Innovative technologies and methods of environmental education of preschool children in accordance with the Federal State Educational Standards of preschool educational institutions (from work experience)

Innovative environmental activities in preschool educational institutions

Practical and research activities in natural conditions play a huge role in the environmental education of preschool children. Indeed, in the process of childhood research, the child acquires specific cognitive skills: he learns to observe, reason, plan work, learns to predict the result, experiment, compare, analyze, draw conclusions and generalizations, in a word, develops cognitive abilities. Therefore, children are given an additional opportunity to get involved in research work as a leading way of understanding the world around them and cultivating the ecological consciousness of a little person.

The best discovery -

something that the child does himself.

Ralph W. Emerson, American poet and philosopher.

Preschool children are by nature inquisitive explorers of the world around them. It is this age that is most favorable for improving the functioning of the senses, accumulating ideas about the world around us, and developing the ability to see the diversity of the world in a system of relationships and interdependencies. During this period, a positive attitude towards nature, towards the “man-made world”, towards the people around you, towards yourself and your health is formed. A correct understanding of reality ensures the successful accumulation of new knowledge, rapid mastery of new activities, adaptation to any new environment, the child’s self-confidence and a high level of activity. The group created a laboratory for a young ecologist, where there is natural material collected with the help of students and parents, and there is also equipment for experiments.

The content of the educational field “Speech Development” implies familiarity with children's literature, in particular natural history. Therefore, the group has created a mini-library. It contains a variety of literature by famous children's writers, naturalists Prishvin, Bianchi, which I use in classes and thematic readings. In our free time, with the children, we learn poems about nature by our famous poets A. S. Pushkin, N. A. Nekrasov, I. A. Bunin and others.

In my work I widely use folklore. The wisdom contained in fairy tales, nursery rhymes, and riddles educates children to expressive words, teaches goodness, love for their homeland and native nature. Children love to participate in environmental performances. This helps to teach basic knowledge in a playful way.

The educational field “Artistic and Aesthetic Development” allowed the consolidated knowledge, impressions gained on walks, travel games, educational activities in kindergarten to conduct environmental holidays, entertainment, leisure, and quizzes. They help children see the uniqueness and integrity of not only a certain living organism, but also an ecosystem, realize the impossibility of violating its integrity, and understand that unreasonable interference in nature can lead to significant changes both within the ecosystem itself and beyond its borders.

Article:

Reforming preschool education in order to better satisfy the needs of parents and the interests of children places new demands on preschool educational institutions.
The introduction of innovations into the work of an educational institution is the most important condition for improving and reforming the preschool education system. Any innovation is nothing more than the creation and subsequent implementation of a fundamentally new component, as a result of which qualitative changes in the environment occur. In relation to the field of education, innovation can be considered the final result of innovative activity, embodied in the form of new content, method, form of organization of the educational process, or in a new approach to the provision of social services in the field of education based on the real requests of parents, i.e. new forms of preschool education. Do not forget that the new is considered more effective than the old if its use allows one to obtain better results in an optimal way. In general, the innovation process is understood as a complex activity of creation (birth, development), development, use and dissemination of innovations.

Technology, in turn, is a set of various techniques that are used in a particular business, craft or art. Thus, innovative technologies in preschool educational institutions are aimed at creating modern components and techniques, the main purpose of which is to modernize the educational process.

The concept of modernizing Russian education requires teachers to improve the quality of preschool education and create conditions for the personal development of each child.

Today, there are more than a hundred innovative technologies used in our kindergartens. Among them, close attention should be paid to:

- health-saving technologies;

— technologies related to project activities;

— information and communication technologies;

— personality-oriented technologies;

- gaming technologies.

Environmental education has now become one of the most important areas of preschool pedagogy, implemented in many preschool institutions in the country. Innovative technologies, so relevant in the activities of a modern preschool institution, have received new development in environmental education.

Modern innovative technologies for environmental education of preschool children: 1) health-saving technologies.

The goal of health-saving technologies in environmental education of preschool children is to ensure a high level of health, a conscious attitude towards the flora and fauna, the ability to sensory perception of the world and the emotional well-being of the child, to teach respect for one’s health and nature, to effectively solve the problems of a healthy lifestyle and safe behavior in nature, providing self-help and helping others.

Proper organization of environmental education for preschool children, optimal alternation of different health-saving technologies has a huge impact on performance, fatigue and, in general, on the functional state of the whole organism, promotes the acquisition of new knowledge, provides a practical model of correct behavior in nature, develops emotional responsiveness, and helps to gain self-confidence.

2) technologies related to project activities.

Designing educational activities is relevant at the present time. Work on projects helps to implement the principle of integration of educational areas and can be aimed at organizing gaming, cognitive-research, communicative, productive children's activities.

The specificity of the project method is that the pedagogical process is superimposed on the process of interaction of the child with the outside world, the pedagogical influence is carried out in the joint activity of an adult and children and is based on their personal experience. The goal is to work on a problem, as a result of which the child receives answers to questions.

While working on the project, children study the natural world more widely and deeply. As a result of using the project method in the environmental education of preschool children, the level of knowledge about the animal and plant world, the level of environmental literacy increases, a love for the nature of their native land is fostered, and an initiative, active and independent child is formed. It also allows you to make life in kindergarten varied and interesting.

Projects can be classified as follows:

1. “Game” – activities that are conducted in a group in the form of games, dances, and exciting entertainment.

2. “Excursion” – projects whose goal is a comprehensive and multifaceted study of the surrounding world and society.

3. “Narrative”, through which children learn to explain their feelings and emotions using speech, vocals, writing, etc.

4. “Constructive”, aimed at teaching the child to create useful objects with his own labor: build a birdhouse, plant a flower, etc.

3) information and communication technologies.

In a kindergarten setting, it is possible, necessary and advisable to use ICT in various types of educational activities, including environmental activities. The use of ICT makes it possible to make the educational process of an environmental orientation more attractive and truly modern, to solve cognitive and creative problems based on visibility. Thereby improving the quality of knowledge and skills in environmental education.

4) person-oriented technologies.

The use of personality-oriented technologies contributes to the development of a preschooler’s individuality. This is a kind of foundation for the entire educational process. The main emphasis is on the child’s personality and his specific characteristics. Depending on the child’s abilities, the teacher selects educational games that will help maximize and develop the child’s talent. There is no place for authoritarianism, imposition of opinions and an impersonal approach to the student. In the group, as a rule, there is an atmosphere of love, mutual respect and cooperation.

5) gaming technology.

Gaming technologies in kindergarten are the key to every child. In play, children learn the material better and it is easier for them to express their thoughts. They rightfully occupy an important place in the education of the younger generation.

A special place in this work is given to games with environmental content. The use of games in environmental education helps preschoolers acquire more solid knowledge and helps them master the skill of environmentally appropriate behavior in nature. The child accumulates moral and value experience in relation to the world. The types of games used in environmental education are varied in form and content and do not differ from the child’s usual play activities. This includes a theatrical game, a board game, an outdoor game, various kinds of attractions, games with natural materials, competitive games, role-playing games, didactic games, etc.

Thus, the use of innovative technologies in the field of environmental education for preschoolers allows teachers to build the process of environmental education in accordance with modern requirements and at the same time without unnecessary burden for preschoolers. The use of innovative technologies in preschool educational institutions generally leads to the fact that the child receives knowledge that is firmly fixed in his subconscious.

Ecology project in the preparatory group of kindergarten

Environmental project in a pre-school group

Author of the publication: Antonova Tatyana Gennadievna. Purpose of publication: dissemination of experience in environmental education of preschool children. Description of material: The project is aimed at developing environmental literacy in preschoolers. The publication is addressed to preschool teachers. Authors of the project: teachers of the school preparatory group of the MADO DS “Talent” p. Tashla of the Orenburg region Antonova T.G., Amirova G.R. Brief annotation to the project: Modern problems of human relations with the environment can be solved only if an ecological worldview is formed in people, starting from preschool age, their environmental literacy is increased and they are introduced to ecological culture. Helping children see the uniqueness and mystery of life on planet earth was the goal of this pedagogical work. Depending on the age and level of knowledge of children, all topics become more complex in content, tasks and methods of implementation (informational, effective-mental, transformative). Particular attention is paid to the formation of a holistic view of nature and man’s place in it. Children form their first ideas about the relationships that exist in nature and, on this basis, the beginnings of an ecological worldview and culture, a responsible attitude towards the environment and their health. Mastering the methods of practical interaction with the environment ensures the formation of a child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. When working with preschoolers, great importance is attached to the moral aspect: the development of ideas about the intrinsic value of nature, an emotionally positive attitude towards it, the development of the first skills of environmentally literate and safe behavior in nature at home. The project participants are children, preschool teachers, and parents. Relevance of the topic: Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a preschool child can hardly be overestimated. Nature is the source of the first concrete knowledge and joyful experiences, often remembered for a lifetime. The child's soul is revealed in communication with nature, interest in the world around him is awakened, the ability to make discoveries and be surprised by them is formed. It is no secret that preschool children are by nature researchers. An unquenchable thirst for new experiences, curiosity, a constant desire to experiment, and independently seek new information about the world are traditionally considered as the most important features of children's behavior. Research, search activity is the natural state of a child, he is determined to understand the world, he wants to know it. To explore, discover, study means to take a step into the unknown and unknown. It is exploratory behavior that creates the conditions for the child’s mental development to initially unfold as a process of self-development. Of particular importance for the development of a preschooler’s personality is his assimilation of ideas about the relationship between nature and man. Mastering the methods of practical interaction with the environment ensures the formation of a child’s worldview and his personal growth. A significant role in this direction is played by the search and cognitive activity of preschool children, which takes place in the form of experimental actions. In their process, children transform objects in order to reveal their hidden significant connections with natural phenomena. Project type: Short-term (April-May), research, practice-oriented. Project goal: To develop children's environmental literacy and respect for nature and the environment. Project objectives: • To form in children a caring, responsible, emotionally friendly attitude towards the natural world, towards living beings, in the • process of communicating with them. • To develop skills of observation and experimentation in the process of • search and cognitive activity. • Develop children's imagination, speech, imagination, thinking, ability to analyze, compare and generalize. • Protect and improve children's health. • Take part in landscaping the territory of the kindergarten. • Improve children's skills in caring for plants. Expected results: children have developed basic ecological knowledge and a culture of behavior in nature; children understand the interrelationships in nature, treat it, animals, birds, insects with care; children have developed an interest in natural phenomena and objects; children are able to conduct simple experiments, experiment, analyze and draw conclusions; the level of environmental culture of parents has been increased, parents are aware of the need for environmental education of children; a unified educational space has been created for preschool educational institutions and families for the environmental education of preschool children. Project implementation stages: Stage 1 – Preparatory Stage 2 – Main Stage 3 – Final Preparatory stage Collection and analysis of literature on this topic. Determining goals based on the interests and needs of children. Planning upcoming activities aimed at implementing the project. Providing a didactic complex for the implementation of the project. Saturation of the subject-developing spatial environment of the group with thematic content. Main stage Drawing lesson in the preparatory group on the topic: “Forest Kingdom”. Goal: to consolidate knowledge about the forest as an ecosystem. Lesson on cognitive development on the topic: “Water is a magician.” Goal: To improve children's understanding of the various properties, forms and types of water. Develop speech, thinking, curiosity, observation. Form an emotional and value-based attitude towards the world around you; Cultivate accuracy when working; ability to work together. The game is a quiz on the topic: “Keep the Earth free from garbage.” Goal: to clarify children’s knowledge about the importance of cleanliness for the life of the planet and about the role of man. Expanding children's knowledge about types of waste, its disposal and recycling. Development of coherent speech. Strengthen the ability to answer in complete sentences. Develop the ability to work in a team and friendly relationships. Foster a culture of behavior on city streets, maintain cleanliness and order. Collective application on the theme: “Take care of our forest.” Goal: consolidation of knowledge about the forest as an ecosystem. Foster love and respect for the forest and its inhabitants. Reinforce the rules of cultural and safe behavior in nature, develop the ability to work together. Conversations: Conversation “Help the birds” Goal: to form in children a generalized idea of ​​wintering birds; develop children's cognitive interest in the life of wintering birds; cultivate a caring attitude towards birds, a desire to help them in difficult winter conditions. Conversation “How is frost formed?” Conversation “Christmas tree needles” Goal: to expand children’s understanding of trees. Promote the development of cognitive interest. Teach children to listen carefully to each other’s answers and give reasonable additions; think logically and clearly formulate your answers; make complex sentences. Conversation “Who is harmful in the forest and who is useful?” Conversation on ecology for children of senior preschool age: Our “Red Book”. Goals: to educate children to respect the nature of their native land; introduce children to some species of plants and animals listed in the Red Book. Cause an emotional response, a desire to protect nature. Conversation: “Water is life” Purpose: To give children an idea of ​​the importance of water for living objects, for people, about the need to conserve water and keep water bodies clean. Conversation about nature conservation. Goal: to clarify children’s ideas that animals need protection and care, many plants and animals in forests and gardens, in ponds and meadows, need the help and care of people. To consolidate and generalize ideas about plants and animals as living beings. Encourage children to express themselves, draw conclusions, and think logically. To deepen children's understanding of the need to protect plants and animals. Didactic games: Didactic game: “The fourth odd one.” Goal: to consolidate Children's knowledge about insects. Didactic game: “Wonderful bag.” Goal: to consolidate D’s knowledge of what animals eat. Develop cognitive interest. Didactic game: “Droplets go in circles” Purpose: to consolidate knowledge about the water cycle in nature. Didactic game: “Name the plant.” Goal: to clarify knowledge about indoor plants. Didactic game: “Who lives where.” Goal: to consolidate knowledge about animals and their habitats. Didactic game: “Living - inanimate.” Goal: to consolidate knowledge about living and inanimate nature. Signs, proverbs, sayings and riddles about natural phenomena. Reading fiction: Interaction with parents on landscaping the territory of the kindergarten and making interactive folders - lapbooks “Ecology”, “Seasons”. Final stage Summing up Presentation of the project Project participants: Teachers, children and their parents. Project implementation period: April-May 2021. Principles of project implementation: The principle of differentiation and individualization involves creating conditions for the full manifestation of the abilities of each child and timely educational work. The principle of conformity with nature indicates that the educational process corresponds to both internal nature and external conditions. The principle of dialogic communication as an integral condition for the interaction of subjects, which reflects the close connection between mutual and reciprocal openness, sincerity, mutual understanding of the teacher and the child, and projects an attitude towards reasonable assimilation. The principle of accessibility provides for the implementation of environmental work taking into account the characteristics of age, preparedness, as well as the individual characteristics and mental development of children. Systematic principle Achieving a goal is ensured by solving a set of health, educational and educational tasks with appropriate content, which allows us to obtain a predictable result. The principle of consistency is to gradually increase requirements in the process of environmental activities. Forms of project implementation: Conversations, Direct educational activities; Observations and ecological excursions; Educational reading. “Lessons in Kindness.” Laboratory “Experiments” (experiments and experiments). Practical activities in the flower garden. Outdoor, didactic, simulation games, environmental dramatizations. Resource support for the project: Corner of ecology and experimentation in the group. Methodological tools (card index of didactic games, lesson notes, entertainment scripts, etc.). Library of a young ecologist. A selection of fiction “Cognitive reading”. A selection of experiences and experiments “Experiments”. Expected results: 1. Children have developed environmental literacy, a caring, responsible, emotionally friendly attitude towards the natural world and living beings. 2. Developed skills of observation and experimentation in the process of search and cognitive activity. 3. Children's responsible attitude towards the environment and their health. Project products: 1. Flower garden on the kindergarten site.
2. Interactive folders – lapbooks “Ecology”, “Seasons” APPENDICES
Literary support for the project: Konstantin Ushinsky. Argument between trees (story) The trees argued among themselves: which of them is better? Here the oak says: “I am the king of all trees!” My root is deep, the trunk is three times around, the top looks to the sky; My leaves are carved, and the branches seem to be cast from iron. I do not bow to storms, I do not bend before thunderstorms. The apple tree heard the oak boasting and said: “Don’t brag too much, oak tree, that you are big and fat: but only acorns grow on you, for the pigs’ amusement; and my rosy apple is even on the royal table. The pine tree listens, shakes its needle-like top. “Wait,” he says, “to boast; Winter will come, and you will both stand naked, but my green thorns will still remain on me; without me, people wouldn’t be able to live in the cold side; I use it to heat stoves and build huts. M. Skrabtsova “Lipka’s Gifts” Many people came to Lipka to receive her gifts. She did not refuse anyone, but Lipka was friends with only one person - the old forester. He often came to talk to her. Lipka was sociable and always waited impatiently for the forester. Every year at the end of June, when her flowers bloomed, the forester came and carefully collected them in a basket. After that, he bowed low to the tree and said affectionately: “You are a miracle, sticky.” I don't know how to thank you. This year, all winter, my wife and I used a decoction of your flowers to save ourselves from colds. Let's drink a cup, there is no sign of illness. Sometimes the forester came to the lipka in early spring or late autumn and collected linden buds, leaves, nuts and bark. Each time he thanked her and explained why he needed her gifts. “Thank you, sticky, for the leaves,” said the forester, “I read in an old book that the powder from your leaves stops nosebleeds.” My granddaughter sometimes has nosebleeds, especially in the spring, so we’ll treat her with your medicine. Another time, having collected buds and bark, he explained: “Thank you, sticky, for your help.” My wife scalded her hand, but they say that crushed buds and boiled bark help with burns and wounds. One day a forester came to Lipka to buy flowers not alone, but with his granddaughter. The girl looked at the golden sticky flowers for a long time and carefully put them in a basket. There was no end to her questions: “Grandfather, why does linden smell so fragrant?” “He’s calling insects to her, granddaughter, so that the flowers will pollinate her.” - Why does she have such a strange, oblong, pale leaf attached to a branch with flowers? - This is not a leaf, this is a wing. In place of the flowers, the linden tree will grow black nuts. When the time comes for them to say goodbye to the mother tree, this leaf will serve as their wing and carry them away. - What kind of nuts are these, what does the linden tree need them for? - Nuts are linden seeds, from which new sticky ones will grow. Inside they have kernels with tasty and nutritious oil. Animals and various birds love them very much. If a nut germinates and a new sticky tree appears in the forest, all the trees around rejoice in such a neighborhood. - Why do they love trees so sticky? “They live well near it, because the soil becomes greasy from the sticky leaves.” They are rich in vitamins, rot quickly and nourish the soil nutritiously. I, too, once collected land near the sticky tree for our garden. Wait, granddaughter. Let’s better ask Lipka something, and the old man turned to the tree: “Help, Lipka, my granddaughter.” The teacher gave her an assignment for the summer. He brought several items to the children's class: bast shoes, a washbasin, a carved toy horse, a Khokhloma cup and painted spoon, a rope and a jar of transparent white honey. The teacher asked the children to carefully examine all the subjects and write interesting stories about them, so that it would be clear how these subjects are connected to each other. Hearing the forester’s question, the sticky tree rustled its branches and said joyfully: “I know all these objects well, because they are all made from my bark, wood and nectar.” In ancient times, people said that without sticky there is no life for a peasant. And it’s true, they made a lot of things out of me: bast shoes, boxes, ropes, sponges, dishes, even toys and many other necessary and useful household items. My wood is amazing: soft, cuts well, planes smoothly, and doesn’t crack when dry. “Thank you, beauty,” the forester thanked Lipka and added, “but it’s time for us to go home, granddaughter.” He bowed to the sticky tree and said to her goodbye: “It’s a pity, sticky tree, that you fade so quickly: two or three weeks and your wonderful flowers are gone.” But how many things do you manage to do during this time: feed the bees, share your healing flowers with people, and fill the forest with the aroma of honey. “What a wonderful sticky thing, I’m sorry to part with it,” the girl sighed on the way home. “You also have a lot of linden beauties in your city,” grandfather reassured her. “They, like forest stickies, are tireless workers: they not only decorate the city, but also save it from smoke and soot. Because of this, city linden trees do not live very long - only about sixty years. Forest stickies have it easier, so they live longer. They live up to four hundred years, or even more. When you return to the city, say hello to the city stickies from their forest sister. A. Lopatin “The Life of a Tree”. One day the teacher took the children for a walk in the forest to tell them about the life of a tree. “The tree is alive, just like us people,” the teacher explained, stopping in front of a large spruce tree. - It breathes, sleeps, eats, works. A tree can feel and even speak in its own way. Everyone listened attentively to the teacher’s story, except for three boys, who were not at all interested in all this. They slowly ran away into the depths of the forest. “It’s nonsense, I don’t believe that trees are alive and can feel,” said one. He jumped, grabbed a birch branch and swung on it for a long time until the branch broke off with a crunch. “Of course, nonsense,” another laughed, “trees can’t talk!” The birch didn’t say anything to you when you broke off its branch. Now I’ll cut something for her on the bark with a knife, maybe she’ll write me an answer? “But I don’t believe that trees can breathe.” “They don’t have lungs,” a third supported his friends. “Guys, come here, there’s a huge oak tree growing here in the clearing,” he shouted after a while. The guys began to jump around the oak tree, kicking it and singing cheerfully: “Hey, you cudgel oak tree, tell me your name.” Suddenly, all three of them felt something grab their jackets and lift them off the ground. - Oh, what is this? - the guys shouted in unison. The branches of the old oak rustled menacingly: “I am the keeper of the forest,” the oak’s voice was so loud that all the trees around shook. “You asked my name, you wicked boys?” The frightened guys were silent. The voice of the oak, like a menacing whirlwind, filled the forest: “Listen to me, trees of my forest: birch and aspen, spruce and pine, linden and maple.” It's up to you and me to decide what to do with these boys. Do any of you want to bail them out? The trees made a frightened noise in response. “What are you, oak tree, I’m afraid of hooligans, my leaves are still trembling from fear,” said the aspen tree. “And I don’t need such boys, I’m a calm and majestic tree,” answered the spruce tree. “I have a lot of worries even without the boys,” explained the mountain ash, “I need to grow my berries so that I have something to feed the forest inhabitants in winter.” “We’ll have to turn you into stones, since the trees don’t want to take you,” the oak tree made a menacing noise and slightly shook the boys. “Okay, oak tree, give them to me, even though they broke and cut me, it’s not good for people to be stones,” the birch tree, offended by the boys, rustled with its branches. “Besides, the Creator ordered us to serve people.” “Your heart is pure, birch tree, just like your snow-white bark,” the oak branches rustled more softly. - So be it, take them and teach them some sense of reason. The guys wanted to object, but suddenly they felt that they were flying through the air straight towards the birch tree. All three woke up in different places. One turned into the roots of a birch tree, as if merging with them; another hit the trunk and branches of a birch; and the third - into its leaves. Before the boys had time to come to their senses, the birch tree ordered them: “Get to work, quickly get to work, boys.” There is not a moment to lose; the tree has a lot to do over the summer. You, roots, have two tasks: first, to feed me with food that you must suck from the ground; secondly, to attach me to mother earth and serve as a support for me against storms and bad weather. “But I can’t work day and night.” “I don’t have enough strength to hold such a huge birch tree,” the first boy objected. “You must do this,” the birch tree answered him. After all, I will die without receiving food, and the first gust of wind will knock me to the ground if you don’t hold me back. And you will die with me. Then the birch turned to the trunk and branches: “You, trunk, also have two services: you carry branches with branches, leaves and seeds, and at the same time you must carry to them the food that the roots take from the ground.” The bark that covers you is your clothing - protection from cold, bad weather and disease. You must quickly heal all the wounds that the stupid boys inflicted on her so that fungi don’t get into you. Otherwise you will start to rot and die. “My shoulder hurts, from which a branch was torn off, and the cut place aches,” whined the second boy. “Trees never whine and heal the wounds inflicted on them as quickly as possible,” the birch answered and turned to the leaves: “You, leaves, are my best decoration.” Everyone admires you, especially in the spring, when after winter sleep you are so cute, fresh and soft green. You, like roots, must nourish me, drawing food from the air. From this food, extracted from the air, and with the help of the juices rising from the roots, you must produce various substances from which I will build new layers of wood and new buds for next year. But you must hurry and work day and night, because autumn will soon come and you will dry out. “I don’t want to die in the fall, it’s unfair, I’m still very little,” objected the third boy. “Besides, I can’t work day and night.” - There is nothing to be afraid of: all deciduous trees and even the guardian of the forest itself - the giant oak - lose their leaves in the fall. Only on coniferous trees do the needles remain for the winter,” the birch tree explained and added, “and if you, the leaves, don’t work, you will dry out immediately.” - Boys, there you are. Did you fall asleep? — the children heard the teacher’s voice and felt that they had woken up in a forest clearing near an oak tree. “Excuse us, birch tree,” whispered the first boy as the guys left the forest. “Your life is difficult,” added the second. And the third said nothing, only affectionately stroked the birch tree on the white bark. Poems about ecology for children Bird She flew over the highway. The driver did not brake, and the poor bird fell under a heavily loaded ZIL. If she had taken it a little higher, she would have saved herself: Not only was she just above the roof, she could have flown over the forest! The May evening was quiet and bright, Nightingales sang in the lilacs. And this incident was not noted by the local traffic police officer. (S. Mikhalkov) Cherry On a clear afternoon, at the end of summer, an old man walked along the road; I dug up a young cherry tree somewhere and, satisfied, carried it home. He looked with cheerful eyes at the fields, at the distant boundary, and thought: “Let me plant a cherry tree by the road as a souvenir. Let the big one grow, let it go both in breadth and height, And, decorating our road, bathe in bloom every year. Travelers will lie down in its shade, rest in the coolness, in silence, and, having tasted the juicy, ripe berries, maybe they will remember me. If they don’t remember, what a shame, I don’t worry about it at all: If they don’t want to, don’t remember, don’t, I’ll plant a cherry tree anyway!” (M. Isakovsky) At the city cleanup At the city cleanup Excellent workers. Clean up the city today. Both young and old came. Pensioners gathered to clean the streets and squares. – Do you need helpers? Suggestions are heard. This is the third grade going out to clean for the first time. All you can hear is: “Come on!” Get to work! Someone is collecting garbage, someone is planting trees, someone is pottering around in the flower beds, joyful faces are everywhere. At the city cleanup, all the janitors, all the rafts. Even the restless mayor came to our park to help. No one quarrels with anyone, Everyone’s work is going smoothly. The third grade decided to clean up the city for the holiday. (N. Anishina) Appeal of a tree to a Man - Hey, Man, I am a TREE! High, mighty! I’m still standing in the forest And rustling for now. The entire timber industry can't wait for the opportunity to knock me down, cut me down, cut me down - look for the fool! Just let him try! I want to warn her in advance in a friendly way, the Minister - including: Whatever they make of me - all efforts are in vain! I look peaceful while I'm standing in the ground. But just turn me into various products - I will suddenly creak in the night like a closet with wild horror! I will bury myself as a stool splinter in your body! I’ll rot like a parquet under you - Even if you fall, even if you scream! I'll accidentally go down the toilet with three months' salary! I’ll collapse with a table on the guests, including the Minister... Isn’t it easier than cutting me down, Take it straight away and hang yourself? You don’t have to look for the rope - it lies in the hollow! (I. Shevchuk) Walk We came to the river to spend Sunday, But we couldn’t find a free place near the river! They sit here and sit there: Sunbathe and eat, Relax as they want, Hundreds of adults and children! We walked along the bank and found a clearing. But in the sunny clearing, here and there - empty cans And, as if to spite us, even broken glass! We walked along the bank and found a new place. But they sat here before us too; They also drank, they also ate, they lit a fire, they burned paper - they littered and left! Of course, we passed by... - Hey, guys! - Dima shouted. - This is a great place! Spring water! Wonderful view! Beautiful beach! Unpack your luggage! We swam, sunbathed, lit a fire, played football - had as much fun as we could! We drank kvass, ate canned food, sang choir songs... We rested and left! And we remained in the clearing By the extinguished fire: Two bottles we broke, Two sodden bagels - In a word, a mountain of garbage! We came to the river to spend Monday, but we couldn’t find a clean place near the river! (S. Mikhalkov) Even if the grass doesn’t grow There are fewer and fewer untouched places on the planet. Lakes of oil are spilled across the tundra. And hostile whirlwinds swirl from the pipes... Wildlife is already half a corpse. The man brought her to her knees. The deer are moving further and further north... We want to rake in more money. And what after us? AT LEAST THE GRASS DOESN'T GROW. (A. Usachev) Sad citizen A bee is buzzing - she flies to her honey meadow. The beetle moves around, groans, and crawls somewhere. Spiders are hanging on a thread, Ants are busy, Fireflies are preparing their lanterns for the night. Stop! Sit down! Bend over and look at your feet! Surprise the living, the living: They are akin to you! Isn’t that right? We drag our sliver into the common house And whisper to brother ant: “Be strong, brother!” Let's get there! The one who weaves his web is not similar to a spider? This one is crawling, and that one is fluttering like a moth. And you are between them and past them, And sometimes you walk along them on your own two feet, A sad citizen... (S. Mikhalkov) Bad uncle This uncle does not regret That a cigarette butt is smoldering in the forest... Looking at such an uncle, We guys will say a speech: - Aren't you ashamed, uncle? We need to save the forest! Tree It was a hot time: The heat was scorching all summer, And I didn’t forget about the maple, I watered it five times a week. And the maple survived this summer! Now he is taller than me, And turns green in the spring. I’m walking - he waves a branch at me. Hello, hello, friend! Grow! Glad I helped save you. It’s not in vain that my life was lived: At least I did something useful! (A. Dmitrenko) Fire is not a toy! Outside the window the frost is crackling, Murka is sleeping on the stove, There is heat in the stove - the fire is burning, Warming Murka's skin. The fisherman slipped, got his clothes wet, quickly made a fire, became dry as before! Near the forest at dawn, noisy tourists, porridge being cooked over a fire, tea with fragrant herbs. From fire - warmth and light! He's like a good friend! But it can cause a lot of trouble without supervision! It will creep up imperceptibly, Burning and dangerous, The bush will immediately wrap itself in a bright red ribbon. It will crackle and sing, gaining strength. The forest beast will leave its holes, saving its life. It is very difficult to tame and extinguish the Flame! Where can the fox live now?! There is no cozy hole! The Bunny and the Frog will never return to the house! Be careful with fire! This is not a toy! (T. Efimova) Breadwinner I am the only breadwinner of all the crows and doves, my tiny gift is waiting for each little sparrow. As soon as I step out onto the porch, they recognize me by sight, and in a crowd from the surrounding rooftops: “What, my dear, will you treat me to?” (A. Orlova) Environment Everything - from an old pine tree near the fence To a large dark forest And from a lake to a pond - Environment. And also a bear, and a moose, and Vaska the kitten, I suppose? Even a fly - wow! - Environment. I love the silence on the lake, And the reflection of the roofs in the pond, I love picking blueberries in the forest, I love the badger and the fox... I love you forever, Environment! (L. Fadeeva) Ecological song-remake (to the melody of the song “A Magyar woman came out to the banks of the Danube”) For a long time, people littered everywhere, So in Tver the peasants drank together, then smoked, Threw “bulls” into the water. Gently the current caught them, Like a caring friend, The Volga rolled its mighty waters Together with the “bulls” to the south. Chorus:
The river flows, People are drawn into distant distances.
For centuries now the river has been carrying what people have thrown into it. For centuries now the river has been carrying what people have thrown into it. The Volga near Syzran is not at all the same as it was near Tver. The residents are also no worse - Volgars are everywhere... They looked into the river - they saw the “bulls” from their bank. They threw candy wrappers into the water - the river accepted them. Chorus.
The children of Samara, frolicking after school, contributed no less: They threw a container of Coca-Cola - The waves carried it away.
At the mouth of the Volga residents would also like to leave the “bulls” in the water, But they are unlucky with the river, it seems - There’s no water to be seen there! Chorus. (A. Dmitrenko) Our planet There is one garden planet in this cold space. Only here the forests are noisy, calling migrating birds, only here they bloom, lilies of the valley in the green grass, and only here dragonflies look into the river in surprise. Take care of your planet - After all, there is no other like it! (Ya. Akim) What does the fish ask for? If you were friendly, fisherman, you would treat it just like that: without a catch, without a hook, you would give a worm! (S. Pogorelovsky) ECOLOGICAL MYSTERIES What a miracle of beauty! Painted gates appeared on the way! You can’t drive into them, You can’t enter them. Answer (Rainbow) In the blue sky, like on a river, white sheep are swimming. They keep their way from afar. What are their names? ... Answer (Clouds) Holly bags run across the sky like a horde, And it happens - sometimes water flows from the bags. Let's hide better From the leaky one... Answer (Clouds) There is a shirt on the street, In the hut there are sleeves. Answer (Sunbeam) You warm the whole world And you don’t know fatigue, You smile in the window, And everyone calls you... Answer (Sun) Blue scarf, scarlet bun, Rolls on the scarf, smiles at people. Answer (Sky, sun) What kind of ceiling is this? Sometimes he is low, sometimes he is tall, sometimes he is gray, sometimes he is whitish, sometimes he is a little bluish. And sometimes so beautiful - Lace and blue-blue! Answer (Sky) At night there is one Golden orange in the sky. Two weeks passed, We didn’t eat any orange, But only an orange slice remained in the sky. Answer (Moon, month) At night I walk across the sky, dimly illuminating the earth. I’m very bored alone, And my name is... Answer (Moon) I ran along the meadow path - The poppies nodded their heads. He ran along the blue river - the river became pockmarked. Answer (Wind) It wets the field, forest and meadow, the city, the house and everything around! He is the leader of the clouds and clouds, You know, this is... Answer (Rain) Flowers fall on the trees, on the bushes from the sky. White, fluffy, but not fragrant. Answer (Snow) What are those carved stars on the coat and on the scarf? Everything is through, cut out, and if you take it, there is water in your hand. Answer (Snowflakes) Whose drawings are on the window, Like the pattern on the crystal? The Winter Grandfather pinches everyone's nose... Answer (Frost) The wind blew and the frost brought us snow from the north. Only ever since then, on my glass... Answer (Pattern) Not snow, not ice, But it will remove the trees with silver. Answer (Rime) Photo of the work on the project. Planting flower seeds for seedlings.

Planting flower seeds in flower beds.

Help from parents in planting a flower garden in the kindergarten area.

We work in the flower garden.

Soon trees will grow here. Planting seedlings.

Excursion to the park.

Excursion to the museum.

Project results: The result of this project was the organization of interesting, meaningful, meaningful and environmental activities for children, taking into account personality development and age characteristics. During the implementation of the project, the following results were achieved: Basic environmental knowledge and a culture of behavior in nature were formed; Children began to understand the interconnections in nature, began to treat it more carefully, animals, birds, insects; There was an interest in natural phenomena and objects. Strengthened the ability to experiment, analyze and draw conclusions; The environmental culture of parents has improved; they have become more attentive to environmental issues; The work being carried out is quite effective, efficient and determines the direction of further work and environmental activities.

We recommend watching:

Abstract of educational activities on ecology in the senior group. Environmental education of children in kindergarten. Analytical report of a preschool educational institution on the organization of work. Section “Environmental education” Ecological matinee in kindergarten. Scenario

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Innovative forms of working with preschoolers on environmental education

The project “The Adventures of a Drop” about the properties of water is of great interest to children, during the implementation of which we became acquainted with the properties of water through simple experiments. When implementing the “Garden on a Windowsill” project, in order to bring children to the conclusion about the need for moisture for plant growth, seeds were germinated in two saucers (one empty and one with damp cotton wool). To lead children to the conclusion about the need for heat for plant growth, place two identical plants in different conditions: one in a warm place, the other in a cold place and watch their growth. The project activity “Mold is a Mushroom” introduced children to a variety of mushrooms. One of the projects successfully implemented in my group is the “Forest Kingdom” project to introduce conifers to the Arkhangelsk region.

10. “Environmental actions”

Children, together with their parents, actively began to participate in environmental events and holidays, consciously understanding the need to protect nature and the Earth from destruction, and the desire to actively protect the environment within the kindergarten and city. Children have rallied with their parents, who are our reliable helpers in the environmental education of their children. In our group, we took part in the campaigns “Plant a tree - save the forest”, “Save spruce trees”, “Save the forest from fires”, “Bird feeders”, “Clean territory - clean house”, “Hand in waste paper - save a tree”, "Eco-bag for the family"

11. “Ecological paths”

Creation of ecological paths

on the territory of the kindergarten is a means of teaching and environmental education of preschoolers, taking into account the regional component. The work of preschoolers on the ecological trail is organized in the following areas: search, inventory, educational and research, practical environmental protection, educational and propaganda.

12. “Ecological eye -stopper”

An “ecological eye-stopper” is an eye-catcher - a bright, extraordinary, eye-catching element or an unusual way of presenting information that attracts attention. Many modern children are distinguished by “clip thinking”, brought up by the screen culture of televisions, computers and iPhones. To attract their attention, something unusual, bright, and striking is needed, that is, a visual stimulus that does not allow them to pass by. We took advantage of this feature to create environmental eye-stoppers designed to draw attention and attract attention to environmental objects in which we want to awaken the child’s interest.

Ay - stoppers can be unusual objects, dolls, panels, intriguing inscriptions that children 5-7 years old can already read. The strongest eye-stopper is a color, especially a bright one, because it is the color of an object that the human eye distinguishes most quickly. A variety of non-standard and funny images of animals, plants, and people are also used. This technique is successfully used in Centers and corners of children’s independent activity to encourage them to engage in independent research activities, as well as on the ecological trail (here i-stoppers can simultaneously serve as signposts). These can be various types of posters, information sheets: “Poisonous plants and mushrooms”, “Dangerous insects”, “Take care of your native nature - do not leave garbage behind!” etc.

MAGAZINE Preschooler.RF

“I picked a flower and it withered. I caught a moth - and it died in my palm. And then I realized that you can touch beauty only with your heart.” Gvezdoslav Pavol is a Slovak poet.

We are all children of Nature. Every person from an early age should 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. For centuries, man has been a consumer in relation to nature: he lived and used its gifts without thinking about the consequences. Today, more than ever, environmental education has become one of the most pressing problems of modern society. Humanity will be able to save the environment provided that everyone understands the responsibility for the fate of our common home - planet Earth. The acquisition of ecological culture, ecological consciousness, and thinking is the only way out of the current situation for humanity. It is almost impossible to change the worldview of an adult. Only the younger generation can develop environmental awareness. Then man will consider himself a part of nature. Our task is to develop environmental education and a culture of behavior toward nature in preschool children.

An ecological attitude towards the natural world is formed and develops throughout a person’s life. The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves. The ability to “look” and “see” , “listen” and “hear” does not develop by itself, is not given from birth in a ready-made form, but is nurtured. Learning to live in harmony with nature and the environment should begin in preschool age.

Preschool childhood is the initial stage in the formation of the human personality. During this period, the foundations of personal culture are laid. Preschool children are fluent in only one way of cognition - observing and copying the behavior of adults. Therefore, methods of environmentally literate behavior of adults are placed at the forefront.

The main content of environmental education is the formation in a child of a consciously correct attitude towards natural phenomena and objects that surround him and with which he becomes acquainted in preschool childhood. (5, p.3)

In interaction with the natural environment, the child is an active subject. Through communication, observation, experimentation, play, environmental and other activities, the child gains useful personal experience. He must feel his own ability to explore the world and interact with it, understand what he observes, correctly express his thoughts, voice his feelings. Indicators of such activity are: emotional perception of the natural environment; balanced independence in behavior; skills for practical life in the natural environment, dignity in relation to its components; possession of self-defense means, ability to overcome difficulties (1.).

All of the above allows us to note that the formation of an ecological culture is the main means of instilling in children a conscious, correct attitude towards nature. A consciously correct attitude towards nature is an important, necessary area of ​​the theory of education and training, the relevance of which is dictated by modern conditions.

Innovative pedagogical technologies make it possible to form the foundations of ecological culture in preschool children, teach them to treat nature with care, and love their homeland.

Let us give examples of innovative forms of environmental education by age (4, p. 88)

The most effective way to implement the tasks of environmental education is to organize project activities. I try to interest each child in the topic of the project, support his curiosity and sustainable interest in the problem. I create play motivation based on children’s interests and their emotional response. I introduce children into a problematic situation that is accessible to their understanding, based on children's personal experience. I consider all the solutions to the problem proposed by children tactfully, because the child should have the right to make mistakes and not be afraid to speak out.

- Junior group: a vegetable garden, where each group has its own beds, where children plant various plants, gain practical skills in caring for them, and watch their growth. There is also a corner of the forest, garden, flower beds; classes where a special place is given to fostering respect for nature. Children perceive plants, flowers, trees as living beings. Environmental problems are solved in the classes of the “Mischievous Tassels” . The teacher taught the children how to make beautiful outfits from wrapping paper and candy wrappers; puzzle games, exploration games, experimental games (4, p. 88).

“Seasons” and “Special Flower” was also implemented . “Seasons” project : the formation of initial ideas about the seasons. During the project, children became familiar with the characteristic features of each of the seasons, with the difficulty of adults, and observed objects of living and inanimate nature. “Special Flower” project is to develop interest in the development and growth of indoor plants. As part of the project, organized educational activities were carried out with children, they learned poems about indoor plants, looked at magazines, illustrations, photographs of indoor plants, organized excursions to neighboring groups, children observed the work of adults: replanting, planting indoor plants, watering, spraying.

- Middle group: each kindergarten group has an ecological corner, where a plan of the ecological trail is posted in a prominent place - a brief description of the route, necessary activities, the time allotted for the excursion along the ecological trail is indicated; a vegetable garden, where each group has its own beds, where children plant various plants, gain practical skills in caring for them, and watch their growth. There is also a corner of the forest, garden, flower beds; an environmental laboratory that has everything necessary to conduct various experiments. As a result of this work, the child conducts real research and experiments using a water purification system, engages in independent experimental work, gaining the first skills in its implementation, learns to set himself research problems and successfully solves them; Working with parents means KVN, quizzes, joint leisure evenings, brain rings, a traditional competition for the best craft made from natural material “My little hands, mother’s hands and father’s hands” , environmental holidays, round table discussions, joint trips outside the site ( 4, p. 88).

“Our friends are trees” was implemented ; the goal of the project was to develop in children the idea of ​​trees as living organisms; development of cognitive and creative abilities of children of middle preschool age; fostering respect for nature. During the project, together with the children, we observed the trees on the territory of the kindergarten, looked at illustrations of various trees, read poems and stories about trees, painted on the theme: “Trees” , made an applique using the tearing method: “There was a birch tree in the field” , talked about trees . As a result of the project, children learned to distinguish trees by leaves, fruits and bark, designed an album “Trees of our site” , and made a model of a tree.

“Fishes” was organized interestingly ; the goal of the project was to systematize and generalize children’s knowledge about fish. During the implementation of the project, children formed ideas about the diversity of inhabitants of reservoirs. Children have an idea of ​​​​the appearance of fish, know the methods of movement of fish and ways to protect them from enemies, studied the habitat of fish and examined the food chains of the inhabitants of reservoirs, and made an aquarium from improvised means.

“Pets” project is to develop children’s ideas about pets, the conditions for keeping and caring for them, and to foster a humane and caring attitude towards animals. At the preparatory stage of the project, problematic issues were formulated and the necessary literature was selected. At the practical stage, work on the project was carried out taking into account the principle of integration of educational areas, organizing all types of children's activities: play, communication, work, cognitive - research, productive, musical - artistic. “Pets” was held .

— Senior and preparatory groups for school: each group has an ecological corner, where a plan of the ecological trail, a brief description of the route, necessary activities, and the time allotted for the excursion along the ecological trail are posted in a prominent place; There is a vegetable garden where each group has its own beds, where children plant various plants, gain practical skills in caring for them, and watch their growth. There is also a corner of the forest, garden, flower beds; An environmental police has been created, whose members are children. She has her own uniform: green caps and green ties. It's a game, but children take their rights and responsibilities seriously. There is a lot to do: you need to fix a broken tree, explain that you can’t pick leaves and flowers, check the cleanliness of the area, whether the flowers are watered on time, whether the beds in the garden are well-groomed, whether there is food for the birds in the bird feeders in winter; competitions “Cleanliness and order for my hometown” . Children take an active part in it, look forward to summing up the results, feel proud of their kindergarten and satisfaction in the fact that they, too, have invested a part of their work in this victory.

When working on projects, we use experimental research technology, which contributes to the formation of children’s cognitive interest in nature, develops observation and mental activity. Experiments are carried out on the basis of ideas that children already have, which they received in the process of observation and work. During the experiment, we teach children to express their assumptions about the causes of the observed phenomenon and choose a way to solve a cognitive problem. When discussing the results of experiments, we lead children to their own conclusions and judgments. Experiments with children are organized in subgroups with various objects of animate and inanimate nature. In the younger group, experiments were conducted to determine the properties of water, determining “Where is the air hiding?” and others. In the middle group, experiments were carried out: “Comparison of the properties of ice and snow” , “The influence of light on plant growth” , “Growing seeds” , “Comparison of the properties of wet and dry sand” , “What birds build nests from” . The use of experimental technology is the most effective way to develop thought processes, familiarize children with the world around them, develop observation and inquisitiveness of the mind, and the desire to understand the world.

We use gaming technology both in project-based and free activities for children. Games of environmental content are organized with the aim of clarifying, consolidating, generalizing, and systematizing knowledge. We use didactic games not only in children’s free activities, but also include them in organized educational activities, targeted walks, and experimental activities. Of particular joy and interest to children are outdoor games of a natural history nature, which are associated with imitation of the habits of animals, their way of life; some games reflect the phenomena of inanimate nature. The joy gained in the game helps to deepen children's interest in nature and the development of physical qualities.

When working with natural objects, it is important to develop in children the need for independent study of nature. This task can be accomplished by creating a pedagogical developmental environment of an ecological direction, in which a child could learn about the world around him, independently identify connections and dependencies that exist in nature, observing objects and phenomena of inanimate and living nature and actively interacting with them (2).

One of the most important components of the ecological development environment is the ecological trail, which we used as an innovative form of environmental education (3).

An ecological trail is a specially designed or specially equipped route into nature. Planning of work on the ecological trail was carried out taking into account seasonal changes and local conditions. The children were introduced to colorful objects of the flora and fauna, seasonal phenomena and types of labor in nature. When organizing work on the ecological trail, age characteristics were taken into account. The work was structured in an interesting and meaningful way, which solved almost all the problems of environmental education and raising children.

Children are of great interest in joint activities to compile classifications and collections. The ability to attribute an object to a particular class based on a combination of a number of characteristics gives the child the opportunity to better understand the surrounding nature, identify new qualities and properties in an object, and learn to identify signs of difference and similarity. Children of senior preschool age take an active part in compiling the classification of minerals, plants, vegetables, animals, etc.

In the course of our work, we tried to make every day of the children’s stay in kindergarten interesting and eventful, so the implementation of the methodology involved an integrated approach to teaching. Children acquired environmental knowledge and skills not only in specially organized classes, but also during walks, excursions, play and research activities, reading books, in fine arts classes and music classes. (7).

Puzzle games, experimental games, research games give new impressions about the life and work of people, about the state of nature and its changes; awaken interest in nature and develop a value-based attitude towards it; form motives and practical skills for environmentally appropriate activities; provide opportunities for independence, initiative, cooperation, responsibility and the ability to make good decisions. In these games, children use their life experience and reflect what interests, excites, and pleases them.

During art classes, children use paint to convey the “mood” of nature. If nature is in a “good mood ,” then the children used bright, vibrant colors. If you are in a “bad mood” - gloomy, dark colors.

Musical activity contributed to the expression of feelings through words and sound (the rustling of leaves, the howl of the wind). In dances, children reflected the movements of animals, plants, and inanimate objects. Artistic transformation into images from the natural world gave the child the opportunity to feel his state. Holding an environmental holiday also helped the children feel like they were part of nature, the children enjoyed the rehearsals, they enjoyed performing not only in front of each other, but also in front of children from other groups and, of course, in front of their parents.

Information and computer technologies are used to improve and update the forms and methods of working with children. Introducing children to nature, we use a variety of materials on electronic media: sound materials (recordings of the voices of birds, mammals, the noise of the forest, surf, rain, wind, etc.); multimedia presentations (educational screensavers with beautiful, bright pictures that help teach children about the world around them). Multimedia environmental games are included both in the content of classes to become familiar with the surrounding world, and in free activities.

The problem of developing an eco-culture can and should be solved with the help of parents. Parents were invited to environmental classes and celebrations, where they were not just spectators, but also active participants. A KVN was held on the topic: “We are friends of nature ,” a survey of parents, parents were offered a list of literature about nature for children to read. Together with my parents, we published an environmental newspaper. They helped improve the territory of the preschool educational institution: they dug up the ground near the trees, collected flower seeds, and trimmed bushes.

Children received environmental knowledge in educational work both in classes and in the process of integrated use of various types of activities (work in nature, observations, games, etc.). This work was based on the following basic principles:

• firstly, on careful, age-appropriate material
• secondly, integration of work with various areas of educational work and types of children’s activities (familiarization with nature, games)
• thirdly, the active inclusion of children
• fourthly, the use of personal example, which was very valuable in education.

Thus, targeted, systematic work on environmental education of preschool children, using innovative technologies, contributes to the development of the principles of environmental culture, a consciously correct attitude towards objects and natural phenomena; develops ecological thinking and creative abilities, which are manifested in the ability to experiment, analyze, and draw conclusions. Children enjoy interacting with nature and reflecting their impressions through various activities.

Literature.

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2. Varivoda V. S. Environmental education of preschool children. 3rd ed. – Mozyr: LLC Publishing House “White Wind” , 2011-122 p.
3. Zerschikova T., Yaroshevich T. Ecological development in the process of familiarization with the environment // Preschool education. – 2010. – No. 7. With. 3-9.
4. Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten: a manual for workers of preschool institutions. – M.: TC Sfera, 2004. – 56 p.
5. Ivanova G., Kurashova V. On the organization of work on environmental education // Preschool education. - 2004. - No. 7. - p. 10-14.
6. Kovinko, L.V. The secrets of nature are so interesting! /L. V. Kovinko. - Moscow: Linka-Press, 2004. - 72 p.
7. Motygullina, G. Creation of an ecological development environment // Preschool education. – 2012. – No. 6. – P. 28-31.
8. Nikolaeva S.N. Methods of environmental education of preschool children: textbook. manual for students of the environment. and higher ped. textbook Establishments. – M.: Publishing House, 2010. – 184 p.
9. Nikolaeva S.N. Young ecologist: program and conditions for its implementation in kindergarten. – M.: Mozaika-Sintez, 2010. – 257 p.
10. Panko E.A. "Praleska" . Raising and teaching children in a preschool institution: basic program and methodological recommendations / edited by Panko E.A. 3rd edition. – Minsk: NMCentr, 2008. – 471 p.