Images of fairy-tale heroes “Ekolyat” – friends and defenders of nature
The images of fairy-tale heroes “ECOLYAT” are protected by a document of protection. The use of images and names of heroes is carried out only with the written permission of the patent holders.
Authors of fairy-tale characters “Ekolyat” – friends and conservationists
Zotov Vladimir Valentinovich , head of the All-Russian environmental social and educational projects “Ekolyata-Preschoolers”, “Ekolyata” and “Young Defenders of Nature”, co-chairman of the Council for the Preservation of the Natural Heritage of the Nation in the Federation Council, Deputy Executive Director for Development and Relations with Federal and Regional Bodies authorities of the Senatorial Club of the Federation Council, member of the interdepartmental Working Group on Environmental Education in the Russian Federation under the Russian Ministry of Natural Resources, children's writer, member of the Writers' Union of Russia, candidate of pedagogical sciences, academician of the International Academy of Sciences of Pedagogical Education and the International Pedagogical Academy, corresponding member of the Russian Academy of Natural Sciences Sciences (RAEN).
Zotova Tatyana Vladimirovna , co-director of environmental social and educational projects “Ekolyata-Preschoolers”, “Ekolyata” and “Young Defenders of Nature”, member of the Expert Coordination Council for the development of environmental and additional education in the constituent entities of the Russian Federation, candidate of pedagogical sciences, academician of the International Academy Sciences of Pedagogical Education, member of the Union of Journalists of Russia, author of the textbook “The ABC of Nature Love”.
The cheerful fairy-tale heroes of “Ecolyata” - friends and defenders of Nature - will help you make friends with Nature, understand and love it. They were born in the forest, they know everything or almost everything about it. They have many friends, acquaintances and acquaintances. Of course, like all children, they sometimes like to play pranks.
Naughty ©
Let's get to know them better. So, the most mischievous and mischievous, without a doubt, is Scamp. He loves funny games, of which there are a great many. He always strives to learn something new and unknown, his yellow cap with a protruding oak leaf constantly flashes here and there. To go with his bright hat, Shalun picked up blue shoes, gloves and a scarf.
Good girl ©
The most serious, perhaps, is Clever Girl in a pink hat, with two funny pigtails. She wears a green skirt, a green collar, yellow gloves, and dark pink shoes. The smart girl knows a lot and tells her friends interesting stories because she loves to read. No, no, just don’t think that she always does the right thing and knows the answers to all questions. It’s just that she’s the oldest of all the kids, and that explains everything.
Quiet ©
The younger acorn brother, who wears an orange cap, dark pink boots, green gloves and a collar of oak leaves of the same color, and a burgundy belt, is called Quiet. He is indeed quite quiet and modest, even rather shy. But this does not in the least prevent him from supporting his older brother, Scamp, in every possible way, not only in all his pranks, but also in useful deeds. Tikhonya also loves flowers very much, so he planted a wonderful flower garden in front of the heroes’ house.
Herringbone ©
The acorn babies have a friend - the cheerful and sociable Elochka. She wears a burgundy cap and matching shoes, yellow gloves and a small cone brooch on her dress. She often comes to visit the kids to play and talk about this and that.
All together, the heroes protect and protect the forest, take care of its inhabitants. They will help you get to know Nature better, make friends with it and love it.
Environmental social and educational project “Ekolyata – Preschool Children”
“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.” V. A. SUKHOMLINSKY
In recent years, human activity has caused increasing damage to nature, including pollution and excessive waste of its resources.
WHAT OUR CHILDREN GROW UP DEPENDS ON US!
We must teach children not only to take from nature, but also to take care of it, protect and increase its wealth.
Real concern for nature arises in children only when they have an adult example in front of them every day. We can talk endlessly about respect for nature, but if an adult, whom children imitate, callously broke a branch, stepped over a flowerbed, and shouted when he saw a worm in a child’s hand: “Throw away this nasty thing!” - then there will be no benefit
Human activity in nature must be reasonable: protective and creative. This attitude towards nature must be cultivated in children from an early age. It is from an early age that a person begins to experience the beauty and diversity of nature. The foundations of a child’s character and life position are laid in the family. And in order to explain to children how to take care of nature, in order to instill in them some natural history skills, the personal example of parents is important! Their careful, caring attitude towards nature. The beauty of our native nature reveals the beauty of human labor and gives rise to the desire to make our region even more beautiful. Therefore, it is so important to show children how a person protects and increases natural resources, and how much work he puts in.
In raising a child, there is no respect for nature, and there cannot be little things. A flower picked just like that, a butterfly caught out of curiosity, a bug trampled on - all this, if treated indifferently by adults, can lead to extremely undesirable consequences. Children's respect for nature begins with understanding its values. Therefore, first of all, it is necessary to show the cognitive and aesthetic value of nature.
Thanks to this, over time, a careful, responsible attitude towards the environment will develop.
You can interest your child in a variety of ways. For example, growing house plants. The most suitable for this are fast-growing plants such as geranium or begonia, indoor crops of tomatoes and cucumbers. In order for the children to water them in a timely manner, their interest in the growth and development of plants, the appearance of new sprouts, flowers, and fruits should be encouraged in every possible way. Responsibility is an important quality. And it is this that we will develop, trusting the little one with the life of green pets. You can also try growing green grass, wheat, oats for your pet (hamster, kitten, parrot). Plant fruit seeds in a pot and see what happens, and in the spring, transplant the seedling and take care of it. Well, isn't this a miracle?
Each family has every opportunity to awaken and develop a child’s interest in nature and the need for constant communication with it.
Regular family trips to nature are of great educational importance. The child, under the beneficial influence of his parents, gradually perceives the beauty of natural landscapes and delves into the mysteries of natural life.
In direct contact with it, children develop observation, curiosity, and interest in natural objects. If during walks you systematically observe insects, plants, birds with children, then they will accumulate certain knowledge in this area. The first lessons of thinking should be among nature.
Books about nature and animal life are of great importance in raising children. By involving the child in a discussion of what they read, adults explain unclear points and guide the child’s thoughts and interests.
Suggested literature for children 3 – 4 years old: “Turnip”, “Chicken” by Korney Chukovsky. Books by Vladimir Suteev “Under the Mushroom” “Chicken and Duckling” “The Magic Wand”, “Apple” and others. Poems by Samuil Marshak “Mustachioed and Striped”, “Where did you have dinner, sparrow?” V. Bianchi “Like an ant hurried home” others. This also includes folk tales about animals “Tails”, “The Cat and the Fox”, “The Fox with a Rock”, “Zayushkina’s Hut” and others, Sergei Mikhalkov’s fables “Who wins?”, “The Helpful Hare”, “Friends on a Hiking” and many other stories. With age, the works become more complex.
Children are especially drawn to animals. He passionately desires to have and care for any living creature. Content that involves additional burden and difficulties. And yet, it is difficult to overestimate the impact that communication, care and care for a weak living being has on the formation of a child’s personality. The child and parents can emotionally communicate with animals - care for, play, talk. The child becomes more sociable, mobile and dexterous, his motor skills and coordination of movements improve. Having an animal in the house makes the family more friendly and united.
Artistic and creative activities are of particular importance
Organizing an art workshop at home
- modeling: from clay, plasticine, dough
- applique, design using cereals and natural materials
- drawing with plant elements
Promotes the child’s emotional development, develops observation, attention, memory, and fosters children’s respect for nature. Creative potential increases the level of speech development in preschool children, children learn to create, learn to understand and see the beauty and richness of nature.
Environmental education will be more effective only if there is constant, daily communication between adults and children in the family. Don’t waste your time on games, experiments, walks, reading, creativity. And then your children, even in adulthood, will consciously and carefully treat everything living and inanimate on Earth.
Eco-preschool children
Everyone knows that 2021 was declared the year of ecology in Russia. By presidential decree, an entire commission was created to celebrate the Year of Ecology. In order to attract public attention to the issues of environmental development of the Russian Federation, preserving biological diversity and ensuring environmental safety, a number of social projects have been developed in which children of different ages are involved. For children in kindergarten, this is the “Ekoloyata-Preschool Children” project.
Photo report “Eco-children - young nature defenders”
Olga Klimenkova
Photo report “Eco-children - young nature defenders”
As part of the project " Eco-young conservationists "
there was an acquaintance with the heroes.
The children got to know each character separately, learned their interests and character. But they are all united by a love of nature and care for it .
Drawing by Alibaeva Riana and description for it.
Tree, grass, flower and bird
They don't always know how to defend themselves .
If they are destroyed,
Craft “Eco-children - defenders of nature”
Marina Chaplygina
Craft “Eco-children - defenders of nature”
These wonderful Eco-children have settled in our kindergarten! They are as tall as children 4-5 years old. environmental events with even greater pleasure and learn a lot of new and interesting things.
I made them from an already favorite 10 mm foam rubber, a frame from a plastic bottle and a metal-plastic pipe, I covered it with foam rubber and painted it with gouache using a sponge, I sculpted the shoes from cement to make the figures more stable. the hair is made of thin strips of foam rubber, the faces are painted with paints, and the eyes are made of foamiran, the arms and legs of the Ekolyat easily bend and keep their shape. I tried to take into account all the subtleties of the images of the heroes that are exhibited on the well-known website “ Eco-young environmentalists ”. In my opinion, it turned out very similar, the main thing is that our children are delighted with their new friends. We still have many interesting activities ahead with Naughty, Clever, Yolochka and Quiet. I hope that you liked our kids and that you will place the same ones in your own home.
Photo report “Eco-children - defenders of nature” Planet Earth is our common home, every person living in it must treat it with care and respect, preserving all its values and. Photo report “Ecolyats - defenders of nature” In our group we became acquainted with the Ecolyats. Who they are and what they are needed for, our children learned about it all. The acquaintance took place. Photo newspaper "Eco-children - we, defenders of nature" Photo newspaper "Eco-children - we, defenders of nature." “He who does not love nature does not love man, is a bad citizen.” Fedor Dostoevsky.
Presentation “Eco-children - young defenders of nature” 1 slide: In the context of an impending environmental disaster, environmental education and human education are of enormous importance.
Project “Eco-children - young conservationists!” PROJECT “ECOLATES – YOUNG DEFENDERS OF NATURE” The goal of the project: the formation of an environmentally educated personality with environmental knowledge.
Scenario of the holiday “Eco-children-young defenders of Nature” SCENARIO 2018 of the holiday “Eco-children-Young Defenders of Nature”-2018 Presenter: We invite you to come and see what is growing on the site.
Corner “Eco-children - little defenders of nature” Goal: to form in pupils a rich inner world, a system of value relations to nature, its animal and plant world. In Group.
Presentation “Eco-children - young defenders of nature” “We must not invent, not invent, but search and learn what nature creates and brings” Systematic observations in nature teach children.
Ecological holiday in the preschool educational institution “Ekolyata - young defenders of nature” Holiday “Ekolyat – young defenders of nature” Age group - 5-7 years Number of participants - 32 people Authors: Pariy Galina Sergeevna.
Source
Green Dreams: Why Conservationists Are Wrong
Today, the entire information space is permeated with concern for the planet. Advertising campaigns are built around “natural” and “organic”, and petitions to save Thai elephants or Arctic seals gather hundreds of thousands of signatures in a couple of days. It would seem that humanity is not indifferent to the fate of its own planet, and it is taking conscious steps to avoid collapse - but everything is far from so simple. The point is not at all that the planet does not need our care - of course it does, it’s pretty bad for it. The planet should be taken care of, it should be helped. However, those who try to do this mostly live in a dream world. The public perception of environmentalism is based on a fundamentally flawed worldview.
Understanding what's what is important, if only because we are trying to preserve nature based on our general ideas about what this nature needs. If demons live in people's heads, then even the best intentions will not bring any benefit. We are all interested in ensuring that the planet is healthy, and we need to help it in the right way so as not to make a mistake.
Nature is...
First we need to understand what “nature” is, and here we are faced with a problem. Most “green” people live in a fantasy world in which nature is harmonious. It’s as if everything in it is balanced, as if in Eden, until a person pokes his head into it. This myth came from neo-paganism and New Age philosophy, which was created by people who have little understanding not only of nature, but also of life, the Universe, and in general, frankly speaking, narrow-minded.
New Age philosophy has given us another myth - about kind animals who care about each other's fate. Why is it a myth, you ask, what about the videos on YouTube? We saw a lioness nursing a baby gazelle and a hippopotamus scaring away a crocodile that had attacked an antelope!
The videos are, of course, real, but judging the animal kingdom from them is like forming an opinion about Russian culture based on three songs from “Hands Up.” (The abnormal behavior of animals is very easy to explain. The lioness most likely lost her cub, and the hormones responsible for parental care make her a robot, mistaking for a child anything that looks and smells like her offspring.)
New Age myths, like the movement itself, have little to do with logic and the real state of affairs. In fact, nature is even less balanced than the market economy. The only reason for its stability is the incredible number of elements that constantly interact with each other. Any minor impact, such as the extinction of one species, is offset by thousands of others ready to take its place.
Thinking of nature as a single organism is a perverse practice, because there is no place in it for the concept of a common good or a common purpose. Each species, each animal or plant considers only its own interests. We are just as selfish precisely because we are animals. Everything we have, to one degree or another, they have.
Animals can be greedy and wasteful. Many predators, such as wolves, will eat food until it runs out. Sometimes until their stomach literally bursts. Macaques will never finish eating a fruit if there is another whole fruit hanging nearby. Cockatoos generally gorge themselves to such an extent that they cannot fly. If animals had our capabilities, the planet would first turn into a huge garden (everything else would be destroyed), and then into an equally huge garbage dump.
Animals are cruel. Killer whales wash ashore, grab newborn seal pups and drag them into the sea - only to play with the living lump, throw it high, high into the sky and beat it with a strong blow of the tail. Otters rape seal pups to death, fur seals rape penguins. Not to mention chimpanzees with their wars and cats with their games. You have to be human to suppress your violent impulses. Children who torture dogs or get into a kangaroo's pouch are only behaving in accordance with their nature.
But it's not just about individuals. Any species strives to fill all possible space and use all possible resources. The thought of the future is alien to nature, planning is alien to it. About a billion years ago, ancient algae came up with the idea of making oxygen - and this destroyed everyone who could not breathe it (that is, the rest of the planet). Previously, hyenas walked throughout Eurasia, but now they are gone, because wolves came from America 2 million years ago.
It is normal for nature to change, just as it is normal for species to go extinct. There is no harmony, no divine plan in this. The only rule of nature is to take everything from life. Will this lead to the death of everyone? Well, okay.
Pristine paradise.
Belief in the myth of the harmonious Mother Earth always gives rise to the desire to preserve nature in its original form. Animal protection societies buy back forests in order to return them to the state they were in before humans appeared. Populate them with the animals that lived there, plant the “correct” plants. It would seem, what is the problem here? The problem is that the definition of “primordial species” in relation to nature should be understood as “hot gas” (or whatever it was during the Big Bang?). That forest that grew on the site of, say, Manhattan came to replace another forest, that one replaced a steppe or a swamp, and so on down to a lifeless stone (and even further).
The belief that “subhuman” equals “good” is our whim. If such a “pre-human” forest is “restored” on the site of a former factory, there is nothing wrong with that - but this does not always happen. For example, in Australia, activists are trying to clear forests of introduced species. Foreign plants are considered evil, and there is a serious fight against them. But if you look more broadly, it turns out that 40 million years ago all “local” species were also alien and in the same way displaced those who came before them. There are no objective reasons to value some and fight others. Moreover, it cannot be said that even from a conservative point of view, alien species are definitely “bad”.
For example, the creeping vine - lantana, which has invaded all eucalyptus forests - has allowed many species of birds and reptiles to multiply, which previously had no place to hide from predators. Lantana is being actively controlled on the grounds that it has crowded out native shrubs. But what are its opponents really trying to achieve? Are they fighting for their nostalgia? Do they realize that this new species is now a full member of the forest and that its destruction will spell disaster for the many animals that now depend on lantana?
Like nature in general, any ecosystem changes. Just 3,000 years ago, lions lived throughout almost all of Eurasia. Then a man came and they were gone. If we decide to return the forests of Italy to their “primordial” appearance and place lions in them, this will lead to the inevitable death of all those animals that have taken root there in their absence. This, in turn, will lead to changes in the forests, and, most likely, lions will not be able to live in them and will die out, and this will provoke another change, etc. And what to do with wild animals, like North American mustangs or dingoes, which have become part of the ecosystem only thanks to humans? And this is far from the only reason why it is stupid to try to return nature to a “pre-human” state.
To be honest, we don’t even know what she looked like before the arrival of man. With the exception of a few islands floating in the astral plane, there is no place on the planet that has not been touched by us. Our ancestors or cousins have been everywhere and a long, long time ago, even before the last ice age. If we want to make everything the way it was before us, then we must first understand what it, strictly speaking, was, then destroy everything that exists now (everything in general), and only after that recreate nature in its “Paleolithic” condition." It will, of course, wither away almost immediately, because neither the Sun, nor the Earth, nor the atmosphere are the same, but this does not worry us. After all, if we decide to do all this, then we are clearly very strange.
Leave and don't touch it again.
Of course, there are other problems. In a field in which everything is run not by professionals, but by housewives, it cannot be otherwise. Are you concerned about the fate of tigers? Fine. You give money to save them. This is honorable and wonderful. But the fate of some lizards, say tiny, match head-sized chameleons from Madagascar, living on a piece of land a couple of square meters, worries few people. After all, what is a lizard? Insects are dying out in thousands of species, and no one cares.
We only save those we can sympathize with, who look beautiful, who mean something to us. People have the right to do this, but it is stupid to consider this a gigantic contribution to saving nature. We are also sorely lacking in knowledge. We actually have very little idea of how many species inhabit the planet and how they live. By saving some, we kill others, and vice versa. For example, the cane toad from Argentina, which was brought to Australia due to the stupidity of farmers, has significantly reduced the number of almost all local predators: its skin contains a strong poison. However, many rare species, such as viper-shaped death snakes (real name), on the contrary, began to live better - because they are now eaten less.
This does not mean that toads need to be brought to every corner of the planet. This means that nature is much more complex than our ideas about it. It is not surprising that many modern ecologists, when asked how to save nature, answer: “Leave and don’t touch it again.”
The whole world is for us.
But the wrong worldview and wrong intentions are just the tip of the iceberg; the essence of the main problem lies much deeper. What do we mean when we say “conservation”? Security - from whom? From U.S. Who are we? Why do we separate ourselves from nature? This way of thinking has its roots in the Abrahamic religions, which place man as master over all else.
Of course, we (at least most of us) have not thought of man as the master of nature for a long time - but we also do not think of him as a part of it. The man is standing somewhere on the side, to the side. There he is - and there is nature.
Such ideas are erroneous, if only because it was we who made the planet what it is now. We built cities, and we turned swamps into forests. We have destroyed some species and allowed others to multiply. Before the arrival of man, North America was inhabited by various monsters, such as large armadillos. They were gone - and this allowed other species to flourish, say bison. We are part of nature, and the border between it and us is not just artificial - it does not exist at all. On the other hand, we preserve nature not for its own sake (nature doesn’t care), but for our own sake. There is no need to be deceived.
The only species that cares about the survival of other species is called Homo sapiens.
By closing nature into nature reserves, prohibiting entry into them, we not only lose contact with it - we rob ourselves. There are still many beautiful places and creatures left in the world, and when we help them survive, we are doing the right thing. But only because we need them. We want them to be. You need to stop lying to yourself. The only reason we save orangutans and rhinos is because it's important to us. When we all finally understand this, it will become much better: only then will we be able to properly use everything that is on Earth.
The article was first published on August 25, 2015 in Metropol magazine
Position
REGULATIONS on the environmental socio-educational project “Young Defenders of Nature” to develop environmental culture and a culture of love for nature among students of general education organizations implementing educational programs of basic general and secondary general education (grades 5 – 11)
Relevance of the Project
President of the Russian Federation V.V. Putin announced the implementation of the national idea of uniting the peoples of our multinational country. “I am a citizen of Russia,” this, according to him, should be the slogan of this idea.
One of the directions for the development of the state and the unification of a multinational society is the patriotic education of the younger generation. This is one of the priority areas in the Russian education system, contributing to the formation of patriotic consciousness in the younger generation, readiness to fulfill civic duty, and the most important constitutional responsibilities to protect the interests of the Motherland.
A manifestation of patriotism is also love for the nature of one’s small homeland, attention, care and respect for its animal and plant world. These feelings can be developed in the process of comprehensive environmental education of the younger generation, the ultimate goal of which is to form a person with new ecological thinking, capable of realizing the consequences of his actions in relation to the environment, and able to live in harmony with nature. It is nature that plays an important role in instilling love for the Motherland.
Nature is one of the most important factors in folk pedagogy. She is not only a habitat, but also a native side, the Motherland. Therefore, in the process of getting to know the nature of their region, the child develops a love for every object in nature, which in turn contributes to solving environmental problems.
In this context, the essence of one of the directions of patriotic education is to sow and cultivate in the soul of a child and teenager the seeds of love for the native nature, for the native home and family, for the history and culture of the country, created by the labors of relatives and friends, those whom called compatriots.
To do this, an ideology must be developed that allows the child to develop a culture of love for nature, love for the nature of his native land, and, therefore, love for the state.
Fostering a love for nature, its flora and fauna must be carried out constantly, because the formation of an attitude towards the country and state where a person lives begins in childhood.
A change in the consciousness of a child and adolescent can affect the nature of his future relationships with the natural environment. It should be noted that children are more strongly influenced by emotions, personal experience and an authoritarian example.
The formation of an ecological culture and a culture of love for nature in children and adolescents should be continued in general education organizations.
To solve this organizational problem, at each stage of environmental education and upbringing, new innovative tools, programs, projects, forms, methods, approaches, techniques, solutions, technologies and activities are needed.
One of such tools for environmental education and upbringing of students of general education organizations implementing programs of basic general and (or) secondary general education, as part of patriotic education, can be a new environmental socio-educational project “Young Defenders of Nature”.
The “Young Defenders of Nature” project is the next stage in the overall process of forming a student’s environmental culture after the environmental socio-educational projects “Ekolyata – Preschool Educational Organizations” (preschool educational organizations) and “Ekolyata” (grades 1-4).
The environmental socio-educational project “Young Defenders of Nature” (hereinafter referred to as the Project) is a new innovative tool for the development of additional education with an environmental and biological focus in middle and high schools in Russian regions.
Objective of the project
Formation in the student of a rich inner world and a system of value relations to nature, its animal and plant world, development of the internal need of love for nature and, as a result, careful attitude towards it, nurturing a culture of love for nature.
Project Objectives
• give students of general education organizations knowledge about the Nature around them, introduce them to the diversity of the flora and fauna of their small homeland, show the uniqueness, greatness, strength and beauty of Nature; • promote the development of understanding of the indivisible unity of man and Nature, understanding of the universal human value of Nature; • help to realize the need to preserve, protect and save Nature for the survival of Man himself on earth; • expand your general horizons, promote the development of creative abilities; • help self-determination in building relationships with Nature and the world around him; • develop and introduce into the educational process of general education organizations new innovative tools, forms, methods, approaches and techniques that can create a feeling of love, a diverse value, careful and respectful attitude towards Nature; • promote the need to take an active part in environmental and environmental activities.
Project Contents
Within the framework of the Project, using the images of fairy-tale heroes “Ecolyats” - friends and defenders of Nature, a variety of activities are provided that contribute to the formation of an ecological culture and a culture of love for nature, the assimilation of theoretical ecological-biological, geographical and other special knowledge and skills, as well as the fundamentals of communicative, speech and general culture.
Students in grades 5–11 are invited to become participants in the “Young Defenders of Nature” project while studying at school.
Each member of the Project is awarded a Certificate and a “Young Nature Defender” Badge.
From grades 5 to 11, a program is being implemented to develop environmental and environmental activities, forming an environmental culture and a culture of love for nature among students.
By the age of 14, a teenager becomes a citizen and is given a passport. By this age, a teenager has formed a civic position in relation to the nature of his native land, as part of the natural heritage of the country.
During the presentation of a general passport, a teenager can take the Oath of a Russian citizen to preserve the nature of his small homeland (allegiance to the Motherland).
The Oath states that he, as a citizen of Russia, undertakes to protect the nature of his homeland as part of the national natural heritage and heritage of his state, which must be preserved and passed on to future generations.
After the Oath, the student is awarded the Diploma of “Defender of the Nature of his Small Motherland.”
A special feature of the Project “Young Defenders of Nature” is its focus on spiritual, moral, aesthetic education, creating the necessary conditions for the development of a harmonious personality and the formation of a culture of love for nature in a teenager using the images of fairy-tale heroes “Ecolyats” - friends and defenders of Nature.
The culture of love for nature is understood as the sphere of spiritual culture, organization and development of life activities, ensuring the preservation and enrichment of the positive experience of knowledge and interaction between man and nature, accumulated in the process of natural and social development.
The project is a complex of classes, tasks and events, educational and teaching aids, thematic books, games, audio, video and other products, subordinated to the goals of instilling in children love, a careful and respectful attitude towards Nature.
Recently, many books, textbooks, teaching aids, as well as proprietary programs on the education of environmentally literate behavior and environmental protection have been developed for children. Their main drawback is the insufficient attention to nurturing the spiritual culture of children and adolescents through nature. Without an emotional component, the rules of behavior towards nature will remain just rules from a textbook.
Thematic classes are conducted with students of general education organizations that comprehensively contribute to the formation of a culture of love for nature, the awareness that they can become true friends of nature.
Particular attention in the Project is paid to the formation of a holistic view of the surrounding nature. At the same time, man is seen as an integral part of nature. It obeys the laws of its development, and the state of the natural environment depends on its activity.
Love of nature helps to realize that each person is an individual, on whose activities the fate of future generations depends. Great importance is given to the development of ideas about the importance and value of the natural environment.
The use of the theory of complex systems and a systematic approach to the study of Nature and the surrounding world involves the interpenetration of various types of activities in the educational process, such as observation, conversation, reading and listening to fairy tales and stories, completing tasks, playing, conducting experiments, walking, conducting classes on nature, work on an experimental site around educational institutions, drawing, etc. and occurs at the level of formation of images, ideas and various concepts in the world of Nature. At the same time, it is important that during the lesson there should not be a mechanical memorization of what was heard and seen, but a real analysis of what is happening and, based on this, making a real decision in one’s future activities.
The project focuses the teacher’s activities on a systematic approach to the development of a culture of love for nature. At the same time, the Project uses the principle of consistency, continuity and development. All of its constituent topics and sections are related to each other, and each subsequent topic considered in the Project is based on previously studied materials.
An integrative approach to teaching and upbringing makes it possible to combine in the educational process purposeful activities indoors and outdoors, reading books, participating in games, holding holidays, competitions, quizzes and events, going to a park or forest, conducting observations and experiments, participating in practical activities with adults.
For each age group of students, their own sets of classes are compiled, which makes it possible to present the educational process as holistic and developing.
The classes conducted within the framework of the Project can be used independently or included in existing programs for the environmental, moral, cultural and aesthetic education of the student.
The project is an integral part of the system of additional education for students with an ecological and biological orientation.
Predicted results:
• formation in students of the foundations of ecological culture and a culture of love for nature; • improving general culture; • formation of a spiritually rich inner world and a system of value relations to the natural environment; • development of the internal need for love of nature, participation in environmental and environmental activities; • expanding the general horizons of students, developing their creative abilities.
The objectives of the Project are solved by:
• creation and implementation, using the images of fairy-tale heroes “Ecolyats” - friends and defenders of Nature, of new techniques, forms, methods and approaches aimed at instilling in students a culture of love of nature, careful and respectful attitude towards the animal and plant world, responsibility for their conservation, formation a holistic view of Nature, development of environmentally literate behavior skills; • providing the student with the opportunity to be a direct participant in all activities carried out during the educational process and aimed at preserving nature; • an integrated approach to the problem of environmental, moral, cultural and spiritual upbringing and education; • creation of the necessary methodological and methodological base within the framework of the Project; • introducing into the educational process ideas and proposals of students on protecting the natural environment, protecting flora and fauna, and solving environmental problems; • providing students with the opportunity to communicate with their peers from other educational organizations on various topics and areas of this Project.
The organization of the educational process within the framework of the Project, as well as the conduct of all events, can be carried out on the territory of educational organizations of any region of the Russian Federation.
All products developed and produced within the framework of the Project, as well as the activities carried out, are interconnected, are elements of one general concept for the implementation of the educational process, complement and develop each other, correspond to the goals and objectives of the Project and together allow us to solve the problem of creating a culture of environmentalism among students.
The executive structures for the development of the “Young Defenders of Nature” Project are the Interregional public organization for promoting the conservation of the natural heritage of the regions “Natural Heritage of the Nation” and the federal state budgetary educational institution of additional education for children “Federal Children's Ecological and Biological Center”.
Within the framework of the Project, program and organizational committees, thematic sections and working groups are created.
The “Young Nature Defenders” project is based on:
• application in the process of raising a culture of love for nature, as well as in the process of ecological, environmental, moral, spiritual and aesthetic education and education of the student, elements and methods of a systematic approach and analysis, systematization and classification of knowledge; • consideration of the entire set of components and elements of the educational and educational process of a general education organization, aimed at developing a culture of love for nature among students, solving problems of environmental, environmental, moral, spiritual and aesthetic education, as a single, comprehensive and systemic educational toolkit; • the use of images of fairy-tale heroes “Ecolyats” - friends and defenders of Nature - in the educational process of general education organizations; • inclusion of interstructural connections in the educational process as part of the study of various topics in the textbook “Young Defenders of Nature”; • organization and implementation of classes and events within the framework of the Project using the textbook “Young Defenders of Nature”, books, games, audio, video and other products using images of fairy-tale characters “Ekolyat” - friends and defenders of Nature; • introducing elements of bibliotherapy and complex fairy tale therapy into the educational process with the help of a series of educational fairy tales, such as “The Living Alphabet,” as well as other fairy tales and various stories about the animal and plant world, contributing to the development of a culture of love for nature in a teenager; • the presence of various game elements and programs during the study of a particular topic or issue; • inclusion in the educational process of a variety of activities and various tasks on the topics, areas and issues being studied; • providing students with the opportunity to further study this or that material with teachers, parents and their peers outside the general education organization.
The “Young Defenders of Nature” project, with the aim of developing a culture of love for nature among middle and high school students, provides for:
• use of the textbook “Young Defenders of Nature” in general education organizations; • creation of an educational and methodological base for organizing and conducting classes in various areas and topics of the textbook “Young Defenders of Nature”; • use of images of fairy-tale heroes “Ekolyat” – friends and defenders of Nature – in the educational process of general education organizations; • creation of sets of educational and teaching aids, handouts and visual materials; • development and publication of gaming, educational and educational books and magazines aimed at achieving the goals and objectives of the Project; • development and release of board, floor, and computer games, as well as audio and video products based on the themes and areas of the Project, using the images of fairy-tale characters “Ekolyat” - friends and defenders of Nature; • creation of a variety of gaming complexes and programs for general education organizations, as well as for organizing activities in the family; • development of special elements for the design of premises in educational institutions; • organizing and conducting various game programs, competitions and quizzes, and other similar events; • publication of anthologies and various anthology collections; • creation and opening of pages, sections, headings, topics, information strips of the Project in newspapers, magazines, radio and television programs; • organizing and conducting practical classes on the protection and protection of Nature; • organizing and conducting various thematic meetings, excursions and other events that are an integral part and elements of the educational process in a general education organization; • creation of experimental sites, use of territories adjacent to general education organizations to conduct classes with students within the framework of the Project; • use in the educational process of elements of natural and artificial natural areas with their flora and fauna.
The “Young Defenders of Nature” project allows for comprehensive training and education of students at school and in the family, aimed at developing a culture of love for nature.
Recommended principles of work that should be used when organizing and conducting classes within the framework of the “Young Defenders of Nature” Project:
• a systematic approach to the consideration of any educational topic, issue and problem using elements of knowledge classification; • use of an integrating approach in the educational process; • consistency in training and education; • continuity in the consideration of the topics studied; • analysis of what is happening and taking into account the characteristics of the surrounding world and the factors influencing it; • simplicity and accessibility of the material being studied; • clarity when studying topics and questions; • the presence of elements of comparison and various examples in the educational process; • the presence of a practical demonstration, the possibility of setting up and conducting an experiment when studying a topic or any educational material; • search and application of the most effective methods, forms, approaches and techniques when conducting the educational process, as well as in classes and events organized and conducted within its framework; • voluntariness in the consciousness and actions of the student when studying an educational issue and topic; • safety in the organization and conduct of the educational process; • the presence of a conscious approach both in the elements of teaching a particular educational material on the part of the teacher, and in the elements of perception and cognition of this material on the part of the student.
Recommended forms of work used during the organization and conduct of the educational process within the framework of the “Young Defenders of Nature” Project:
• lesson; • thematic lesson; • reading; • conversation; • observation; • discussion; • listening to thematic stories and excerpts from literary works; • exercise; • a game; • viewing fragments of a feature film, television, educational, popular science or documentary film; • viewing fragments of a television program; • watching a thematic animated film; • listening to radio broadcasts; • quiz; • contest; • thematic design of classrooms and premises; • meeting; • matinee; • walk; • work in nature; • conducting the experiment; • excursion; • hike; • promotion; • thematic event.
Recommended tools for organizing work within the framework of the “Young Defenders of Nature” Project:
• training manual “Young Defenders of Nature”; • textbooks and teaching aids; • various thematic books; • anthologies; • workbooks and diaries; • albums and coloring books; • visual and handout materials; • magazines and newspapers; • artistic, educational and popular science works; • encyclopedic and reference publications; • audio and video media; • board, floor, computer and other games, as well as game complexes and programs with the presence of fairy-tale heroes “Ekolyat” - friends and defenders of Nature; • costumes and images of fairy-tale heroes “Ekolyat” – friends and defenders of Nature; • elements of animation and filmstrip; • feature, television, educational, documentary, popular science and other films, their fragments and footage; • theatrical productions, their fragments and elements; • television programs, their fragments and elements; • museums and art galleries; • exhibitions, fairs and various thematic expositions; • experimental sites in schools, as well as adjacent areas; • elements of natural and artificial natural areas with their flora and fauna. • various events, holidays, Olympics, processions and promotions.
Recommended lesson topics for the “Young Defenders of Nature” Project (taking into account age characteristics):
• “Nature around us”; • “Diversity of Nature” (Beauty of Nature, Portraits of Nature, Secrets of Nature, Powers of Nature, Wealth of Nature); • "Seasons"; • "Times of Day"; • "Animals and plants"; • “Man is a piece of Nature. Unity of Man and Nature"; • “Man cannot live without Nature”; • “In Nature, like in Man, there are families and friends”; • “Nature is your friend! That means you can’t offend her!” • “Help Nature, help your friend!” • “Choose a friend, take care and look after him”; • “Save Nature from fire”; • “Let's not only love and respect, but also take care and protect Nature”; • “Love of nature is a textbook of our life.”
Recommended lesson topics on the topics of the textbook “The ABC of Nature Love” (taking into account age characteristics):
• Be careful with Nature • Take care of Nature • Be polite to Nature and attentive to Nature • Know how to walk in Nature • Be friends with Nature • Unity of Man and Nature • Feel sorry for Nature • Take care of Nature • Explore, study Nature • Red Book • Love Nature, admire Nature • Diversity of Nature • Observe Nature • Responsibility to Nature • Love of Nature • Rejoice with Nature • Preserve Nature • Work for the benefit of Nature • Respect Nature • Fantasize with Nature • Visit Nature • Value of Nature • Wonders of Nature • Whispers Nature • Bounty of Nature • Ecology • Young naturalist • Natural phenomena
