An article on ecology on the topic “Ecological education of preschool children” (preschoolers)

Article:

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

WHAT IS INCLUDED IN THE CONCEPT OF “ECOLOGY”?

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

The concept of environmental education in preschool age includes:

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

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

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

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

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

MAGAZINE Preschooler.RF

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF GENERAL DEVELOPMENTAL TYPE No. 48, TOMSK (MADOU No. 48)

Author: Nevedimova Ekaterina Yurievna

The article “Environmental education of preschool children” was created for teachers of preschool educational institutions. This article discusses the issue of environmental education of preschool children in preschool educational institutions. What should you pay attention to in the development of environmental education? Through what directions should work on environmental education be carried out? What forms and methods of work to use when working with children and parents.

Created on October 4, 2021.

Man and nature are closely interconnected. The human impact on the environment is on a global scale. Environmental problems are becoming the content of pedagogical programs in many countries. In the environmental education of preschool children, the main emphasis is on the fact that it is humans who are responsible for the pollution of nature and the extinction of many animal species. What is happening in society now? Adults behave as consumers in relation to nature, without thinking about what consequences there may be. A caring attitude towards nature should be cultivated from early childhood. A child who perceives the beauty of the world around him develops a feeling of attachment to the place where he lives, a desire to protect it, which will later lead to the love of his Motherland. This is the goal of environmental education, to instill love for the Motherland, for the native land. Children learn to respect all living things. As adults, children will be the real masters of their land, not only spending its resources, but also preserving and increasing it.

Taking into account the Federal State Educational Standard, the task that preschool pedagogy solves is the formation of the pupil as an integral, highly moral person. Only those who truly love their land and are devoted to their native land will become a true patriot.

Now the approach to environmental education has changed. Simple familiarization of children with natural phenomena has changed to environmental education. According to the Federal State Educational Standard, environmental education of preschool children is one of the components of the entire educational process. It not only develops thinking and speech, promotes the development of the emotional sphere, but also lays the foundations of morality and influences the development of the child’s personality as a whole.

The foundation laid in childhood will be the foundation of ecological culture. The child will develop a value system.

Environmental education involves work in the following areas:

• Educational direction.
• Developmental direction.
• Educational direction.

The main goal of environmental education is to form the foundations of environmental consciousness and environmental culture.

It is carried out by solving a number of problems:

• Enrich children with knowledge about nature.
• To form ideas about the relationships and interdependence of all components of nature.
• Instill practical skills and abilities
• Develop the ability to notice beauty, protect the riches of native nature

Ecological culture involves not only the perception of the beauty of nature, but also its knowledge and active efforts to protect it. They observe and discuss rules of behavior with children, helping them gain practical experience in caring for plants and animals. As children grow, the range of children's responsibilities and tasks gradually expands. Environmental education aims to give children an understanding that there is a close connection between all living organisms. The child must understand that it is not good to cut down trees or destroy birds.

Environmental education in kindergarten can be carried out: with children, teaching staff, parents.

Forms of work with preschoolers in kindergarten on environmental education:

1 specially prepared groups, where the main role is given to the teacher in order to convey information to children:

• direct educational activities
• excursions
• conversations about nature, animals and plants
• reading literature
• stories

2 joint activity, in which children actively participate together with the teacher, updating their ideas about natural laws and facts about natural patterns:

• themed game
• quizzes
• observation
• work in a living area

preparation of environmental holidays

3 independent activities of children. Application of this knowledge in practice. Children have the opportunity to take initiative

• a game
• work in a living area
• holiday preparation

Working with parents

One of the conditions for environmental education is the joint activities of children with their families. Only through joint efforts with the family can we solve the main task - raising an environmentally literate person.

Forms of joint work: consultations, KVN, competitions, quizzes, meetings, trips, environmental holidays, joint improvement and landscaping of the group’s territory, exhibitions of drawings and crafts, family newspapers.

This form of work contributes to the ecological development of children and adults. The interaction of the kindergarten with the families of pupils improves the pedagogical culture of parents.

Organizing space in a group to create a favorable ecological environment implies the presence of a “living corner” where there are all the necessary conditions for caring for living nature. The educational effect is achieved if children are directly involved in the process, and not just by observations from the outside.

Environmental issues are very relevant now. Preschool institutions perform an important function for society - they help reveal the beauty of nature to the younger generation, teach them to appreciate and take care of it.

Bibliography:

1. Nikolaeva S.N. Methods of environmental education of preschool children. M:. Publishing, 2001.
2. Ivanov A.I. habitat. Environmental education program for preschool children. 2nd ed. Moscow: trading, 2009. 80 rub.
3. Bodrakova, N.i. environmental education of preschool children / Bodrakova N. I. / / kindergarten from A. to Z. - 2008. - Vol. 6. - pp. 104-109.
4. Vdovichenko, S. ecological models / Vdovichenko S., Vorobyova T. / / preschool education. — 2008. - No. 12. — P. 121-122.
5. https://razvitum. ru/articles/masters/2017-10-24-15-59-25

WORK ON FORMING AN ECOLOGICAL CULTURE IN PRESCHOOL CHILDREN

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

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

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

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

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

Advice

Arrange environmental exhibitions at home, where the child’s independent work or joint work with parents will be presented (crafts made from natural materials, thematic drawings made by the child personally or together with parents). They can be organized, for example, for such environmental holidays as:

• Spring Day (March 1);
• Earth Day (March 20);
• Vernal Equinox Day (March 20);
• Bird Day (April 1);
• World Sun Day (May 3).

Or for national holidays:

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

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

Environmental education and its goals

In the endless whirlpool of everyday affairs and worries, in the pursuit of material wealth, we often forget about what gave us the opportunity to live on earth. Nature, the gifts of which people sometimes use so irrationally, gives us not only the opportunity to exist, but also allows us to enjoy its truly unique beauty and instills the best moral qualities.

Environmental education, the purpose of which is to introduce children to the life of nature, instill responsiveness, and the desire to preserve its wealth, is a fairly new section in pedagogy. However, the problems that this educational direction solves are very relevant, because the difficult environmental situation in the world forces us to take immediate measures to prevent a possible natural disaster.

It must be emphasized that environmental education should begin from early childhood, at the moment when the child is just beginning to learn about the world. The child’s attitude towards the surrounding nature depends on how adults guide his actions.

Is it possible to hit a kitten or uproot flowers? Why make bird feeders in winter? A growing person is interested in many questions. And he will look for the answer not in moralizing conversations, but in clear examples demonstrated by adults.

You can talk for a long time and interestingly about how you can’t cut down trees because people won’t be able to breathe, but at the same time you can drive away a hungry dog ​​by shouting or even hitting him. Is it worth saying that such environmental education will be meaningless?

Ecology and life are concepts closely related to each other, so it is important to teach children who are just beginning to explore this unknown vast world, to hear and see with their souls, to realize that they are part of it.

Necessary Definitions

In order to properly use the possibilities of environmental education, it is necessary to understand its essence.

Until recently, nature was studied purely from a biological point of view. However, it has always been called the source of knowledge, since it represents a storehouse of opportunities for personal development. Teachers should take advantage of this, because the essence of environmental education is the ability to find harmony in everything that surrounds a person. Moreover, the education of morality is an integral part of getting to know the natural world, because in order to learn to feel and love miraculous creations, you need to have spiritual potential.

Consequently, the concept of environmental education includes a set of measures aimed at developing the child’s consciousness, developing habits that will be responsible for the individual’s behavior in everyday life and will become the basis of his harmonious worldview.

Consciousness is formed on the basis of knowledge and beliefs, and the idea of ​​nature as the highest harmonious substance is formed in the process of observing the development of the surrounding world.

Correct environmental behavior is based on individual actions, as well as on the assessment of these actions by others and the individual himself.

Speaking about the essence of the teacher’s influence on the environmental development of the child, it is necessary to highlight 2 factors that are the main ones in this process.

1.Stepwise structure of cognition, which is based on the following points:

• representation;
• formation and development of consciousness and emotions;
• beginning to use the acquired knowledge in practice;
• instilling the skills of a proper relationship with nature;
• eradication of consumer attitudes towards natural resources;
• the duration of the process of developing a behavioral line;
• spasmodic development of skills;
• activity of pupils.

2. The significance of the psychological component of the education process, based on the following parts:

• Consciousness;
• Needs;
• Motives;
• Goals;
• Will.

Goal setting and problem solving

The definition of environmental education implies setting a clear goal in the process of developing the necessary skills and abilities. It determines the formation of a caring attitude towards the world around us, based on the moral consciousness of the child. It is important to take into account that the concept of “nature” in the educational process includes the person himself, who is part of it. Consequently, environmental culture is part of a person’s general education.

Ecological culture is a complex, multifactorial concept that includes the following components:

• Knowledge of the laws of natural life;
• Compliance with rules that imply careful treatment of natural gifts;
• Activities for the study of natural resources and their conservation;
• Propaganda work.

The set goal is realized subject to a comprehensive solution to the problems of environmental education:

• Educational, with the help of which students are provided with a system of knowledge about environmental problems and the possibilities of their resolution;
• Educational, aimed at developing motivational habits of correct environmental behavior, the desire to lead a healthy lifestyle;
• Developing, promoting the development of theoretical and practical skills and abilities, the ability to assess the state of the environmental situation in their region and the world.

In any case, ecology and life are the subject of study of upbringing and education, since the goals and objectives determine the knowledge and perception of objects in the surrounding reality.

The system of educational process of environmental development includes the following areas:

• Political;
• Scientific;
• Legal;
• Moral and aesthetic;
• Worldview.

Each of these components determines the directions and forms of the teacher’s work.

Means of educational influence

To effectively develop the correct worldview in children, aimed at protecting natural resources, teachers use different forms and means of environmental education.

Each component in this system is designed to develop the comprehensive cognitive activity of children. These include independent research of popular science literature, game complexes, observation of natural phenomena, and others.

Methods of environmental education are selected taking into account the level of development and preparation for the perception of information of children. Let's consider several stages of work and criteria for choosing methodological tools.

The initial stage involves the selection of such forms and means of work that will help analyze and correct the information and motivation that children already have about the environmental problem. Using conversation methods, the teacher evokes an emotional response in students and forms a personal perception of the problem situation.

The next stage of cognition is based on methods that stimulate children’s independent activity. Discussions are very effective, they will summarize the experience gained and allow you to gain independent judgment skills.

The theoretical justification of the presented environmental problems requires the use of a lecture by a teacher who will provide scientifically proven facts of environmental problems at different levels: local, local, global.

Any cognitive activity requires the expression of a moral choice, with the help of which previously made decisions are generalized and the aesthetic needs of children are developed. In this case, methods need to be selected based on creative media: fine arts, fiction, cinema, etc.

Games, including role-playing, will provide psychological preparation for the correct guidelines in the field of environmental problems.

There are a large number of universal methods that can be used at all stages of working with children. Let's list some of them:

• Observation, analysis, reflection of objects of living and inanimate nature;
• Experiments and experiments;
• Labor activity based on the skills of caring for flowers, living areas, etc.;
• Educational and propaganda activities, including lectures, debates, events, weeks of environmental promotion;
• Excursions, expeditions, experiments.

The leading methods of the education process included encouragement, control and punishment. In this case, the punishment is humane and does not humiliate the personal dignity of the student.

The importance of choosing the right methods is difficult to overestimate. After all, the formation of an environmentally literate and educated personality depends on their effectiveness.

Family values

A child should understand how ecology and life are connected from a very early age. And since his life path originates in the family, parents bear great responsibility for the formation and development of all the personal qualities of their offspring.

What a good attitude towards nature is, what actions are not permissible to perform in relation to all living things, the baby learns in the process of observing the actions of the people closest to him.

Each piece of paper thrown past the ballot box by the mother, or the contemptuous attitude towards the stray animals of the father will firmly enter the child’s consciousness as an algorithm of actions that he will certainly repeat in the future.

The authority of parents is so unquestionable in the eyes of children that they do not need additional lectures or stories about correct behavior. Therefore, adults should not be surprised why, in adolescence, their children show aggression towards animals, do not clean up garbage after themselves in the forest, and do not understand at all why they need to save water.

The example of parents is the main, determining method of family environmental education.

For parents of preschool children

Any educational impact is based on contact between the teacher and the student. Young children need clear guidance from adults as they are just beginning to come into contact with the amazing world of nature. Parents can use the following means of instilling a humane attitude towards the riches of nature:

• Walking is a great way to observe natural life. At the same time, it is absolutely not necessary to go on long hikes, because there are many interesting things near the house that will tell you about the life of nature.
• Communicate with your baby, paying attention to everything that surrounds him: how the flowers smell and the leaves sway, how wet the grass and the kitten’s fur feel to the touch. From these small but very important details begins the knowledge of natural wonders.
• Name every object and phenomenon that you encounter during your daily walks. You can use literary poems, folk songs and sayings. With their help, the child will not only learn the necessary names, but also expand his vocabulary.
• Take care of flowers. The ideal solution would be to plant a plant together with your baby, regularly caring for it and watching its growth. The first independent discovery will be an important step in the moral development of the baby, because it will prove that all living things need care, love and care.
• Make crafts using natural materials. In parallel with the development of fine motor skills, you will teach your child to use “recycled” raw materials in the form of dry leaves, sticks and cones to create “masterpieces” of art.
• Read works of fiction devoted to the topic of ecology and the protection of natural resources. Discuss the actions of the characters, transfer their actions into your everyday life and analyze similar situations.

Ecological development of schoolchildren

During school years, when the main activity of children is intellectual knowledge, environmental education is built on the basis of educational activities. It is important to develop the following skills:

• Formation of skills in design and creative activities;
• Developing the right position towards the use of natural resources;
• Acquiring the necessary knowledge about a healthy lifestyle;
• Discussion skills training.

During the period of study at school, the source of environmental education is training sessions, electives and interest groups. The priority areas of activity are research and labor activity. On their basis, the professional orientation of students is formed.

Like any educational influence, environmental development at different age stages has its own characteristics, which must be taken into account. Individual and psychological differences in children also influence the choice of means to achieve their goals and objectives.

Using these recommendations, you can help your child enter the wonderful world of nature, acquire harmony, and learn to appreciate all its resources. Children who have received the right environmental education are able to create a society that can prevent future global changes in the world ecology. They will be able to enjoy the beauty of nature’s creations and contribute to its development.

The upbringing of a new generation of people capable of preserving and increasing natural resources depends only on the correct integrated influence of educational institutions and the family.

WHAT DOES THIS LOOK LIKE IN PRACTICE?

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

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

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

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

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

Advice

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

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

The concept of “ecological education”

Although the concept itself arose recently, environmental education as a type appeared many, many centuries ago. One can say even more - in the past, any upbringing and education was, in part, environmental. By learning the laws of nature, man identified himself with the whole world, which allowed him to harmoniously merge into it without violating laws and norms. After the situation worsened (from about the 60s of the 20th century), people started talking about the value of nature and the importance of environmental education.

The concept itself means “education in harmony with nature. Not “above” and not “under”, but precisely in harmony, within it, as a single whole of one organism - man and nature.

THE BEST TOOL OF EDUCATION IS GAME

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

The game can be played both during walks and outside.

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

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

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

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

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

Games in the form of quizzes:

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

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

READING IS THE BEST STUDY

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

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

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

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

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