to develop and test a program for the formation of environmental culture in preschool children.

In accordance with the purpose, object and subject of the study, the following research objectives are formulated:

1. Study and analyze psychological and pedagogical literature on this topic;

2. Objectives and content of environmental education for preschool children;

3. Analyze modern technologies for environmental education of preschool children; .

4. Develop a program for the formation of environmental culture;

5. Test and implement a program for developing an environmental culture among older children.

The theoretical and methodological basis of the study was the works of the following scientists: Venger L.A., Sukhomlinsky V.A., Zalkind E.I., Markovskaya M.M., Veretennikov S.A., Nikolaeva S.N. , Fedorova T.A., Samorukova P.G. and etc.

To solve the problems, the following research methods were used: theoretical (analysis, synthesis, generalization, specification), empirical - observation, qualitative and quantitative methods, diagnostic techniques.

The practical significance of the work lies in the fact that the research work summarizes and systematizes theoretical material on the problem of forming an environmental culture in preschool children, and analyzes programs for environmental education. The paper presents the experience of pedagogical work on the formation of ecological culture of preschool children in conditions of the preschool educational institution, which can be used by preschool teachers in their practical activities.

Research base. The study was conducted on the basis of MDOU No. 56 "Ryabinka" in the city of Podolsk, older students took part in the study, the number of subjects was 20 people.

Work structure. This final work consists of an introduction, two chapters, chapter-by-chapter conclusions, a conclusion, and a list of references.

CHAPTER I. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF FORMATION OF ECOLOGICAL CULTURE IN PRESCHOOL CHILDREN

1.1 The concept of ecological culture in psychology and pedagogy

Currently, society is closely faced with the problem of environmental education. Consideration of the theory of environmental education must begin with a definition of its essence. It can be considered that environmental education is an integral part moral education. Therefore, environmental education is the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs. The problem of environmental education is also relevant for preschool children.

L.P. Molodova believes that environmental education of preschool children is, first of all, the education of humanity, i.e. kindness, a responsible attitude towards nature, towards the people who live nearby, and towards descendants who need to leave the Earth suitable for a full life.

L.I. Egorenkov gives a definition of environmental education for preschoolers - this is the acquisition by each person of a sense of nature, the ability to delve into its world, its irreplaceable value and beauty, the understanding that nature is the basis of life and existence of all life on Earth, the dialectical inseparability and interdependence of nature and person.

T.A. Fedorova believes that environmental education of preschool children is the formation, on the basis of environmental knowledge, of a careful and caring, consciously correct attitude towards nature, which should be manifested in the behavior of children.

N.A. Ryzhova notes that environmental education of preschoolers is the formation of a holistic view of nature and man’s place in it.

Ivanova A.I., Kolomina N.V., Kameneva L.A., and others dealt with the problems of environmental education and development of appropriate behavior in nature among preschoolers. In their works, these scientists reveal the purpose, objectives, principles and conditions of environmental education of preschoolers.

The psychological and pedagogical substantiation of the problems of environmental education of preschool children is reflected in the works of V.P. Goroshenko, S.N. Nikolaeva, V.A. Yasvin. and others.

Traditional approaches to domestic pedagogy (V.A. Sukhomlinsky) are based on close contact of children with nature, naturalistic observations, and excursions. This approach implied, on the one hand, the development in the child of moral principles, the ability to see the beauty of nature, feel and understand it, on the other hand, the development of cognitive interest, viewing nature as a universal object for teaching the child. So, V.A. Sukhomlinsky emphasized the great possibilities of using nature for mental, moral and aesthetic development, and recommended expanding a child’s knowledge of nature and communication with it.

The names of these and other famous Russian teachers are closely associated with the formation in preschool institutions of our country of such a traditional direction of work as familiarization with the surrounding world and nature. This direction creates a good basis for the transition to environmental education of children and should be closely connected with it.

A person's greatest benefit occurs at an early age. It is at an early age that it is easier for him to instill some useful ideas and correct shortcomings. And this is proven by the principle of conformity to nature. All born beings are such that they learn more and more easily at an early age.

Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed similar to the processes of nature. He developed this idea in his work “The Great Didactics”. The epigraph to this book was the motto: “Let everything flow freely, without the use of violence.” Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man is subject to the same general laws of nature.

Jan Amos Comenius derived the laws of training and education based on the laws of nature. Wax molds more easily if it is hot. Uneven tree trunks can be corrected if the tree is small.

In The Great Didactics, Comenius put forward the following principles:

- nature does not mix its actions, it performs them separately, in a certain order;

- nature begins each of its formations with the most general and ends with the most isolated;

- nature does not make leaps, but moves forward gradually;

- Having started something, nature does not stop until it completes the task.

At a young age, general education is given, then it deepens over the years, since “every formation of nature begins with the most general and ends with the most special.” That is, Comenius derived didactic principles, justifying them with examples from nature. For example, the principles of gradualism and learning from the general to the specific are substantiated here.

As we see, Jan Amos Komensky noticed the very essence of the question of the relationship between nature and man. Already in those days, the teacher derived the most important ecological position about the connection between man and nature, about their inseparability from each other.

Creating a new relationship between man and nature is not only a socio-economic and technical task, but also a moral one. It stems from the need to cultivate an ecological culture, to form a new attitude towards nature, based on the inextricable connection between man and nature.

The main goal of environmental education is the formation of environmental culture - a set of environmental consciousness, environmental feelings and environmental activities.

Therefore, familiarization with nature is one of the means of comprehensive development and education.

Ecological culture determines the ways and forms of relationships between people and the environment. In its essence, environmental culture is a kind of code of conduct that underlies environmental activities. Ecological culture consists of environmental knowledge, cognitive, moral and aesthetic feelings and experiences predetermined by interaction with nature, environmentally appropriate behavior in the environment.

Academician B.T. Likhachev considers ecological culture as a derivative of ecological consciousness. It should be built on environmental knowledge and include a deep interest in environmental activities, its competent implementation, and a wealth of moral and aesthetic feelings and experiences generated by communication with nature.

Contact with the natural human environment begins at an early age. It is then that the beginnings of an individual’s ecological culture are laid. This process should be based on the psychological characteristics of preschool children. Among the latter, the most important are increased emotional sensitivity, immaturity of cognitive and volitional spheres. In relation to nature, the child does not differentiate his “I” from the surrounding world, does not distinguish the boundary between “human” and “non-human”; In him, the cognitive type of relationship predominates (what an object feels like, tastes) compared to the emotional-sensual and practical-effective.

The psychological characteristics of preschool children’s attitude to nature determine the pedagogical strategy for forming the foundations of their ecological culture.

Ecological culture is the education of an emotional aesthetic culture, which includes: awakening in children interest in nature, plants, animals, and themselves; mastering basic natural history knowledge about plants and animals; introducing the child to elementary work to create favorable conditions for the life of living beings, forming elementary ideas about nature as the greatest value, understanding its inviolability, instilling in the child an elementary sense of responsibility for all living things.

It is necessary to teach children in time to love a corner of their native land and all nature as one big home. Without this, the child will never become a Human. And people, according to V.I. Vernadsky, it is imperative to learn to live, think and act not only in the aspect of an individual, family or clan, states and their unions, but also on a planetary scale.

A child’s competence in the field of “Nature” is a necessary condition for the formation of a holistic personality. Information about nature is great importance in the formation of environmental culture initiatives. General approaches to the formation of personality through the sphere of life “Nature” are: an ecological direction, the education of a versatile harmonious personality focused on recreating the ecological culture of society, an integrated approach that involves the development of the sensory sphere, the assimilation of a certain range of knowledge and the mastery of practical skills.

Preschool childhood is the initial stage of the formation of a person’s personality and his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself and towards the people around them is formed. Therefore, environmental education acts as a complex pedagogical process. Knowledge of the basics of ecology is the most important component of environmental culture developed in preschoolers.

Taking into account all of the above, we can say that the education of environmental culture in preschool children is an important, necessary area of the theory of education and training, the relevance of which is dictated by modern conditions.

1.2 Objectives and content of environmental education for preschool children

Children are always and everywhere in contact with nature. In order for them to correctly perceive natural phenomena, it is necessary to guide the process of children’s perception of it. In accordance with the “Program of Education and Training in Kindergarten”, in the process of introducing children to nature, educational and educational tasks are solved, which are inextricably linked. Namely:

- in mental education - education in children of knowledge about inanimate nature, about plants, animals and protozoa, accessible to the sensory perception of children, the connections between them, objects and natural phenomena;

- in sensory development - improvement of analyzers, accumulation of sensory experience in children, which is the basis for subsequent generalizations, formation of elementary natural history concepts.

The natural world around us is rich, beautiful and infinitely diverse. Introducing a child into this world, revealing its beauty, uniqueness, teaching to love and care for nature is the task and duty of adults: parents, teachers, writes L.A. Kameneva. She also claims that introducing children to nature is one of the main directions in the educational work of the kindergarten.

The trend towards deterioration of the ecological state of our planet and the need to overcome environmental problems have given rise to a new direction in education - environmental.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children.

K. D. Ushinsky also attached great importance to nature; he was in favor of “introducing children into nature” in order to tell them everything accessible and useful for their mental and verbal development. The ideas of K. D. Ushinsky opened up further development in the works of E. N. Vodovozova, E. I. Tikheeva, who paid a lot of attention to nature as a means of mental education for preschool children.

E.N. Vodovozova reveals the role of observation as the most accessible means of familiarizing young children with objects and phenomena of the surrounding nature. In her opinion, observation for children provides rich food for the development of the child's mind and aesthetic feelings.

E.I. Tikheyeva saw nature as a means of sensory education for children. Indeed, nature, as an inexhaustible source of forms, colors, sounds, can be widely used for the purpose of sensory education of preschool children.

A comprehensive study of issues of sensory education of preschool children in productive activity, carried out under the leadership of A.G. Usova, showed that training and the appropriate organization of visual activities, design, work in nature, and didactic games have an effect in the sensory development of the child. Preschoolers consistently and purposefully learn the properties of objects - shape, size, color, density, etc., corresponding to perception skills.

Thus, according to almost all outstanding teachers, familiarization with nature plays a huge role in the mental, aesthetic and moral development, Sensory education is the main means of raising children and their comprehensive development. Sensory education is a very important component, because knowledge about nature, creatures, and plants will be better learned when the child is asked not only to look at an object of living or inanimate nature, but also to touch, stroke, and examine it. Then the child, based on the experience gained, will be able to learn the material much better. In this case, the cognitive process - perception - works, orienting the child in the flow of signs affecting him. The more analyzers are connected (auditory, visual, toctile), then in the process of obtaining new information, its assimilation will be more successful.

Currently, in accordance with the adopted Federal state requirements for the structure of the basic general education program of preschool education, approaches to environmental education are also changing. Provided by the specified requirements educational field“Cognition” includes cognitive and research activities aimed at mastering knowledge about the surrounding world, including nature. Its study influences the attitude towards the natural world, the development of skills to interact with natural objects without harm to living beings. Thus, environmental education of preschool children occupies a unique niche in the general system of the “Cognition” area.

In the content of environmental education, an important place is occupied by the idea of the unity of man and nature, which involves the formation of ideas about nature and man, the ways of their interaction.

The goal of environmental education for preschoolers is to form the beginnings of ecological culture, the basic components of personality, allowing in the future to successfully acquire in the aggregate the practical and spiritual experience of interaction between humanity and nature, which will ensure its survival and development. Its manifestations can be very diverse: emotional responsiveness to the state of animals and plants; interest in natural objects; the desire to interact positively with them, taking into account their characteristics as living beings; desire and ability to care for living things.

The development of an environmentally educated personality is possible when solving developmental, educational, educational tasks in accordance with the age of the children.

One of the tasks of environmental education is to form in the child an idea of man not as a master, conqueror of nature, but as a part of nature that depends on it. It is necessary to eradicate the consumer attitude towards nature.

Features of environmental education for children of senior preschool age are:

Active activities of older preschoolers for the conscious conservation of nature;

Humane and value-based attitude towards nature;

Love for flora and fauna;

Formation of environmental knowledge, culture and attitude towards nature.

1.3 Modern technologies for environmental education of preschool children

ecological culture education preschool

The effectiveness of environmental education for preschool children depends entirely on the creation and proper use of a developing ecological environment, as well as on systematic work with children. Their development and increase in the level of environmental awareness is possible as a result of the creation of technologies for all age groups and their introduction into the pedagogical process of kindergarten.

Technology is a system of environmental education that contains a number of interrelated and detailed activities planned for the entire academic year. Technology is the methodological support of the program, specifically implementing its main ideas and provisions. As a result of the use of technology at the end of the year, the level of environmental education of children increases, which is established using a special diagnostic examination. Several technologies can be developed for the same program, which differ in the set and nature of specific pedagogical activities, their combination throughout the academic year, but which necessarily implement the leading ideas of the program.

Environmental education of children of senior preschool age, along with similar education of younger preschoolers, can completely change people’s attitudes towards nature. However, for this, preschool institutions must show a certain persistence and consistency in educating the younger generation.

The concept of environmental education for preschool children is not new at all. Back in the 1950s, Soviet child psychologists presented a theory about the need to create a system of interrelated knowledge that would reflect the patterns of processes occurring in nature. The fertile basis for the perception of such a system should have been visual-figurative thinking, which predominates in preschool children.

Methods of environmental education for preschool children are based on the joint activities of the children being taught and the teacher himself. The teacher introduces his students to nature using:

1. Visual methods: looking at illustrations, observation, watching films, transparencies. It is believed that these methods are most effective in the case of preschoolers, since they correspond to their cognitive capabilities, fixing in their minds specific - very vivid - ideas about nature

2. Practical methods: modeling, games, simple experiments. With their help, children begin to understand the relationship between natural phenomena and individual objects, thus systematizing their knowledge and transferring it into the practical sphere of activity.

3. Verbal methods: conversations, reading books, memorizing poems, improvised and prepared stories from children and/or the teacher. Their main function is to expand knowledge about nature, as well as the formation of a positive attitude towards it.

Full-fledged environmental education and education of preschool children implies the widespread use of all the above methods. In each individual case, the choice of appropriate methods and their combination with other elements of environmental education is determined by the teacher. In this case, the age of the children and the essence of the phenomenon or natural object being studied in a particular lesson must be taken into account. Impromptu lessons are allowed, when the object of observation is what is currently surrounding the children, but preliminary preparation of the lesson, supported by illustrations and live examples, is considered more effective.

Didactic forms of environmental education for preschool children are quite diverse, which allows the teacher to comprehensively cover the topic, and the children to reliably consolidate the issue being studied in their memory.

These include the following types of educational process:

1. Classes are the leading form of organizational work that makes it possible to comprehensively familiarize preschoolers with the features of natural phenomena. When using this form of environmental education, the teacher has the opportunity to systematize children’s knowledge about the environment, taking into account the local natural environment and the age of the children. Classes can be primary introductory, generalizing, in-depth cognitive and complex.

2. Excursions and hikes are the most interesting and educational educational activities for children. Education of environmental culture in preschool children, carried out using these forms, allows you to simultaneously solve such problems as health improvement, education, and the development of new moral and aesthetic qualities. In addition, excursions and hikes give children planning skills, since outings into nature or visiting nature reserves and parks require advance thought and careful preparation. It is most rational to organize such events at different times of the year so that children can compare and analyze the changes occurring in nature. The leading method of environmental education in this case will be observation, which is the main task of the teacher to guide and correct.

3. Ecological holidays and leisure - cause in children the formation of a positive emotional response to any natural phenomena, which subsequently affects the development of the personality as a whole. As a result, such problems of environmental education of preschool children as negative associations and subjective assessment of the environment are effectively solved through the use of these forms of environmental education. Holidays, as a rule, are dedicated to the change of seasons, but may well be associated with others ceremonial events- March 8, harvest, ice sculpture festival, New Year, Easter, etc. The positive emotions received by preschoolers in the process of environmental celebration are firmly fixed in the child’s mind and in the future allow them to develop constructive rather than destructive relationships with the environment. The only caveat is that such holidays and leisure activities should be held regularly, and the material on which their program is based should be familiar to children.

4. Getting to know nature in Everyday life- usually occurs during daily walks. It belongs to the basics of environmental education of preschool children, as it is accessible to the perception of even the smallest of them. Children really love this form of environmental education, because... it involves direct contact with natural materials or living objects - sand, water, leaves, fruits, pets, etc. Thanks to properly structured walks, preschoolers accumulate certain experience, develop observation skills and get great pleasure from communicating with the environment. This form of environmental education also includes the work of older preschoolers in the vegetable garden and flower garden.

Elementary search is a joint work of children and a teacher aimed at solving cognitive problems that arise in the process of educational activities or everyday life. Modern technologies of environmental education for preschool children involve the widespread use of elementary search in working with children, since this allows them not only to acquaint them with the features of nature, but also to gain practical logical thinking skills that directly affect the result of search activity. The success of using this form of eco-education depends on the techniques chosen by the teacher to enhance the active perception of children. Assignments must be age-appropriate for preschoolers and be carefully prepared and thought out. The most interesting options for children are basic search options, designed in the form of quests.

Environmental education of preschool children involves:

-awakening and consolidating in the consciousness of a humane attitude towards the environment within the framework of moral education;

-creation of a specific system of ideas and knowledge about ecology within the framework of intellectual development;

-emphasis on the ability to see the beauty of nature, express one’s admiration for it, and aesthetic perception of reality;

-involving children in environmental activities that are feasible for them (caring for plants and animals, conservation and protection of nature).

The peculiarities of environmental education of preschool children are due to the fact that this age belongs to the self-valuable stages of the development of human environmental culture. It is during this period that the foundations of personality are laid and the formation of a positive attitude towards the surrounding world and nature begins. At the same time, the baby begins to separate himself from the environment, showing an emotional and value-based attitude towards it. That is why knowledge about certain norms and rules of interaction with nature, empathy for it and an active interest in solving certain environmental problems are so relevant for preschoolers.

The main practical activity of kindergarten teachers within the boundaries of eco-education of preschoolers is the preparation of materials and equipment for the full implementation of all methods and forms of the program. In particular, the development of presentations on environmental education for preschool children that would be of interest to both adults and children. In addition, the teacher’s responsibilities include drawing up plans for working with groups of children, organizing hikes, excursions and open classes. Also, the educator must carefully consider the strategy of the environmental education program, taking into account the age of his students and their ability to perceive and implement certain elements of environmental education. Thus, maximum efficiency of interaction between the teacher and children is achieved.

Properly organized environmental education of preschool children in kindergarten makes it possible to form the initial concepts of environmental culture, which include a reasonable and humane attitude towards natural phenomena and objects. In addition, children develop their intellectual and creative abilities, learn to analyze, conduct experiments and draw conclusions. And most importantly, preschoolers have a desire not only to constantly communicate with the outside world, but also to express their impressions in various types activities. However, it is impossible to achieve such a result without additional attitudes formed outside the children's educational institution.

Conclusion on Chapter I

The main purpose of environmental education is to form the ecological culture of preschool children.

The goal of environmental education for preschool children is to educate the individual in the initial forms of ecological culture. This goal is specified in a set of interrelated tasks, the solution of which involves: the formation of a system of scientific environmental knowledge that is understandable to a preschool child; development of cognitive interest in the natural world; formation of initial skills and habits of environmentally literate behavior that is safe for nature and for the child himself; nurturing a humane, emotionally positive, careful, caring attitude towards the world around us; developing a sense of empathy for natural objects; mastering basic norms of behavior in relation to nature, developing skills for rational environmental management in everyday life; the formation of the ability and desire to preserve nature and, if necessary, provide assistance to it, etc. The implementation of the tasks of environmental education of preschool children ensures the development of various components of environmental culture as a complex integral education of the child’s personality.

The content of environmental education for preschoolers can be realized through a combination of different forms of interaction between the teacher and children:

-direct instruction (classes, excursions, observations on walks, elementary search activities), in which the teacher takes an active position, solving educational problems;

- partnership activities of the teacher with children and children with each other outside of class (different types of games, productive activities), in which the tasks of expanding cognitive interests, developing feelings, thinking, and the ability to plan activities are solved;

-independent activity of the child’s choosing, developing abilities for creative self-expression, practicing methods of activity.

CHAPTER II. FORMATION OF ECOLOGICAL CULTURE IN SENIOR PRESCHOOL CHILDREN

2.1 Development of a program for the formation of environmental culture in children of senior preschool age

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will.

The ideas of introducing preschoolers to nature were further developed in the theory and practice of Soviet preschool education in articles and methodological works (Vodovozova E.N., Sukhomlinsky V.A., Zalkind E.I., Veneger L.A., Volkova E.I., Gennings and others). A major role was played by the work of leading teachers and methodologists, whose focus was the formation of observation as the main method of getting to know the environment, accumulating, clarifying and expanding reliable information about nature (Veretennikova S.A., Makhaneva M.D., Ryzhova N.A. Arsenyeva V.P., etc.).

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

In this regard, in the 90s, a significant number of programs were created in Russia aimed at environmental education of preschoolers. A number of psychologists have created original programs that present the psychological aspects of environmental education for preschool children.

A. Veresov’s program “We are earthlings” aims to develop elements of environmental consciousness in children; it demonstrates the universal interconnection of nature, man and his activities.

E. Ryleeva’s “Discover Yourself” program was created on the basis of the author’s concept, which involves the individualization of a child’s personal development. The program provides for the development of natural science concepts and environmental culture in children; the initial forms of environmental consciousness are formed through the cycle of lessons “The World Not Made by Hands.”

N.A. Avdeeva and G.B. Stepanova created a program for environmental education and upbringing of older preschoolers “Life around us”, the center of which is the personal development of the child. Children receive environmental information; on an emotionally positive basis, they develop a caring and responsible attitude towards living nature.

The “Gossamer” program by Zh. L. Vasyakina-Novikova develops planetary thinking in children: a reasonable attitude towards the world and towards themselves as an inhabitant of the Earth. Children form an idea of the world according to four parameters: “where I live” (environment), “how I live” (behavior and responsibility), “who I live with” (neighbors on the planet, relationships with them), “when I I live" (interaction in time). Ecological ideas about the value of nature and its unity with man, about the vital manifestations of humans, plants and animals help to develop empathy and sympathy in children, which are then transformed into assistance.

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.

The program by V.I. and S.G. Ashikov “Seven Flowers” is aimed at the cultural and environmental education of children, the development in them of the beginnings 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. In the process of learning, preschoolers acquire a broad outlook and a moral attitude towards the world around them. The basis of the program is the perception of beauty in nature, in man-made creations and in man himself, his inner world and creative deeds. The program has two basic themes: “Nature” and “Man”. The theme of nature includes not only its four kingdoms on Earth (minerals, plants, animals and humans), but also goes beyond the planet - to the near and far space. The second topic examines the human creator of folk and national heroes, devotees of world culture who entered the chronicles and left a good mark on the Earth.

T. A. Koptseva’s program “Nature and the Artist” combines the formation of ideas about nature as a living organism in children 4-6 years old and the development of their creative activity. Using the means of fine art, the author solves problems of environmental and aesthetic education children, introduces them to world artistic culture. Blocks of the program - "World of Man" "World of Art" - through the system creative tasks develop in preschoolers an emotional and value-based attitude to the world, as well as their own creative skills and abilities

This group also includes N. A. Ryukbeil’s “Sense of Nature” program, intended for educating preschoolers 4-6 years old in institutions additional education. The goal of the program is to develop, through the emotional sphere, a cognitive interest in nature and a desire to communicate with it. Children study for three years, and at each stage new tasks of their upbringing, education and development are solved. The overall result is a stable interest in nature, a desire to communicate with it and creative expression children in various types of artistic activities. The peculiarity of the program is its organization in each lesson, which lasts two academic hours, children are “immersed” together with the teacher in a cozy atmosphere through various activities (communication with living objects of a corner of nature, viewing slides, listening to music, creative activity children themselves - drawing, writing fairy tales, theatricalization of literary works, etc.). At each lesson (twice a week), the teacher achieves “emotional concern” for each child; it is the sense of nature that should become the basis for further environmental education of children at school. The educational plan of the program is closely related to the aesthetic one: children are taught to see the beauty of plants and animals as a result of their remarkable adaptability to their environment. IN Last year During training, children receive a very wide range of ideas about the Universe, planet Earth, about the life of primitive and modern people; children are shown the beauty of the world and taught to love it.

Of great importance in the environmental education of preschoolers are programs aimed at establishing the principles of ecological culture through knowledge of the ecological laws of nature.

N. A. Ryzhova’s program “Nature is Our Home” (1998) 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. In accordance with the program, children receive ideas about the relationships in nature, which help them acquire the beginnings of an ecological worldview and culture, a responsible attitude towards the environment and their health. The program provides for the development in children of the first skills of environmentally literate and safe behavior in nature and everyday life, skills of practical participation in environmental activities in their region.

The “Our Home is Nature” program consists of ten blocks. Each includes educational and educational components - knowledge about nature and the development in children of various aspects of attitude towards it (caring care, the ability to see beauty, etc.) Half of the program (five blocks) considers the area of inanimate nature (water, air, soil, etc.) , three blocks are devoted to living nature - plants, animals and the forest ecosystem, two - to the interaction of man with nature. The program has methodological support - development for creating a developmental environment in a preschool institution, recommendations for introducing children to water and air. A valuable aspect of the program is that the author draws attention to waste, which large quantities produced by humanity, and which pose a real danger to the nature of the planet. Methodological recommendations provide for an emotional impact on children; the author has written environmental fairy tales, invented “letters to animals”, created environmental project"My tree." N.A. Ryzhova’s program continues in elementary school.

One of the first in the 90s was S. Nikolaeva’s “Young Ecologist” program, created on the basis of her own Concept of environmental education for preschool children. “Young Ecologist” includes two subprograms - a program for environmental education of preschool children, a program for improving the qualifications of preschool workers in the field of environmental education of children, i.e., at the same time, the issue of establishing the beginnings of an environmental culture in children and its development in adults raising them is being addressed (after all, the educator, who is carrier of ecological culture is the most important condition for the development of children). The program has a thorough theoretical and experimental justification and is focused on a personal approach to the child and his comprehensive development.

The content of the program reflects a biocentric view of nature, traces the relationship of the organism with the environment in various aspects as natural manifestations of the morphofunctional adaptability of favorite plants and animals to the environment, as a change in the forms of the adaptive relationship of the organism with the environment in the process of its ontogenetic development, as the similarity of different living beings living in a homogeneous environment. These issues can be resolved if there are children in the living space (indoors and outdoors). section of the preschool educational institution) in sufficient quantities of the objects of nature themselves - plants and animals. The environmental education program for children contains six sections. The first is objects of inanimate nature, which are considered both in themselves and as components of the living environment of living beings. It is shown that without water, air, soil, the life of plants, animals and humans is impossible, that planet Earth, unlike other planets of the solar system, has the entire complex of necessary conditions for life in all its forms. The last section is devoted to man - he considers him in three aspects as a living being in need of favorable conditions, as a user of nature and as its guardian. Sections from the second to the fifth are the knowledge of the actual environmental laws (the life of plants and animals in their habitat and in the community). These laws can be interestingly learned already at preschool age in order to understand them, become familiar with them in your behavior and live according to them on Earth . Ecological knowledge is not an end in itself, it is only a means of developing an attitude towards nature, which is built on an emotional and sensory basis, demonstrated by the child in various types of activities.

Recently, there has been an intensive creative process in the regions of Russia. Teachers and ecologists are developing programs for environmental education for children, taking into account local natural and social conditions, national traditions (in St. Petersburg and the region, in Yakutia, Perm, Yekaterinburg, Tyumen, Nizhny Novgorod, the Far East, Lipetsk, Sochi).

An example is the program “Enduring Values of Nature” by E. V. Pchelintseva-Ivanova, as well as the regional program of preschool education in the Stavrapol region “Planet of Childhood”, in which the program “ABC of Ecology” and its scientific justification are presented in the natural science ecological block (author L I. Grekova).

Thus, a review of a number of environmental education programs for preschool children demonstrates the great creative activity of specialists - understanding of the environmental problems of the planet, the need to solve them, the value of nature and life on Earth in all its manifestations, the need to change the strategy and tactics of humanity’s behavior on the planet, the ways of its interaction with nature . And this requires intensive environmental education for all people, starting from preschool childhood.

Systematic training in the classroom is an important means of educational work with preschool children.

Modern preschool pedagogy attaches great importance to classes. They have a positive impact on children, contribute to their intensive intellectual and personal development, and systematically prepare them for school. Currently, the improvement of classes continues in various aspects: the content of training is expanding and becoming more complex, a search is being made for forms of integration of different types of activities, ways to introduce games into the learning process, and a search for new (non-traditional) forms of organizing children. Increasingly, one can observe a transition from frontal classes with the entire group of children to classes with subgroups and small groups. This trend ensures the quality of education: an individual approach to children, taking into account the characteristics of their progress in acquiring knowledge and practical skills. In the environmental education of children, classes perform a very specific and very important function: the sensory ideas children receive on a daily basis can be qualitatively transformed - expanded, deepened, combined, systematized.

There are main types of environmental classes, which are fundamentally different from each other in didactic tasks, logic of construction, process of organization and implementation: classes of primary familiarization, in-depth cognitive, generalizing and complex types.

Primary-introductory classes. During the preschool period, a significant proportion of initial environmental information about various aspects of natural life and human activity is transmitted to children in primary orientation classes. Most often, these classes are aimed at introducing children to species of animals, plants, their living conditions and habitats, which are not represented in the immediate natural environment and cannot be known through observation.

The main components of such classes are various demonstration and teaching aids, which allow children to form clear and correct ideas. The topics of the classes can be domestic and wild animals, inhabitants of the forest and the north, the tundra and hot countries, the pond and the sea, as well as the activities of people on an agricultural farm, in forestry, in the field of environmental management and nature conservation. In classes of this type, children get acquainted with appearance animals and plants, learn to recognize them, learn about their habitat, adaptability to it, seasonal life, and various behavioral features.

Children learn in such classes through looking at pictures and talking. Often their components also include reading children's literature, looking at illustrations, watching a filmstrip or slides, and telling the teacher about all types of activities of this type. The verbal method of environmental education acquires paramount importance - the success and quality of children’s perception of new images depends on the teacher’s words (his questions, explanations, their system and sequence). Understanding the connection between events and the connection between objects depends on clarity. The thoughtful and planned word of the teacher organizes the content of classes and ensures a successful learning outcome.

Primary orientation classes with older preschoolers are much more difficult than classes in other age group. With them, you can look at pictures of nature that are far from their experience, go beyond the depicted plot, look at several pictures at the same time - this is facilitated by some of the already established experience of children and the range of ideas they have.

The pictures help to form ideas about the forest ecosystem, its inhabitants, and the adaptability of forest animals to life in this ecosystem.

Pictures, slides, and videos can be invaluable in introducing children to ecosystems that are inaccessible to their direct perception - the sea, the desert, the Arctic. Visualization, combined with emotional explanations from the teacher, expands children’s horizons and forms new images about nature.

In primary-familiarization classes with children, you can examine living objects of nature.

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Formation of ecological culture in preschool children. Forms for presenting results. 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

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INTRODUCTION

The relevance of research. An urgent problem for humanity is the interaction of man with nature. Man and nature... Philosophers, poets, artists of all times and peoples have paid tribute to this eternal and always relevant topic.

Modern problems of human relations with the environment can be solved only if they develop environmental literacy and culture, understand the need to implement the principles of sustainable development, this has given rise to a new direction in education - environmental.

The most favorable period for solving the problems of environmental education is preschool age.

Environmental education is important for preschool children. At this age, the foundations of a person’s worldview and ecological culture of the individual are laid; this is part of spiritual culture. Environmental education of children, therefore, is a purposeful pedagogical process.

An environmentally educated personality is characterized by a developed ecological consciousness, environmentally oriented behavior and activity in nature, a humane, environmental attitude.

One of the keys to successful environmental education is the creation of an atmosphere that promotes the development of emotional sensitivity and responsiveness of children.

The relevance of the study is caused by the aggravation of the contradiction between the objective need to study the characteristics of environmental education of children of senior preschool age and the insufficient attention to such education by teachers of preschool educational institutions.

Object of study: the process of forming the ecological culture of children in a preschool institution.

Subject of research: the formation of environmental culture in children of senior preschool age.

Purpose of the study: to analyze the features of environmental education of children of senior preschool age in pedagogy, to develop and test a program for the formation of environmental culture in preschool children.

In accordance with the purpose, object and subject of the study, the following research objectives are formulated:

1. Study and analyze psychological and pedagogical literature on this topic;

2. Objectives and content of environmental education for preschool children;

3. Analyze modern technologies for environmental education of preschool children; .

4. Develop a program for the formation of environmental culture;

5. Test and implement a program for developing an environmental culture among older children.

The theoretical and methodological basis of the study was the works of the following scientists: Venger L.A., Sukhomlinsky V.A., Zalkind E.I., Markovskaya M.M., Veretennikov S.A., Nikolaeva S.N. , Fedorova T.A., Samorukova P.G. and etc.

To solve the problems, the following research methods were used: theoretical (analysis, synthesis, generalization, specification), empirical - observation, qualitative and quantitative methods, diagnostic techniques.

Research base. The study was conducted on the basis of MDOU No. 56 "Ryabinka" in the city of Podolsk, older students took part in the study, the number of subjects was 20 people.

Work structure. This final work consists of an introduction, two chapters, chapter-by-chapter conclusions, a conclusion, and a list of references.

CHAPTER I. PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF FORMATION OF ECOLOGICAL CULTURE IN PRESCHOOL CHILDREN

1.1 The concept of ecological culture in psychology and pedagogy

L.P. Molodova believes that environmental education of preschool children is, first of all, the education of humanity, i.e. kindness, a responsible attitude towards nature, towards the people who live nearby, and towards descendants who need to leave the Earth suitable for a full life.

T.A. Fedorova believes that environmental education of preschool children is the formation, on the basis of environmental knowledge, of a careful and caring, consciously correct attitude towards nature, which should be manifested in the behavior of children.

N.A. Ryzhova notes that environmental education of preschoolers is the formation of a holistic view of nature and man’s place in it.

The psychological and pedagogical substantiation of the problems of environmental education of preschool children is reflected in the works of V.P. Goroshenko, S.N. Nikolaeva, V.A. Yasvin. and others.

A person's greatest benefit occurs at an early age. It is at an early age that it is easier for him to instill some useful ideas and correct shortcomings. And this is proven by the principle of conformity to nature. All born beings are such that they learn more and more easily at an early age.

Jan Amos Comenius derived the laws of training and education based on the laws of nature. Wax molds more easily if it is hot. Uneven tree trunks can be corrected if the tree is small.

In The Great Didactics, Comenius put forward the following principles:

- nature does not mix its actions, it performs them separately, in a certain order;

- nature begins each of its formations with the most general and ends with the most isolated;

- nature does not make leaps, but moves forward gradually;

- Having started something, nature does not stop until it completes the task.

As we see, Jan Amos Komensky noticed the very essence of the question of the relationship between nature and man. Already in those days, the teacher derived the most important ecological position about the connection between man and nature, about their inseparability from each other.

Creating a new relationship between man and nature is not only a socio-economic and technical task, but also a moral one. It stems from the need to cultivate an ecological culture, to form a new attitude towards nature, based on the inextricable connection between man and nature.

The main goal of environmental education is the formation of environmental culture - a set of environmental consciousness, environmental feelings and environmental activities.

Therefore, familiarization with nature is one of the means of comprehensive development and education.

The psychological characteristics of preschool children’s attitude to nature determine the pedagogical strategy for forming the foundations of their ecological culture.

Taking into account all of the above, we can say that the education of environmental culture in preschool children is an important, necessary area of ​​the theory of education and training, the relevance of which is dictated by modern conditions.

1.2 Objectives and content of environmental education for preschool children

- in mental education - education in children of knowledge about inanimate nature, about plants, animals and protozoa, accessible to the sensory perception of children, the connections between them, objects and natural phenomena;

- in sensory development - improvement of analyzers, accumulation of sensory experience in children, which is the basis for subsequent generalizations, formation of elementary natural history concepts.

The trend towards deterioration of the ecological state of our planet and the need to overcome environmental problems have given rise to a new direction in education - environmental.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children.

E.N. Vodovozova reveals the role of observation as the most accessible means of familiarizing young children with objects and phenomena of the surrounding nature. In her opinion, observation for children provides rich food for the development of the child's mind and aesthetic feelings.

E.I. Tikheyeva saw nature as a means of sensory education for children. Indeed, nature, as an inexhaustible source of forms, colors, sounds, can be widely used for the purpose of sensory education of preschool children.

In the content of environmental education, an important place is occupied by the idea of ​​the unity of man and nature, which involves the formation of ideas about nature and man, the ways of their interaction.

The development of an environmentally educated personality is possible when solving developmental, educational, educational tasks in accordance with the age of the children.

One of the tasks of environmental education is to form in the child an idea of ​​man not as a master, conqueror of nature, but as a part of nature that depends on it. It is necessary to eradicate the consumer attitude towards nature.

Features of environmental education for children of senior preschool age are:

1.3 Modern technologies for environmental education of preschool children

ecological culture education preschool

Methods of environmental education for preschool children are based on the joint activities of the children being taught and the teacher himself. The teacher introduces his students to nature using:

1. Visual methods: looking at illustrations, observation, watching films, transparencies. It is believed that these methods are most effective in the case of preschoolers, since they correspond to their cognitive capabilities, fixing in their minds specific - very vivid - ideas about nature

2. Practical methods: modeling, games, simple experiments. With their help, children begin to understand the relationship between natural phenomena and individual objects, thus systematizing their knowledge and transferring it into the practical sphere of activity.

3. Verbal methods: conversations, reading books, memorizing poems, improvised and prepared stories from children and/or the teacher. Their main function is to expand knowledge about nature, as well as the formation of a positive attitude towards it.

Didactic forms of environmental education for preschool children are quite diverse, which allows the teacher to comprehensively cover the topic, and the children to reliably consolidate the issue being studied in their memory.

These include the following types of educational process:

Environmental education of preschool children involves:

-awakening and consolidating in the consciousness of a humane attitude towards the environment within the framework of moral education;

-creation of a specific system of ideas and knowledge about ecology within the framework of intellectual development;

-emphasis on the ability to see the beauty of nature, express one’s admiration for it, and aesthetic perception of reality;

-involving children in environmental activities that are feasible for them (caring for plants and animals, conservation and protection of nature).

Conclusion on Chapter I

The main purpose of environmental education is to form the ecological culture of preschool children.

The content of environmental education for preschoolers can be realized through a combination of different forms of interaction between the teacher and children:

-direct instruction (classes, excursions, observations on walks, elementary search activities), in which the teacher takes an active position, solving educational problems;

- partnership activities of the teacher with children and children with each other outside of class (different types of games, productive activities), in which the tasks of expanding cognitive interests, developing feelings, thinking, and the ability to plan activities are solved;

-independent activity of the child’s choosing, developing abilities for creative self-expression, practicing methods of activity.

CHAPTER II. FORMATION OF ECOLOGICAL CULTURE IN SENIOR PRESCHOOL CHILDREN

2.1 Development of a program for the formation of environmental culture in children of senior preschool age

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of the mind, feelings and will.

In this regard, in the 90s, a significant number of programs were created in Russia aimed at environmental education of preschoolers. A number of psychologists have created original programs that present the psychological aspects of environmental education for preschool children.

A. Veresov’s program “We are earthlings” aims to develop elements of environmental consciousness in children; it demonstrates the universal interconnection of nature, man and his activities.

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.

Of great importance in the environmental education of preschoolers are programs aimed at establishing the principles of ecological culture through knowledge of the ecological laws of nature.

Systematic training in the classroom is an important means of educational work with preschool children.

Taking into account all of the above, we can say that the education of environmental culture in preschool children is an important, necessary area of the theory of education and training, the relevance of which is dictated by modern conditions.

In the content of environmental education, an important place is occupied by the idea of the unity of man and nature, which involves the formation of ideas about nature and man, the ways of their interaction.

One of the tasks of environmental education is to form in the child an idea of man not as a master, conqueror of nature, but as a part of nature that depends on it. It is necessary to eradicate the consumer attitude towards nature.