System of environmental education for children preschool age V kindergarten and family

Rubtsova Natalya Valerievna

• Security area:
• formation of ideas about situations that are dangerous for humans and the natural world and methods of behavior in them;
• introduction to the rules of behavior that is safe for humans and the surrounding natural world.
• Area "Cognition":
• sensory development;
• development of cognitive and research activities.

• tasks for environmental education. research into the possibility of increasing the level of environmental culture of teachers, parents, and children; formation of motivational readiness to test new forms, types and contents of activities; usage additional features integration of specialists, educators, children, parents in the work to form an environmental culture; at the level of children: nurturing a love for nature through direct communication with it, perception of its beauty and diversity; formation of knowledge about nature; developing empathy for the troubles of nature, the desire to fight for its conservation. diagnostics of the level of knowledge, skills, relationships of all subjects of education; ensuring continuity of environmental education in the system: preschool educational institution - family
• tasks for environmental education.
• research into the possibility of increasing the level of environmental culture of teachers, parents, and children;
• formation of motivational readiness to test new forms, types and contents of activities;
• the use of additional opportunities for the integration of specialists, educators, children, and parents in the work to create an environmental culture;
• at the level of children: nurturing a love for nature through direct communication with it, perception of its beauty and diversity;
• formation of knowledge about nature;
• developing empathy for the troubles of nature, the desire to fight for its conservation.
• diagnostics of the level of knowledge, skills, relationships of all subjects of education;
• ensuring continuity of environmental education in the system: preschool educational institution - family

Scheme for constructing environmental education in preschool educational institutions

Ecological

education

Nature to man

Man nature

Security rules

nature - personal

everyone's participation

in environmental

events

Model of ecological space in a preschool educational institution

In room

Corridors

Location on

Library

Musically

gym

Ecological

Corners of nature

Mini museums

Research

Calendar

Indoor

plants

Trees and

bushes

Mini planetarium

Vegetable garden on

Animals

windowsill

Ecological

Pharmacy on

Natural and

Aquariums

windowsill

landscape

features of the territory

Ecological centers: group corners of wildlife and experimental laboratories

• observation method with connection of various analyzers,
• experiences and experiments,
• problematic situations or conducting experiments (allowing “to discover new knowledge”);
• verbal methods (conversation, problematic questions, stories - description, etc.),
• Practical activities in nature (work in nature, environmental actions, visual activities depicting nature),
• gaming methods and play,
• practical work and search activities;
• excursions,
• project method

• classes;
• excursions;
• practical activities in nature;
• environmental actions;
• environmental projects (pedagogical, child-parent);
• holding environmental quizzes and Olympiads;
• children's production of environmental leaflets, posters, booklets, newspapers, "Young Ecologist", "Young Explorer", "Young Traveler" clubs

• the most important of them is “maintaining silence” (as defined by L.P. Simonova),
• patience (the ability to observe plants and animals for a long time),
• attentiveness (children should be taught to find connections in nature, check folk signs, predict the consequences of people’s behavior),
• frugality (to take care of what is created by nature, “every insect is created by nature for something”)

• developing the content of emotionally positive communication between children and parents in social and labor relations within the family, during a holiday;
• creating an ecological and developmental environment in order to ensure the competence of teachers and parents in this matter;
• methodological support, including work plans and notes on activities to introduce people to nature.

One of the forms of environmental work with children and parents is projects.

Tasks:

• development of communication skills and coherent speech,
• development of research skills,
• ability to plan activities to obtain the final result,
• increasing personal confidence for each project participant,
• conducting reflection (awareness of one’s activities, how the result was obtained, what difficulties were encountered, how they were eliminated, how the person felt

• Child-parent projects,
• Family clubs,
• Meetings based on interests
• Information education for parents,
• Joint events (excursions to museums, zoo, arboretum, planetarium),
• Joint activities,
• Ecological holidays and entertainment,
• Joint promotions
• And other

Authors: Kazantseva Natalya Vitalievna, Karimova Irina Mikhailovna
Job title: preschool teacher
Educational institution: MKDOU combined type kindergarten No. 2 "Firefly" Vyatskie Polyany, Kirov Region
Locality: city ​​of Vyatskie Polyany, Kirov Region
Name of material: Report
Subject:"Ecosystem in a preschool organization"
Publication date: 07.06.2018
Chapter: preschool education

Report

"Ecosystem in a preschool organization"

"The world surrounding a child

- this is primarily the world of nature

with limitless wealth of phenomena,

with inexhaustible beauty.

Here, in nature, is the eternal source of children's intelligence."

V. Sukhomlinsky.

growing

environmental

Problems

encourage

intensive search for ways to understand the values ​​of nature, means of development

environmental

thinking

population

Continuous

ecological

education is a necessity, the awareness of which is already available not only among

specialists,

significant

private

population.

saving the planet and this desire needs to be developed from childhood.

Ecological

education

integral

preschool

pedagogy,

age

are laid

personal

culture.Home

environmental

education

is

formation

environmental

crops:

careful

the child’s relationship to the nature around him, to things and natural materials

origins that he uses, awareness of himself and other people

parts of nature.

Teachers

children's

constant

in-depth

aimed at implementing specific tasks of environmental education:

Communicating, consolidating and enriching knowledge about the world around us;

Forming the habit of caring for nature and its inhabitants;

Development of the ability to find relationships between phenomena, objects and

draw conclusions;

Fostering love for the nature of our native land.

apply

various

environmental education of preschool children: daily observations of phenomena

in nature and in the process of caring for plants, specially organized play

and educational situations, targeted excursions, holidays and entertainment, creative

workshops, environmental actions and cleanup days, experiments, experiments, etc.

In addition, classes are systematically conducted on seasonal changes in nature,

about animals living in different ecosystems, about plants growing in

different climatic zones, on the streets and parks of their hometown, on the territory

children's

attention

teachers

is given

joint

children studying ecological spaces on the territory of the kindergarten.

In-depth work on the study of ecosystems (forest, meadow, pond, steppe, etc.)

subordinated

show

organism

natural

relationships

unpredictable consequences. In the process of studying any ecosystem, you can

distinguish three levels of environmental knowledge:

Objects of nature without any connections;

Objects of nature in interrelation (so, learning what these or those eat

animals,

are swarming

relevant

determine the meaning of one object for another, for example, the meaning of a forest for

rivers, etc.);

Processes affecting objects (considered firstly, seasonal

phenomena based on the action of natural factors; Secondly,

consequences caused by human activities)

For practical study of natural objects and phenomena in the territory

children's

teachers

specialists

created educational

ecological trail.

Ecological

specially

developed

equipped

route into nature. Creating an ecological trail on the territory of the kindergarten,

tried

maximum

use

wealth

trees,

shrubs, herbs, which for 40 years were carefully preserved by more than one

generation of employees and parents. We included in the plan of the ecological trail

different species of trees, shrubs, grasses and mosses to clearly show

children the distinctive features of different life forms of plants.

Territory

children's

enough

recreated

fragments

natural

vegetable

communities,

characteristic

Kirovskaya

helps teachers introduce children to representatives of local flora and fauna,

meadow

ecosystems.

observe

diversity

insects,

invertebrates

animals

natural

conditions

habitats, as they are associated with certain plants, features

food and accommodation.

The natural objects of the ecological trail include:

1.Trees

(holly,

Tatar),

small-leaved,

fluffy, warty, spruce, larch, rowan, oak, pine, cedar,

2. Shrubs - lilac, rose hips, sea buckthorn, acacia.

3. Old stumps.

4.Meadow grasses

5. Forest herbs

5.Birch grove.

6. Garden – apple tree, plum tree, cherry tree.

7. Anthills.

8. Log.

stylized

specially

createdobjects

environmental

Flower beds.

2.Alpine slide.

3. Birdhouses.

4. Bird feeders.

5.Children's weather station.

6.Rural yard.

7.Children's garden.

8. Corner of medicinal plants.

9. Corner of the forest

10.Insect clearing.

Ecological

constantly

is being updated.

the present

Almost all the trees in our natural area grow. Our students learned

recognize

contributed

observations, but also the organization of didactic games “Guess the tree from the leaf”,

“Run to the tree that I will name”, “Guess by the description”, etc.

held

"Fabulous

feeder",

pleasure

accept

parents.

Feeders,

done

are placed

walking

site.

forget

observing birds flying to feeders, children can name them,

determine the characteristics of their behavior, but most importantly, children understand that

The life of birds, especially in winter, when it is difficult for them to get food, depends on us.

Practical

observations

natural

conditions

process

"trips"

trail help

expand

deepen

received

classes.

pupils comprehend the inextricable unity of nature and man, come to

the realization that wild nature lives by its own laws, doing without

human help.

The territory of a preschool educational institution is a kind of ecosystem, but no longer artificial

created because all connections characteristic of a natural ecosystem are not severed

and are not isolated from each other. This ecosystem is sustainable, capable

to self-renewal, since it is in natural environment a habitat.

Premises

children's

peculiar

eco system,

reminiscent

miniature.

exists

supply of energy and resources, and its main inhabitants are people (educators and

children), plants surrounding them.

There are a lot of different plants in the preschool that are monitored and cared for

preschoolers. Flowers in the premises of a kindergarten play not only an aesthetic role.

mood,

moisturize,

improve your health

highlighting useful

substances

phytoncides,

killing

microorganisms.

plants,

room,

oxygen

microorganisms.

Indoor

chlorophytum,

Plants,

absorbing

some

technical devices. Moreover, the worse the air quality for humans, the

better for the plant. Some indoor plants are used as medicine,

for example, aloe and Kalanchoe, the leaves of which are applied to abscesses, and the juice

accept

various

internal

diseases.from

grown

On the windowsill of the onion we get vitamins.

One of the ecosystems in the preschool educational institution is the “Garden on the Window”, which can

stay green all year round. Children, together with their teachers, sow in it

grain crops, then observing their growth, analyzing the best conditions for

germination

quality

Source

vitamins

is an onion grown on a windowsill.

dependencies

age

pupils,

are located

artificially created mini-ecosystems: multi-tiered forest ecosystem,

meadow, desert, coast

Ledovitogo

the opportunity to clearly and easily convey to children the diversity of the environment

Targeted

systematic

implementation

process

stimulation

educational

interest

is

effective

factor of environmental education in preschool educational institutions. The team of our preschool

institutions have achieved some success in in this direction. I wanted

I would like to dwell on them:

Diploma of laureate of the district competition “Beautiful School - 2008” II

degrees in the nomination “Best Territory of an Educational Institution”

Gratitude from the administration of the city of Vyatskie Polyany Kirovskaya

environmental

upbringing

preschool

age.

Diploma of the 1st degree of the regional competition “Beautiful School - 2015” in

nomination "Gardens of Nature".

Letter of gratitude for active participation in the regional competition

environmental and civil initiatives "EcoGreen" and a special nomination

“Ecology in Literature” - in 2015.

Certificate of participation in the international gaming competition “Man

and nature" - 2017.

teachers

pupils

environmental

olympiads,

competitions,

publications

municipal

international level.

Kindergarten is the first link in the system of continuous environmental

education, therefore it is no coincidence that teachers are faced with the task of forming

preschoolers

culture

rational

environmental management.

The accumulated knowledge of preschool children is not an end in itself. They

necessary as a condition for the development of emotional, moral and effective

relationship to the world.

Look around

inspect

premises,

the named places have their own microcosm, their own ecosystem created by artificial

or naturally. And we, people, live in this environment, next to the little ones

inhabitants - animals, plants. And our souls are like plants: they will fall into

a seed in the ground, the rain will fall, the sun will warm it and the seed has sprouted! Everyone

a tree, a flower, a butterfly, an ant, and even the almighty need care

to a person. Nature's care! And for this care to be enough for everyone, we need

take care of her!

Material prepared by:

Kazantseva Natalya Vitalievna,

Karimova Irina Mikhailovna

Slide 1

Municipal preschool educational institution kindergarten “Topolyok”, Tokarevka village, Tambov region

Slide 2

Model of environmental education and education of preschool children The purpose of environmental education: Formation of the principles of environmental culture in children, development of environmental consciousness, thinking, environmental culture in adults (educators, parents) raising them. Developmental environment: Ecological path, laboratory, alpine slide, artificial pond, flower beds, educational garden, Dr. Aibolit's corner (medicinal plants), living corners with animals: guinea pig, parrot, aquarium fish, plants; bird column, poplar alley, orchard.

Slide 3

Ecological and educational block. Objectives: -mastering environmental concepts; -development of cognitive skills; - mastering the skills of caring for living beings.

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Forms and methods of work: 1.Ecological classes; 2. Circle work. Children's fantasy. 3. Lessons in thinking. Why does the Christmas tree have green needles? Where do birds spend the night? What does birch breathe? Why are the leaves colored? 4.Excursions. Search for autumn signs. Park in winter. Meadow plants. To the pond. 5.Ecological games. -Imitation (Ecological pyramids); -Competitive (“Question-answer”, etc.); -Travel games (“To the bottom of the sea”, etc.); -Didactic (“Who lives where”, “Who has what house”, etc.). 6.Ecological trail.

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7. Observations. Why do cats walk quietly? What do we know about the dog? What types of trees are there? Clouds are white-winged horses! 8. Examination of reproductions of paintings and illustrations. 9. Laboratory of a young ecologist: -conducting experiments; - viewing collections. 10.Classes in a corner of nature. 11. Walks in the kindergarten area and beyond. 12.Modeling: Whose legs are these? Find out by the trail? We settled in the house.

Slide 6

Ecological and health block Objectives: formation of health and healthy image children's lives through the means of nature. Forms and methods of work. 1. Traditional system of recreational work in the fresh air (morning exercises, hardening, etc.) 2. Hiking around the site and beyond. 3. Psychological trainings involving animals. 4. Walking along the health path (made of cones, pebbles, twigs, chestnut seeds, walnut shells, straw). 5. Herbal corner. (Breathing exercises in the corner of phytoncidal plants.) 6. Classes in the corner of Doctor Aibolit. (About medicinal plants.) 7. Safety lessons. The road to the house (about the rules of behavior on the street). Sultry summer (about hot weather). So tasty and dangerous (about berries, fruits, vegetables). Let's go swimming! 8. Outdoor games (edible-inedible). 9. Phytobar, rinsing the mouth and throat with decoctions of plants: chamomile, sage.

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Ecological-aesthetic block Thanks to perception in nature and art, a person discovers the beauty in himself. V.A. Sukhomlinsky. Objectives: - developing in children the ability to see and understand the beauty of nature, to take care of beautiful creations; - development of aesthetic taste in children through natural objects; - development in children of positive emotions and feelings from communicating with nature.

Slide 9

Forms and methods of work: Integrated classes (isoecology, ecology and music, ecology and fiction). Observations in nature. Autumn leaf fall. White fluffy snowflakes are falling. Silvery frost. April, April - there are drops in the yard again. 3. Environmental exhibitions. Such different trees (photo). What does it look like (boughs, stones similar to any object of living nature). Let's draw winter. What can be done from natural material. Man and his good deeds on Earth. 4.Ecological entertainment and holidays. Vosenushka-autumn! Hello winter guest! The day the rooks arrive. Summer is red, the sun is bright! 5. Environmental actions. Beauty will save the world. Our kindergarten is a green house. 6. Collecting. 7. Day of Environmental Creativity. 8. Examination of reproductions of paintings and illustrations.

Slide 10

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Ecological and moral block. Objectives: -formation of emotionally positive relationships between children and nature; - children’s accumulation of experience in humane treatment of plants and animals; -forming an understanding of the dependence of the state of the natural world on human actions.

Slide 12

Forms and methods of work. 1.Environmental trainings with animals. 2.Environmental actions. We build castles for birds. Sanitary day. Plant a tree. Feed the birds in winter. We care about everything, etc. 3. Integrated classes (ecology-social world, ecology-fiction). 4. Role-playing environmental games. Construction of the city. We are relaxing in the forest. Green Patrol, etc. 5. Lessons of kindness. How to take care of indoor plants? What should you do to avoid scaring animals? How do you feel when you hug a tree? When have I been kind to nature? What did nature tell you? 6. Conversations. 7. Discussion and playback of situations and book plots. 8. Classes in a corner of nature. 9.Psychological trainings with the participation of animals.

1 of 43

Presentation on the topic: Ecology in preschool educational institutions

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Preschoolers are the initial link in the system of continuous education. Basic environmental knowledge acquired by children at a young age will help them master environmental subjects in the future. Knowledge is not an end in itself, it only helps to form in children a certain attitude towards nature, environmentally literate and safe behavior, active life position.

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The content of environmental education in kindergarten is aimed at solving the following tasks: 1. Formation in children of ideas about the biological laws of nature; 2.Development of curiosity, cognitive interest, cognitive activity; 3. Formation of an emotionally positive attitude towards nature (joy, surprise, desire to show sympathy, understanding of responsibility); 4.Development of practical skills in caring for plants and animals.

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1. Formation in children of ideas about the biological laws of nature, understanding that there are 2 worlds: the natural world and the world created by man; understanding that in the natural world there are various animals and plants, there are many of them, but they are all living and neighbors (diversity and unity); the idea that all these organisms adapt differently to living conditions (nutrition, movement, protection from enemies); - every living creature changes: it grows, develops, and this requires certain conditions (light, temperature, air) and care, housing, etc.

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The ecological development of preschool children in preschool educational institutions is based on integration with other aspects of development - this includes safety, socialization, communication, reading fiction, labor, artistic creativity, health, experimentation. All this ensures the integrity of the educational process.

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The educational area “Reading fiction” includes such a task as Forming a holistic picture of the world. That is, an integrated approach to the design of a holistic educational process allows us to organically weave environmental education into general process development of children's personality and achieve optimal developmental results

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According to the nature of cognitive tasks, observations are divided into groups: recreating (for example, observing footprints in the snow), recognizing (observing a kitten), long-term (observing the growth of an onion) V. Loginova, etc. According to the method of organizing children: - frontal, - s subgroup - individual independent observations of children By time: 1. episodic (short-term); 2. cyclic (long-term

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Observations are used as a method on excursions, walks, and in a corner of nature. On walks, observation acts as a method and type of activity. Observation accompanies search activity and work in nature. Observation includes a dialogue between the teacher and children about the observed object (questions, answers); the observation must be accompanied by a literary word. Questions for children in older groups should be problematic in nature; observations may include TRIZ methods (What are the tree leaves whispering about? Where does the stream run? Who are the mother and father of the wind? etc.) In older groups, the content of observations should be devoted to introducing children to the relationships in nature. Compact execution of the cycle in time; The predominance of contemplation over the word; All children should participate; Use of physical activity of children; Reliance on biological patterns; Involve as many of children's senses as possible; The results of observations should be recorded in order to consolidate, clarify, and systematize children’s ideas.

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Using Visual Aids and Modeling Pictures are the most common method of environmental work. The picture allows us to clarify the features of the appearance of animals and reveal the mechanisms of adaptation. (For example, the painting “Squirrels in Winter”), the growth and development of animals. Looking at the picture develops cognitive activity in children (Will the marten catch the squirrel?). Paintings allow you to develop aesthetic perception (examination of landscape paintings - reproductions, paintings by great artists).

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Models Models are substitutes for real objects, objects (Reismers N.). From a scientific point of view, a model is a special type of symbolic idealization. The purpose of models in the environmental education of children is that models always contain images of those objects that children once perceive, i.e. allow you to reproduce it in memory.

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groups (types) of models Material (material, real): static (model of a forest) and dynamic (wind-up toys). Ideal: figurative (iconic), pictograms, schematic (abstract) and spatial-graphic. In the Development program, models are the leading method. The models in the “Development” program are distinguished: sign-symbolic (signs denoting animals), mental, mental-imaginary (Euler circles, classification tree).

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games with rules didactic games didactic games with natural materials (seeds, fruits, indoor plants). didactic board-print games (zoological lotto, botanical lotto, dominoes, cut-out pictures, etc.) didactic word games (Where do mushrooms grow? When does this happen? Edible - inedible, etc.). creative games The game is recommended for use by all age groups.

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Game-based learning situations (GES) type 1 – use of analogue toys. A live pussy and a toy - a kitten, a real Christmas tree with a toy one (comparison) A toy bunny wants to learn about the life of hares in the forest. Type 2 – the use of literary characters (Carlson, Cipollino, Cheburashka, Aibolit, etc.). Carlson talks about birds' nests, Kolobok delves into the life of forest inhabitants. The character acts in this case as the child’s partner in cognition. Type 3 – role-playing games on a trip (to the sea, to the Arctic). Approximate travel theme: The mysterious world of the past. The riches of the Earth's interior. The region in which I live. Life in the depths of the sea. How a shirt grew in a field.

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Cognitive - research (Search activity Search activity is a joint activity of a teacher and children aimed at understanding objects and natural phenomena, it is a search for answers to problematic questions of nature. Search activity is based on experiences and experiments. Requirements for search activity and the content of search activity Experiments should not harm living beings; The experimental methodology should be clear and simple. Contents of the search activity: Experiments with phenomena of inanimate nature (N. Ryzhova “Magic Water”; Experiments with plants (Khaidurova); Experiments with animals (Sikoruk);

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The project method is a practical method for the environmental development of preschool children. A project is a way of organizing the educational process, based on the interaction of a teacher and children, interaction with the environment, step-by-step practical activities to achieve a goal, solve a problem.

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It is based on the idea of ​​relying on the search behavior of children. Search behavior is tension in thought, imagination, and creativity in conditions of uncertainty. Suppression of children's initiative blocks search behavior, as a result, a passive position develops in the future, refusal to overcome difficulties.

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Design is a complex activity in which participants master new concepts and ideas about various aspects of life. The types of projects are varied. Types of projects: Research - creative (children experiment, and the results are presented in the form of newspapers, dramatization of children's design); Role-playing games (children take on the role of characters in fairy tales and solve posed problems); Creative (the results of the project are presented in the form children's party). Adventure (for example, “Journey to the Land of Butterflies”, “In the Kingdom of indoor plants", "Singing Forest", "Sky Islands", etc.) Practice-oriented or constructive (for example, creating a birdhouse)

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An excursion is also a type of lesson in environmental education under open air. The excursion includes all elements of educational activities (goal, educational, educational objectives). Targeted walks are organized for all age groups, starting with the youngest.

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Holidays and entertainment on environmental topics Entertainment (in June). “Our little friends (insects)”; In theatrical activities, children consolidate knowledge about insects. Holidays: Bird Day (March 18), Earth Day (April 22), Water Day, etc. Holidays and entertainment bring children a lot of joy and at the same time contribute to solving the problems of environmental education

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Environmental actions are socially significant, time-long events, including a cycle of observations, work, competitions, games Creation of an environmental museum (posters, environmental signs, creative works children, collections, herbariums, etc.) Ecological expeditions, hikes Natural theater Exhibition of natural records (presentation of exhibits of natural material - seeds, fruits, unusual, unique knots, children measure, weigh) Creation of a weather center, weather forecasting island (help children predict the weather by folk signs, keeping a nature calendar) Conducting environmental quizzes, issuing environmental leaflets, Environmental training (guess whose voice is birds)

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Formation of basic ideas about the correct ways to interact with plants and animals: looking at plants without harming them; observing animals without disturbing or harming them; feeding animals only with adult permission. Explain to children that they cannot pick or eat any plants. These tasks are set before us by the “From Birth to School” Program for the entire period of preschool childhood

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Introduction to nature 1 junior group. Introduce children to accessible natural phenomena. Learn to recognize domestic animals in nature, in pictures, in toys (cat, dog, cow, chicken, etc.) and their babies and name them; recognize some wild animals (bear, hare, fox, etc.) in pictures: name them. Watch the birds and insects in the area (butterflies and ladybugs), and the fish in the aquarium. Teach children to feed birds. Learn to distinguish vegetables (tomato, cucumber, carrot) and fruit (apple, pear, etc.) by appearance. Help children notice the beauty of nature at different times of the year. Cultivate a caring attitude towards plants and animals. Teach the basics of interaction with nature (examine plants and animals without harming them; dress for the weather). Seasonal observations Autumn. To form elementary ideas about autumn changes in nature: it has gotten colder, the leaves on the trees have turned yellow and are falling; that many vegetables and fruits ripen in the fall. Winter. Form ideas about winter natural phenomena: it has become cold, it is snowing, ice, slippery, you can fall. Encourage participation in winter activities (downhill and sledding, snowball fights, building a snowman, etc.). Spring. Form ideas about spring changes in nature: it’s warmer, the snow is melting; puddles, grass, insects appeared; the buds are swollen. Summer. Observe natural changes with children: bright sun, hot, butterflies flying.

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Familiarization with nature 2nd junior group Expand children's understanding of plants and animals. Continue to introduce domestic animals and their cubs, their behavior and nutrition. Introduce indoor plants (ficus, geranium). Give an idea that plants need soil, water and air to grow. Introduce characteristic features successive seasons and the changes that occur in connection with this in the life and activities of adults and children. Give an idea of ​​the properties of water (flows, overflows, heats up, cools), sand (dry - crumbles, wet - molds), snow (cold, white, melts from heat). To form ideas about the simplest relationships in living and inanimate nature. Introduce the rules of behavior in nature (do not tear plants unnecessarily, do not break tree branches, do not touch animals, etc.).

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Getting to know nature Middle group Introduce representatives of the class of reptiles (lizard, turtle), their appearance and methods of movement (the lizard has an elongated body, it has a long tail, which it can shed; the lizard runs very fast). Expand children's understanding of certain insects (ant, butterfly, beetle, ladybug). To consolidate children's knowledge about herbaceous and indoor plants, their names (impatiens, ficus, chlorophytum, geranium, begonia, primrose, etc.); introduce ways to care for them. Learn to recognize and name 3-4 types of trees (fir tree, pine, birch, maple, etc.). Tell children about the properties of sand, clay and stone. Organize observations of birds flying to the site (crow, pigeon, tit, sparrow, bullfinch), feed them in winter. Expand children's understanding of the conditions necessary for the life of people, animals, plants (air, water, food, etc.). Develop children's ability to notice changes in nature. In progress various types activities to expand understanding of the properties of sand, water, stones and clay.

Slide no. 39

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Senior group Expand and clarify children's ideas about nature. Strengthen the ability to observe. To consolidate ideas about the plants of the immediate environment: trees, shrubs and herbaceous plants. Introduce the concepts of “forest”, “meadow” and “garden”. To form ideas about the alternation of seasons, parts of the day and some of their characteristics. Introduce the diversity of native nature; with plants and animals of different climatic zones. Show how a person uses water, sand, clay, stones in his life. To form the idea that man is part of nature and that he must preserve, protect and defend it. Learn to establish cause-and-effect relationships between natural phenomena (season - vegetation - human labor). Show children the interaction of living and inanimate nature. Talk about the importance of the sun and air in the life of humans, animals and plants.

Slide no. 40

Slide description:

Preparatory group Concretize children's ideas about the living conditions of indoor plants. Introduce methods of their vegetative propagation (cuttings, leaves, tendrils). Learn to establish connections between the state of the plant and environmental conditions. Introduce medicinal plants (plantain, nettle, etc.). Expand and systematize knowledge about domestic, wintering and migratory birds; pets and inhabitants of the corner of nature. Continue to introduce wild animals. Expand ideas about the peculiarities of adaptation of animals to the environment, Expand children’s knowledge about mammals, amphibians and reptiles. Introduce some forms of protection of amphibians and creatures from enemies (for example, snakes scare away enemies with hissing, etc.) Expand ideas about insects. Introduce them to the peculiarities of their life (ants, bees, wasps live in large families, ants live in anthills, bees live in hollows, hives).

Slide no. 41

Slide description:

To cultivate respect for the work of rural residents (farmers, machine operators, foresters). Strengthen the ability to generalize and systematize ideas about the seasons. Form ideas about the transition of substances from solid to liquid, and vice versa. Observe natural phenomena such as frost, hail, fog, rain. Explain to children that in nature everything is interconnected. Strengthen the ability to establish cause-and-effect relationships between natural phenomena (if insects that pollinate plants disappear, then the plants will not produce seeds, etc.). Bring children to understand that human life on Earth largely depends on the environment: clean air, water, forests, soil have a beneficial effect on human health and life. Strengthen the ability to behave correctly in nature (do not break bushes and tree branches, do not leave garbage, do not destroy anthills, etc.). Make albums about the seasons with your children: select pictures, photographs, children's drawings and stories.

Slide no. 42

Slide description:

Preschoolers should understand the reasons for the need to preserve all species of animals and plants without exception. For them, the concepts of “harmful and beneficial” should not exist. Children need to be taught not only not to pick flowers, but also to be taught that flowers will also disappear due to habitat disturbance, for example, by trampling. Ecological knowledge forms a certain value system. The idea of ​​a person as a part of nature, of the dependence of his life, his health on its condition. It is important to teach understanding of the need for reasonable consumption - do not pick more berries than you can eat. Children need to develop an active position, a desire to change something around them for the better - at least not throw garbage past them on the street. They must also understand their responsibility for the state of the environment. When telling children about any problems that arise in nature, the teacher must emphasize what each of us can do to solve them. Even if it is insignificant help, its price will be high.

Slide no. 43

Slide description:

Thus, the implementation of the field of FGT “Cognition” should contribute to the organization of the process of active activity of the child, provide him with the position of an “inquisitive researcher”, develop the foundations of environmental consciousness, which further contributes to the formation of a person’s theoretical thinking.