Anna Sokolova
Diagnostics to identify the level of formation of environmental concepts in children of the older group
Task No. 1
Target: child about signs of being alive; find out if the child has representation about the needs of living organisms, the conditions necessary for life.
Material: 7-8 pictures depicting objects of living and inanimate nature; items created person: plant, animals (bird, insect, beast, fish, sun, car, plane.
Progress: adult offers The child looks at the pictures and chooses objects of living nature. After this, the adult asks questions:
How did you guess that all this was alive?
Why do you think that alive?
What do you need (called a specific object) for a good life? What can't he live without?
Instructions: “Look at the pictures and choose objects of living nature. How did you guess that all this was alive? Why do you think that (called a specific object) alive? What do you need (called a specific object) for a good life? What can’t he live without?”
Criteria for evaluation:
3 points – the child completes the task with interest, correctly names all the objects of living nature, can explain his choice, tell what this or that object needs to live.
2 points – the child makes 1-2 mistakes in naming objects of living nature, finds it difficult to answer questions about the conditions they need for life.
1 point – the child makes 3 or more mistakes in naming objects of living nature, cannot answer questions about the conditions they need for life.
Task No. 2
Target: identify the level of formation of ideas about wild animals and their habits (bear, fox, wolf, hare, squirrel, hedgehog).
Material: forest illustration; cards with images of wild animals (squirrel, fox, hare, bear, wolf, hedgehog).
Progress: adult offers child look at the pictures. Then he gives questions:
What are the names of the animals that live in the forest? (Wild animals.)
Look, the forest is empty, let's play a game "Inhabited the forest"- Let's populate it with animals.
Tell us what you know about each of them.
Baby take turns "inhabits" animals in the forest, answering questions from an adult about their life in the forest and habits:
What does a squirrel eat? (Mushrooms, nuts.)
What helps her move deftly through the trees? What helps her escape from her enemies? What protects you from the cold? (Winter coat, fluffy tail).
What does a hare eat? How does he escape from his enemies? (Confuses tracks, changes color).
What helps him withstand the cold?
Why are wolves and foxes called predators? What helps them hunt animals?
How do wolves behave when hunting? (Wolves gather in packs, hunt together at night, and can chase prey for a long time).
How does a fox hunt? (The fox sneaks up unnoticed, lies in wait, covers his tracks).
What does a bear eat? What do bears do in winter? (Hibernate). What helps a bear not eat all winter? (fat reserve).
What other animals hibernate? (Hedgehogs.) What does a hedgehog eat? How does he escape from enemies and what helps him in this? (Curls up into a ball, needles).
Instructions: “Look at the pictures. What are the names of the animals that live in the forest? Look, the forest is empty, let's play a game "Inhabited the forest"- Let's populate it with animals. Tell us what you know about each of them. What does a squirrel eat? What helps her move deftly through the trees? What helps her escape from her enemies? What protects you from the cold? What does a hare eat? How does he escape from his enemies? What helps him withstand the cold? Why are wolves and foxes called predators? What helps them hunt animals? How do wolves behave when hunting? How does a fox hunt? What does a bear eat? What do bears do in winter? What helps a bear not eat all winter? What other animals hibernate? What does a hedgehog eat? How does he escape from enemies and what helps him in this?”
Criteria for evaluation:
3 points – the child completes the task with interest and correctly answers all the adult’s questions about the life of wild animals.
2 points – the child has performance about the habits of wild animals, not all questions can be answered.
1 point – the child has very weak representation about the habits of wild animals.
Task No. 3
Target: identify the level of formation of ideas about wintering birds.
Material: illustration of a feeder (with slots) against the backdrop of a winter landscape; cards with images of wintering people (tit, sparrow, crow, bullfinch, magpie) and migratory birds (swallow, starling).
Progress: adult offers The child looks at the picture and clarifies what time of year it depicts. Then sets question:
What do you call birds that stay for the winter? (Wintering.)
Gives the task to find and place wintering birds on the feeder; asks to tell what birds flew to the feeder.
Instructions: “Look at the picture. What time of year does it depict? What do you call birds that stay for the winter? Find and place wintering birds on the feeder. Tell me what birds flew to the feeder.”
Criteria for evaluation:
3 points – the child, without the help of an adult, finds and names 5 wintering birds.
2 points – the child independently finds and names 3-4 wintering birds.
1 point – the child names 1-2 birds, finds it difficult to classify birds (wintering and migratory).
Task No. 4
Target: identify the level of formation of ideas about plants nearby environment: trees, bushes and herbaceous plants.
Material: large map depicting poplar, rosehip, snowdrop. Small cards with a picture trees: birch, spruce, pine and rowan. Picture card shrub - lilac. Cards with images of herbaceous plants: dandelion, bellflower, chamomile, plantain. Dunno doll.
Progress: An adult informs the child that Dunno accidentally mixed up all the cards with pictures of plants and cannot arrange them correctly. Offers help the child, Dunno, arrange the cards in the right order. On a large map around the poplar you need to lay out cards with images of trees; Place a card with a picture near the rosehip bush; Place cards depicting herbaceous plants around the snowdrop. The adult asks why the child arranged the cards this way.
Instructions: “Dunno accidentally mixed up all the cards with pictures of plants and cannot arrange them correctly. Let's help Dunno put the cards in the right order. On a large map around the poplar you need to lay out cards with images of trees; Place a card with a picture near the rosehip bush; Place cards depicting herbaceous plants around the snowdrop. Cards with pictures of what plants did you place around the poplar? How to call them in one word? Which card did you place next to the rosehip? What is this? Cards depicting which plants did you place around the snowdrop? What is that all?”
Criteria for evaluation:
3 points – child is correct groups the submitted images of plants; knows their names and characteristic features.
2 points – the child makes minor mistakes when grouping of the depicted plants. Doesn't always give reasons for his choice. Knows the characteristic features of plants, but sometimes makes inaccuracies in the answers. Can't always be accurate formulate an answer to a question.
1 point – the child makes mistakes when grouping of the depicted plants. It is difficult to name their characteristic features.
Task No. 5
Target: identify the level of formation of ideas about methods of plant propagation.
Material: cards with pictures of trees (spruce, oak, maple, birch, pine); pictures with the fruits of these trees ( fir cone, acorn, maple lionfish, birch catkin, pine cone); indoor plants or illustrations of them (chlorophytum, balsam, violet).
Progress: adult offers child look at the cards and match them to each tree the desired picture with fruits. Then asks the child to name which trees he recognizes. Offers The child can look at indoor plants and name them. Gives exercise: “You see one violet on the table, what needs to be done to have many violets? Remember the methods of plant propagation that you know.” (cuttings, mustaches, etc.)
Instructions: “Look at the cards and select the correct picture with fruits for each tree. What trees did you recognize? Look at indoor plants and name them. You see one violet on the table, what should you do to have many violets? Remember the methods of plant propagation that you know.”
Criteria for evaluation:
3 points – the child independently selects fruits from the trees. Names correctly indoor plants and methods of their propagation.
2 points – the child names trees, has representation about methods of reproduction, but makes mistakes when selecting fruits and methods of propagating indoor plants.
1 point – the child correctly names 1-2 trees, but finds it difficult to relate them to seeds. Has no information about methods of plant propagation representation.
Task No. 6
Target: identify the level of formation of ideas about representatives class of reptiles. (The body of the lizard is covered with hard horny scales. The lizard has four short legs. It runs well. It does not make audible sounds. It lives on land. For the winter it hides in the ground, in holes, and sleeps there. It is useful by destroying harmful insects. The turtle’s body is covered hard shell. It is convex at the top and flat at the bottom. The turtle’s body, pressed into the shell, is heavy and clumsy. It hides its head, legs and tail in the shell when danger threatens).
Material: pictures depicting a lizard, turtle.
Progress: Adult suggests naming the animals depicted in the pictures, then asks to describe their appearance, method of movement, and features of their activities.
Instructions: “Name the animals depicted in the pictures, describe their appearance, method of movement, features of their life.”
Criteria for evaluation:
3 points – the child correctly names each animal, describes their appearance and vital functions quite meaningfully.
2 points – the child correctly names each animal, describes their appearance with the help of an adult, and finds it difficult to describe the life functions of these animals.
1 point – the child does not answer the adult’s questions.
Task No. 7
Target: identify the level of formation of ideas about insects.
Material: pictures of insects (ant, butterfly, beetle, ladybug, dragonfly, mosquito, bee, fly).
Progress: An adult shows the child a picture of an insect and asks questions: say who it is; what this insect looks like, moves, and what it eats. Asks to tell about the peculiarities of the life activity of each insect.
Instructions: “Look at the picture. Tell me who it is; what this insect looks like, moves, and what it eats. What else can you tell us about the butterfly? (fly, bee)».
Criteria for evaluation:
3 points – the child correctly names all insects; can describe everyone's appearance; It has representation about their modes of movement and nutrition; can tell about the peculiarities of everyone’s life.
2 points – the child names 3–4 types of insects; answers questions with the help of an adult.
1 point – the child names 2 or less types of insects.
Task No. 8
Target: identify the level of formation of ideas about changes in nature at different times of the year.
Material: pictures from the series "Seasons".
Progress: adult offers The child should look at the pictures and put them in order, starting with winter. Then conducts a conversation using pictures:
Name the time of year shown in the picture
Why do you say that?
What happens in nature in spring?
What changes occur with the onset of summer?
What happens to trees in winter?
When do vegetables, fruits and berries ripen?
Instructions: “Look at the pictures and put them in order, starting with winter. Name the time of year that is shown in the picture. Why do you say that? What happens in nature in spring? What changes occur with the onset of summer? What happens to trees in winter? When do vegetables, fruits and berries ripen?
Criteria for evaluation:
3 points – the child quickly and in the correct sequence lays out pictures depicting the seasons, answers questions, reasons, and is not afraid to express his opinion.
2 points – the child finds it difficult to answer questions and requires the help of an adult.
1 point – the child does not answer the questions.
Task No. 9
Target: identify the level of formation of ideas about the parts of the day, their sequences.
Material: plot pictures showing different types activities children, following each other throughout day: making the bed, gymnastics, washing, breakfast, exercise, etc.
Progress: to kid offer look at the pictures and put them in order, starting in the morning.
Instructions: “Look at the pictures. Put them in order, starting in the morning. Name morning, day, evening, night in one word. (Day.)»
Criteria for evaluation:
3 points – the child completed the task and answered all questions correctly.
2 points – the child accurately arranged the pictures according to the time of day, but found it difficult to name a generalizing word.
1 point – the child did not cope with the tasks even after leading questions.
Task No. 10
Target: identify the level of formation of ideas about plants and animals of the Komi Republic.
Material: subject pictures depicting plants and animals that can be found in the Komi Republic and those that do not grow or live there (birch, dandelion, coltsfoot, palm tree, camel, wolf, bear, tiger, lion).
Progress: to kid offer look at the pictures and name the plants and animals that can be found in the nature of your native land and those that grow and live in a different climate.
Instructions: “Look at the pictures. Name the plants and animals that can be found in the nature of your native land and those that grow and live in a different climate.”
Criteria for evaluation:
3 points – the child has representation about the nature of his native land, correctly classifies plants and animals. Identifies plants and animals, uncharacteristic for the climate of their native land. Explains the choice.
2 points – the child makes inaccuracies when classifying plants and animals of his native land and cannot always justify his choice.
1 point – the child admits a large number of mistakes, does not justify his choice.
Task No. 11
Target: identify the level of formation of ideas about that man is part of nature and that he must preserve, protect and protect it.
Material: a disk with an arrow in the center (like a dial, in the middle of which there is an image of nature, and at the edges there are signs symbolizing positive (bird feeder, birdhouse, tree planting, etc.) and negative (broken branch, butterfly net, etc.) human behavior in nature.
Progress: to kid offer to play a game. The child must, by moving the arrow, talk about man's help to nature and about his harmful effects on nature.
Instructions: “Let’s play a game with you.” “What is good and what is bad”. Move the arrow and talk about man’s help to nature and his harmful impact on nature.”
Criteria for evaluation:
3 points – the child analyzes human behavior in nature, draws conclusions about patterns and relationships in nature.
2 points – the child has performance O correct behavior of man in nature, but cannot always explain the harm that man causes to nature.
1 point – the child does not show interest and independence when completing the task, and finds it difficult to draw conclusions about patterns and relationships in nature.
Municipal preschool educational institution kindergarten No. 5 "Thumbelina" Kursk municipal district of the Stavropol Territory
Diagnostic techniques
Compiled by
Educator
MDOU No. 5
Sheveleva R.I.
1. Diagnostic methods for determining the level of formation of the fundamentals of environmental consciousness in preschool children
1 Section. Diagnostics of ecological ideas about relationships in the “man-nature” system and in nature itself.
1.1 Method “Amazing Walk”
Target: identify the level of formed™ ecological ideas about the living environment and its factors.
Study preparation: choose an environmental story with ridiculous content (excerpt from the story “An Amazing Walk” by V. Tanaysichuk).Conducting research:
1. The story “An Amazing Walk” is read to the child:
“Once in the spring I was walking through the forest. The grass was already turning green, small leaves were unfurling on the trees, and snow could only be seen in the very wilderness. I walked and walked, and then lay down to rest on a hillock near an old pine tree. The sun is warming up, the first spring a lemongrass butterfly is circling over the lawn. Suddenly I see something light and large moving under the upturned tree. I look closer and it’s a polar bear crawling out of its den. Its fur is not even white, but slightly yellowish, only its nose is black. I fumbled quietly from the hillock - and well, I ran away before they noticed. I got out onto the road, and nearby, over the birches, it was as if huge gray snakes were curling around. But these were not snakes at all, they were elephants’ trunks, breaking off branches and chewing on me! looking down from top to bottom.
I go further to the river, and there is some kind of green log lying in it. I just bent down to drink water, and lo and behold, there was a log with eyes, and those eyes were looking at me. Crocodile! I went along the road again. I see a cone lying on the ground. I picked her up and threw her into the tree. From there, in response, a whole hail of cones. What's the matter? Yes in that
a flock of monkeys at the Christmas tree. The biggest monkey chose the heavier cone, did the trick and bam! - in my forehead..." 2. The experimenter asks the child questions:
“Why is this story unusual for you?”
“Which animals from the story cannot live in the forest”?
“What living conditions do they need?”
"Where do these animals live"?
Data processing.
Children's responses are analyzed at five levels
Very high level (5). The child identified all the animals that cannot live in this environment.
He motivated his answer with arguments about the need for these animals to have other living conditions and described them, naming their habitats.
High level (4). The child identified all the animals that cannot live in this area. Named their habitats.
Medium level (3). The child only listed the animals that cannot live in this environment (in the forest).
Low level (2). The child listed only some animals that do not live in the forest.
Very low level (1). The child was unable to identify the discrepancy between the environment and the animals. He remained silent or answered “I don’t know.”
Methodology "Living - inanimate nature"
Target: identify the level of formation of ecological ideas about living and inanimate nature.
Study preparation: prepare sheets for each child depicting objects of living and inanimate nature for coloring, colored pencils.
Conducting research:
Children (subjects) are given sheets of paperWith with a picture of nature for coloring and the task is given to color with colored pencils only whatWhat refers to living nature.
Data processing:
High level (4-5). The child completed the task correctly and accurately.
Average level (2-3). The child made mistakes: he colored objects of inanimate nature or missed some objects of living nature.
Low level (1). The child decorated the whole nature or only what he likes.
Methodology "Nature Experts"
Target: determine the level of formation of ecological ideas about the living conditions of living objects of nature, their differentiated relationship to light, heat and moisture; about the mechanisms of adaptation to the environment; about food chains and relationships that exist in nature.Conducting research:
(The study is carried out individually) The child is offered the following tasks:
1.Using the series of cards "Life of a Tree" all year round", the child needs to put them in order and describe the process of change appearance tree depending on the time of year.
2. The child needs to examine 3 indoor plants in a corner of nature and determine their relationship to heat, light, and moisture (light-loving, shade-tolerant, drought-resistant, moisture-loving).
3. Cards with images of animals and insects are offered (butterfly, grasshopper, hare, ladybug, caterpillar). The child needs to be told how they camouflage themselves, adapting to environmental conditions.
4. Cards are offered with images of living natural objects from which food chains can be made. The child needs to fill the train cars with cards, creating a food chain.
Data processing:
High level (4-5). The child completed all the tasks correctly and was able to justify his answers.
Average level (3-2). The child had minor difficulties while completing the tasks. The child made mistakes in his answers or did not use explanations.
Low level (1). The child had significant difficulties completing the tasks: he could not place the cards correctly or refused to complete the tasks.
2 Section. Diagnosis of an environmentally responsible attitude towards nature, mastery of a system of moral norms and rules of an environmental nature.
2.1.Method “The forest is grateful and angry”
Target: identify the attitude towards nature and the level of formed ideas about the rules and norms of interaction with it.Study preparation: take a walk in the park (forest).Conducting research. After a preliminary conversation, during which children remember their walks in the park (forest), recall the pictures of nature they saw, positive and negative examples of human impact on nature, children are asked to answer two questions:
What could the forest say thank you for? Why would the forest be angry with you?
The experimenter records and analyzes the children's answers.Data processing:
Very high level (5). The child takes an active position as a caring owner and defender of nature, highlights current environmental problems, and gives examples of environmental work he has already done.
High level (4). The child gives examples of practical environmentally-oriented activities in nature or, conversely, examples of human inaction leading to negative consequences.
Medium level (3). The child lists the rules and norms of behavior in the forest, examples of their violation.
Low level (2). The child gives one or two examples of violations of norms and rules of conduct in the forest or examples of a caring attitude towards it.
Very low level (1) Lack of answers. Silence or “I don’t know” answers.
2.1. Methodology “Ecological signs”
Target: study assessment skills and level of understanding of environmental activities.
Study preparation: develop signs “Rules of conduct in the forest.”Conducting research.
The experimenter invites the child to consider environmental signs. Asking questions:
“What do you think these signs mean”? "Why is it necessarythem follow"? The answers are recorded and analyzed.
Data processing:
High level (4-5). The child describes the meanings of environmental signs and reasons why it is necessary to follow them.
Average level (2-3). The child does not “decipher” all environmental signsor cannot explain their importance.
Low level (1). The child does not understand what the proposed environmental signs mean.
2.2. “Continue the story” technique
Target: identify the level of development of moral motives in children.
High level (4). The child names a moral standard, correctly evaluates the behavior of children, but does not motivate his assessment.
Medium level (3). The child evaluates children's behavior as positive or negative (right or wrong, good or bad).
Low level (2). The child does not formulate a moral norm and does not assess the situation.
Very low level (1). The child cannot continue the story and evaluate the children’s actions.
3 Section. Diagnosis of emotional and value attitude towards nature.
3.1. Methodology "Joy and Sorrow"
Target: to identify the place of nature in the system of value orientations of older preschoolers.
Study preparation: choose a story about nature that evokes aesthetic and moral feelings.Conducting research:
(takes place in 2 stages)
1. Reading M. Prishvin’s story “Golden Meadow”:
“My brother and I, when the dandelions ripened, had constant fun with them. Sometimes, we would go somewhere on our business - he was in front, I was behind.
Seryozha! - I’ll call him in a businesslike manner. He will look back, and I will blow a dandelion right in his face. For this, he begins to watch for me and, like a gape, he also makes a fuss. And so we picked these uninteresting flowers just for fun. But once I managed to make a discovery.
We lived in a village, in front of our window there was a meadow, all golden with many blooming dandelions. It was very beautiful, everyone said: “Very beautiful! Meadow
Gold".
One day I got up early to fish and noticed that the meadow was not golden, but green. When I returned home around noon, the meadow was golden again. I began to observe. By evening the meadow turned green again. Then I went and found a dandelion, and it turned out that he squeezed his petals, just as it would not matter if our fingers were yellow, side to palm, and, clenching a fist, we would close the yellow one.
In the morning, when the sun rose, I saw how the dandelions opened their palms and this made the meadow turn golden again. Since then, dandelion has become one of the most interesting flowers for us, because dandelions went to bed with us children, and got up with us." 2. The test subject (child) is asked 2 questions:
1.What pleased you most about this story?
2.What upset you most?Data processing.
Responses are analyzed according to the following levels:
High level (4-5). An aesthetic response related to nature
manifestation of emotionality. Highlighting the moral moment in the story.
Average level (2-3). The child indicates a violation of the norms of behavior in nature, but does not show
emotionality and aesthetic feeling in relation to nature.
Low level (1). The child finds it difficult to determine the moments of the story that he liked or did not like. Refuses to answer questions
3.2 “Secret Conversation” technique (author I. V. Tsvetkova)
Target: explore the emotional and sensory sphere of an older preschooler and the value attitude towards nature in the process of communicating with it; identify children’s experience of communicating with natural objects.Conducting research:
The technique proceeds in two stages:
1. A walk in the kindergarten area or in a park (forest), during which each child, on the instructions of the teacher, chooses a plant that he likes and talks to it in secret.
2. Recording of a secret conversation by the experimenter during an individual conversation with the child.
Data processing.
The emotionality of children's communication with natural objects and children's awareness of their value are analyzed. Children's answers are assessed according to levels:
Very high level (5). The child was interested in the task, he expressed an emotional attitude towards the chosen object of nature, and showed a valuable, caring attitude towards it. The child has experience communicating with nature.
High level (4). The child took the task with interest. It is noted that he has an emotional relationship with an object of nature, but communication with it is short-term.
Medium level (3). The child was interested in the task. He communicated with pleasure with the chosen object of nature, but told it about himself and did not show a caring attitude towards it.
Low level (2). The child found it difficult to communicate with the selected natural object; the communication had little content.
Very low level (1)
The child was unable to communicate with a natural object or refused to performtasks.
3.3. Methodology "Picture Gallery"
Target: identify the level of aesthetic perception of nature and the level of emotional responsiveness to it.
Study preparation: select reproductions of paintings famous artists- landscape painters and poetic works for them.Conducting research: The research proceeds in 3 stages:
1. An exhibition of reproductions of paintings by famous artists is being organized: I. I. Shishkin “Morning in a Pine Forest”, “Forest Distances”, I. I. Levitan “Birch Grove”, “Spring - Big Water”, K. S. Maksimova “Sosovy” Bor", I. S. Ostroukhov's "Golden Autumn", etc. Poems by A. A. Blok "Falling Leaves", I. A. Bunin "The birch forest turns greener and darker and curlier...", A.S. Pushkin "Spring" and others.
2. The child being tested conveys his impressions after visiting the “art gallery.”
3. The child points to the reproduction he likes best and describes its contents and his impressions.
Data processing: Very high level (5)
The child is emotionally responsive, uses emotional expressions, vivid comparisons when describing nature.
High level (4)
The ability to see the beauty of nature, to show an emotional attitude towards it, but it is difficult to convey it, does not have vivid comparisons or epithets.
Middle level (3)
The ability to see the beauty of nature, but emotionally the child does not show his attitude towards nature.
Low level (2)
Inability to see the beauty of nature, poor emotional development of the individual
in relation to nature. Very low level (1)
Lack of positive emotions towards nature, inhibition of the aesthetic principles of nature perception. Lack of positive emotions towards nature, inhibition of the aesthetic principles of nature perception.
4 Chapter. Diagnostics of skills and abilities of goal-oriented interaction with nature.
4.1. Methodology “Ecological traffic light”
(Modification of I. V. Tsvetkova’s technique)
Target: identify the level of:
ideas about the rational interaction of man with nature: about acceptable and unacceptable actions in nature, environmental activities;
the ability to evaluate the results of people’s interaction with nature (interaction is harmful to nature, harmless, useful);
experience in environmentally oriented activities.Study preparation:
a set of colored pencils for each child;
a set of cards (four) depicting children’s actions in nature;
sheets for each child depicting children’s actions in nature (in the corner
each picture is an unfilled circle).
Conducting research, (takes place in the form of a game)
All participants in the game receive sheets depicting four actions of children in nature and three colored pencils: red, yellow, green. The presenter depicts these children’s actions on four cards. The presenter explains that each color has its own meaning. Just like a traffic light on the roadway, our environmental traffic light, turning on a red light, prohibits; yellow - warns, and green - allows. The presenter clarifies:
Red - prohibits actions that harm the environment and human life.
Yellow - warns of caution in order to cause as little harm to nature as possible.
Green - allows and encourages actions that help plants and animals. The presenter, using his set of cards, raisestheir one at a time and describes the action of a person in nature depicted on it. Participants in the game must evaluate this action and fill in the circle next to the image of this action with the appropriate color - turn on one or another environmental traffic light signal.
After describing the four cards, the winner is determined based on the number of correct and incorrect answers. Unsolved problems are the subject of special discussion in the group.
Extremely important has a teacher (experimenter) observing the children as they complete the tasks of the game. There is no need to rush to determine the winner. Often, when choosing a traffic light, children are guided by a very specific motivation that the teacher needs to find out.Data processing. Children's work is analyzed and assessed at the following levels:
High level (4-5)
The child correctly assessed all the children’s actions in nature and carefully colored them.
Average level (2-3) The child made one or two mistakes in assessing the children’s actions.
Low level (1) The child made many mistakes and did not complete the task accurately.
4.2. Methodology “Bird Feeders”
Target: determine the level of motives influencing environmental activities.
Study preparation: paper, scissors, glue for making feeders.Conducting research. (The experiment is carried out with the whole group). The teacher tells the children why bird feeders are needed. Children are encouraged to make feeders.
Children work independently. At the end of the work, the child is asked to explain why he made the feeder: to help the birds, so that people will praise him, so that the kids will see and make them too, so that there will be something to do.Data processing. Children's answers are analyzed at the following levels: High level (4-5) The child chooses an environmental motive (to help birds).
Average level (2-3) The child has a social motive (to be seen and praised).
Low level (1) The child is only interested in the process of activity or the result for himself.
4.3. Methodology “Caring for Nature” (carried out in individual form)
Target: identify the child's positionBy attitude towards nature, the level of ability to resolve environmental problems, identify the causes of their occurrence.Study preparation: select problematic environmental situations that require their resolution.Conducting research. The subject (child) is asked to solve the following situations:
The geranium has yellow leaves. Why did this happen? Would you help her? How can you help her?
The fish in the aquarium began to often rise to the surface of the water and gasp for air above the water; their gill covers work very hard. Do fish need help? Which?
Data processing. Children's answers are analyzed according to the following levels:
High level (4-5)
Imagine that you find yourself in the forest with your parents. There was trash left after the holiday. What will you do with it?
In winter, after heavy snowfall, the spruce branches bent low under the weight of the snow. Should she help? How?
Imagine that your parents gave you a hamster. Does it need to be looked after? How?
Data processing.
Children's answers are analyzed according to the following levels: High level (4-5)
The child takes a position of caring and careful attitude towards nature. Knows the methods of expedient activities in nature, is active in solving environmental problems.
Intermediate level (2-3)
The child finds a way to solve environmental problems, but not all of them. May partially explain the reasons that led to negative consequences.
Low level (1)
The child cannot find a way out of environmental problem situations and explain the reasons for their occurrence.
Knowledge diagnostics should be carried out using the example of those objects and
natural phenomena that surround children and are familiar to them, with
with whom they were in long-term contact, with whom they repeatedly
during school year Various types of activities were organized.
An approximate list of questions about the inhabitants of a corner of nature could be
next.
Who lives in our aquarium? What conditions do fish need to
Did you feel well and weren’t sick? How do we care for the aquarium and its
inhabitants?
What indoor plants from our group do you know? Show and name.
What conditions do these plants need in order for them to grow, bloom, and be
beautiful? How do we care for them?
Who lives in this cage? What is the name of our bird? What conditions
are we needed to make her feel good and make us happy? Like us
are we looking after her? What food should she be given so that she is full and not
were you sick?
Who lives in this cage? What is the name of the animal (or animal)? Which
Do we create conditions for him to feel good and not get sick? Without
what can't he do? How do we care for it?
Which of the inhabitants of this corner of nature do you like the most? Who are you
love you the most? Why do you love him (them)? What are you to him (them)
are you doing?
Questions like these can be asked starting with middle group. Difference
answers will reflect (except for differences in speech development) different volume and
content of knowledge that children acquire at each age. Co
older preschoolers can carry out such diagnostics in the form of a game
in the “Excursion to a Corner of Nature”: the child becomes a tour guide for
a new person or doll.
The list of questions regarding the kindergarten site is approximately as follows.
What grows on our site? What trees and shrubs do you know?
Show and name them. What herbs and flowers do you know? Show and name them.
What conditions do all the plants in our area need? Why do we have them like this?
are they growing well? Which plants do you like best? Why? What
what we do to make the plants even better?
What birds fly to our site? What are their names? What are they
do they do it on our site? How we take care of birds in winter time? How
Can these birds be called in one word? Why people should help
birds in winter?
How do we determine the weather? What is the weather like? What is winter? Which
do the phenomena occur in winter? What happens to plants - trees - in winter?
grass? How do they look? Why don't plants grow in winter? What are the conditions?
are they missing?
What do different animals do in winter? Do all the birds stay on
winter? Where are the butterflies, beetles, mosquitoes? What do forest animals do in winter?
Elizaveta Ishtykova
Diagnostic material for identifying formation ecological culture children preschool age
This manual offers a methodological material for diagnostics of knowledge to identify levels and indicators. Data diagnostics are aimed at identifying environmental problems in children consciousness and relationship to nature. Diagnostic material offered in variable forms.
Given Toolkit intended for educators and parents.
Levels and indicators formation of ecological culture of preschool children
Low level of knowledge - unstable ideas about some features of living things - essential and unimportant. Living animals are classified as having essential characteristics and non-essential characteristics. Plants are not living things similar: with live features.
Intermediate level of knowledge - Know the most essential signs of living things (movement, nutrition, growth). According to them, most animals and plants are classified as living. Name different characteristics in animals and plants.
High level of knowledge - Know most of the essential signs of living things, correctly classify animals and plants as living things. Knowledge about living things is generalized character: characterize their group of living things as a whole.
2. Attitude
Low level of relationships - Weak emotional expressions or none at all. There is no interest or it is situational. Observes at the suggestion of an adult. Moves quickly from one to another.
The average level of relationships is persistence in showing interest, its selectivity, situational: only interested in familiar animals. Relationships are shown emotionally, they strive to actively express the attitude at the suggestion of an adult. They satisfy their needs for communication, communication with living things, activities, and receiving emotional pleasure.
High level of relationships - strong emotional manifestations, joy from communicating with animals and plants. Interest in knowing living things, they show sympathy for those in trouble, strive to help themselves, showing awareness, correctly determine the state of the object, and establish the necessary connections. They strive to satisfy the needs of a living organism. They show humane feelings towards living things.
Diagnostics of the formation of ecological culture
Activities to get to know nature
Lesson No. 1.
Directed to identification level of mastery of the modeling action ( construction: models of the dependence of plant structure on inanimate factors).
MATERIAL.
6 sets of cards with symbols of inanimate nature factors (water and heat): two sets - "a lot of" water - hot; two sets - "a lot of" water - cold; two sets - "few" water - hot; 12 cardboard arrow: cards with symbols of parts plants:
root - taproot (6 pcs., fibrous (6 pcs.)
stem - regular (6 pcs., thickened (6 pcs.);
leaf - large (6 pcs., regular (6 pcs., thorn) (6 pcs.);
INSTRUCTIONS FOR CARRYING OUT.
6 people participate in the lesson children. Children and the teacher sit around a table on which cards with symbols of plant parts are laid out. An adult creates a play situation. Children are encouraged to populate new planets with plants. "Living Conditions" on the planet are in special envelopes that are distributed to children (any of those indicated in « Material» sets of cards with symbols of inanimate nature factors and 2 arrows). For children: you are invited to look at your sets of cards and name “what are the conditions on their planets”.
Next, the teacher draws attention children on cards with symbols of plant parts (root, stem, leaf, laid out on the table. The adult offers to choose the necessary cards and make up a plant from them that can live in the conditions of a given planet.
The indicator is the construction of a model of the dependence of the structure of plants on factors of inanimate nature.
Low level - children correctly select only one card with a symbol for a part of a plant,
Intermediate level - children correctly select all 3 cards with symbols of plant parts, but cannot build a model on their own.
High level - children independently select all the cards with symbols of plant parts and build a model.
Lesson No. 2.
Aimed at determining the level of mastery of knowledge about connections and interdependencies in ecosystems (forest, meadow, pond, city). Held at the end of the academic year.
MATERIAL.
Landscape paintings depicting various ecosystems (forest, meadow, pond, city); sets of pictures of plants and animals indicated; ecosystems (3-4 pictures of plants and 3-4 pictures of animals of each ecosystem): forests (spruce, hazel, mosses, berries; bear, squirrel, woodpecker, ants); meadows (chamomile, clover, yarrow, wheatgrass;
quail, mouse, butterfly, grasshopper); pond (algae, cattail, water lily, lily; duck, carp, frog, mosquito); cities (poplar, ash, lilac, plantain; dog, crow, dove, fly).
INSTRUCTIONS FOR CARRYING OUT. 8 participants in the lesson children. The children and the teacher sit on the carpet. An adult takes turns showing the children landscapes of a forest, meadow, pond, painting
cities; Children name the ecosystems corresponding to the pictures. Next, the teacher lays out pictures of various plants and animals on the carpet. An adult asks children split into pairs(optional); each pair is invited, having agreed among themselves, to choose a landscape and find pictures of those plants and animals that can live in this ecosystem.
In every pair children one child can pick up all the plants, the other can pick up all the animals. At the end of the work, the children talk about the inhabitants of a particular community (one child in a pair talks about plants, the other about animals, and gives examples of relationships in ecosystems.
The first indicator is knowledge of the plants and animals of the ecosystem.
Low level - children select only 1-2 pictures of plants and animals, the names of which they do not know.
Intermediate level - children select 2-3 pictures of plants and 2-3 pictures of animals, know almost all the names (1 mistake allowed).
High level - children select all available pictures of plants and animals, know all the names.
The second indicator is the ability to establish some relationships in the ecosystem.
Low level - children cannot give a single example of relationships, the help of an adult does not lead to an improvement in the result.
Intermediate level - children give 1-2 examples of relationships (leading questions from an adult are allowed).
High level - children independently give 2-3 examples of relationships in the ecosystem.
Tasks aimed at level detection formed ideas and concepts about nature.
1. What do you think is living? (non-living) nature? How is living nature different from nonliving?
2. Find out children’s understanding of the word "animal". What animals do you know?
A) the ability to classify animals into groups (insects, fish, animals; birds, wild and domestic; herbivores and predators, etc.). For example, name an animal (according to the picture) and give an explanation;
B) the ability to determine living conditions animals: where he lives, what he eats, how he moves; the ability to establish connections between external structures, way: life and habitat (water, land, etc., the nature of movement and organs of movement, habitat (for example, where do fish live, can they live on land and what helps fish live and move in water);
C) the ability to identify changes in an animal’s lifestyle due to seasonal natural phenomena (how they winter, what they eat, how they escape from enemies).
3. Find out children’s understanding of the word "plant" (what plants do you know); knowledge of the conditions necessary for the growth and development of plants (what is needed for plant growth) and seasonal life of plants.
The ability to classify plants according to their place of growth (what and where growing: in a meadow, field, forest, etc.). (Use of a picture with deliberately admitted mistakes: aquatic plants in the forest, forest plants in the meadow, etc.). Find the error and provide an explanation.
4. What time of year is it now? Why do you think so? (Name the signs of this season, characteristic changes occurring in inanimate nature, flora and fauna, work and life of people). Name the signs of the onset of autumn. What season was before it and what season will come after it? How is autumn different from summer and winter? (Use illustrations of different seasons. Invite children to name the picture and give explanations, arrange pictures depicting different seasons in order). Criteria for assessing student responses. Each task is assessed separately (task No. 2 contains three interrelated questions, the answer to each of them is assigned its own score). grade: task No. 3 consists of 2 parts, which are also assessed independently). Thus, for completing 4 tasks, the child receives 7 marks on a four-point scale.
1 point (low level)- no answer or finds it difficult to answer the question. With the help of leading, additional questions, the child lists individual signs of objects or natural phenomena.
1 point (average level)- there is a certain amount of factual knowledge, the child is able to analyze objects and natural phenomena, identifies pronounced features of natural objects, indicates the general adaptability of living beings to their environment without highlighting adaptive characteristics.
2 points (above average level)- possession of sufficiently complete knowledge about objects and natural phenomena, the child identifies the essential features of natural phenomena or objects, motivates his judgments, establishes connections between objects and natural phenomena, often points to one specific dependence of what is adapted to the environment.
3 points (high level)- knowledge is generalized, systemic in nature, the child can formulate conclusions, establishes the causes of phenomena and various natural connections that exist in nature (sometimes dependency chains).
After completing the tasks, the points received by the child are summed up, and the result obtained allows one to judge the level formation ideas and concepts about nature, about the child’s readiness to learn in school:
From 7 to 12 points - low level;
From 13 to 17 points - average level;
From 1.8 to 23 points - above average;
From 24 to 28 points - high level.
answers hesitantly, thinks for a long time; with the help of a hint or leading questions, gives an incomplete answer, listing individual characteristics of objects in a corner of nature; does not know how to highlight what is essential in an object (phenomenon), is not capable of establishing connections and dependencies.
High quality diagnostics
The goal of quality diagnostics- note changes in the child’s behavior and motivation for his actions, the development of the emotional sphere, and the activation of the cognitive process. To carry out such diagnostic educators, teacher- ecologist should regularly keep records of observations of children in kindergarten and note parent statements. They can be fixed in free form. High quality diagnostics helps the teacher fill out environmental awareness cards for children.
The form for the teacher's records can be different: You can enter individual statements children in a thick notebook(peculiar "Observation Diary", having allocated in advance sections: "Behavior"(in a group room, on a walk, in a living corner, "Statements" etc. In this case, each section will reflect information about different children. More option: the results of observations are recorded separately for each child (separate pages with surnames children in notebooks or cards for each of them). To make your work easier, you can write down statements children to a tape recorder or video recorder.
Map environmental awareness
Naturally, the listed types diagnostics do not reflect all the diversity, however, it can be argued that the most objective results are possible subject to long-term observations of the child and an integrated approach (a combination of quantitative and qualitative diagnostics, diagnosing child in the process of various activities, not just surveys). Based on such a versatile and long-term diagnostics educators will be able to fill out "Map environmental child's upbringing", which we compiled according to the type of development indicator maps included in “Child development map 6-7 years old” (JT .A. Paramonova and others). The map, to one degree or another, reflects the child’s knowledge, ideas about the world around him, his attitude towards it, emotional perception of nature, and existing skills. ecologically literate and safe behavior, the activity aspect of behavior. You need to fill out the card in the same way as other cards of the same type: the teacher’s affirmative answer is recorded with a tick, if the data is uncertain - a question mark, if the result is lower age opportunities - check the box (authors "Individual Development Maps." propose to consider such a flag as a signal of trouble). It is advisable to discuss the map with ecologist, psychologist and parents. Below is the project "Cards environmental education of a child 6-7 years old". The author will be grateful to readers for all comments and suggestions made.
Map environmental education of a child 6-7 years old
Full name___DOU No.___
Shows cognitive interest in natural objects, curiosity
Shows a desire to communicate with nature, observe natural phenomena, natural objects___
Has an understanding of the relationships in nature (denotes cause - effect, sequence of phenomena) ___
Understands and justifies the need for a respectful, careful attitude towards all objects of nature (does not divide animals into "harmful" And "useful" and so on.)___
Knows how to express his attitude towards nature through music, visual activity (figurative perception of nature, story, fairy tale___
Knows a number of names of natural objects in his immediate environment and their distinctive features___
Understands the connection between his health and his condition
environment ___
Has skills ecologically competent behavior in nature (while relaxing in the forest, on the river, etc.) ___
Has skills ecologically competent behavior in everyday life (closes the tap, turns off the light, etc.) ___
Has skills ecologically safe behavior (where you can play and relax, and where you can’t) ___
Can predict some consequences of its actions in relation to the environment
Tries to limit his desires and needs if he can
harm the environment
Shows initiative and desire to participate in practical activities (caring for plants, animals, garbage collection, planting trees, feeding birds)
Diagnostics of children's knowledge about natural objects
1. What trees did you see on ecological trail? (Name the main types trees: pine, spruce, birch, oak, maple).
2. What bushes did you see? (Willow, gray alder, bird cherry, raspberry).
3. What herbaceous plants did you see? (Coltsfoot, dandelion, plantain, clubmoss, fern, stinging nettle, anemone, yarrow, bathwort, fireweed (fireweed, sorrel).
4. Which of them are medicinal? (Pine, birch, gray alder, raspberry, coltsfoot, dandelion, plantain, stinging nettle, moss, fern, yarrow, fireweed).
5. What poisonous plants have you seen on ecological trail? (Liverwort, anemone, swimmer).
6. What insects did you observe on ecological trail? (Ants, butterflies, forest bugs, grasshoppers, cockchafers).
7. What birds did you notice on ecological trail? (Wagtail, nuthatch, ducks, woodpeckers, rooks, tits, sparrows, starlings, warblers, crossbills, crows).
8. What animals did you see? (Squirrels).
9. What landscapes have you seen? Choose from the pictures. (river bank, hill, meadow, forest, wetland).
10. Reflection of knowledge in a drawing. (High level - all objects are shown in the picture; medium level - only the brightest ones are shown in the picture objects: tall trees, flowering plants, river; low level - the figure shows 1-2 objects).
11. Reflection in speech activity. Exercise: tell me what you saw on ecological trail(according to the scheme). (High level - a complete story, about all objects; medium level - a story about the most striking, memorable objects; low level - listing objects without a detailed description).
12. Independent orientation to ecological trail. Exercise: make a route on the panel.
Other forms diagnostics
Games. Example: ball game type "Edible - inedible" with the aim of diagnostics of assimilation of material on the topic“Living and non-living nature”. The teacher throws a ball to the child, naming objects of animate or inanimate nature. If the object is animate, the child catches the ball; if it is inanimate, he throws it away. The second teacher records the results. During the walk, the teacher continues the game according to the same topic: invites children to find as many objects of living and inanimate nature as possible. Another option: the teacher names a word, children must determine whether it denotes an object of nature (if yes, they jump, if not, they freeze in place). At the same time, the adult makes deceptive movements.
Writing fairy tales. The teacher suggests write a fairy tale for preschoolers, determining in advance the theme of the story and noting how fully the children reflect what they have learned in the tale material. Diagnostics may include different variants. For example, the teacher begins a fairy tale, the children continue. For example, on the topic "Wind".
“Once upon a time there were two wind brothers. One of them was angry and prickly, his name was. (the children come up with the name, and the second one is affectionate and kind by name. The evil wind tore hats off people, roofs off houses, overturned ships in the sea and was very pleased with his work. And younger brother, good wind."
Exercise: continue the tale.
Another option: one child (or teacher) begins a fairy tale, the rest continue in turn, saying one or two phrases. Such tales (stories) You can also compose during excursions. For example, you stand with children near a mole hole and invite them to compose a fairy tale about the mole that lives here. First child speaks: "Once Upon a Time There Was a Mole". Second: "He was black, fat and blind". Third: “One day the mole decided to go on a journey.” and so on.
Stories with errors. The teacher offers children stories and fairy tales with mistakes. They have to attentively listen to the texts and find as many inaccuracies as possible, explain your point of view. Here is an example of a story with errors by the famous traveler Baron Munchausen.
“One day we were sailing across the ocean on a sailing ship. The weather was calm and windless, and our wonderful ship was flying in full sail towards the distant, mysterious shores.”
Stories with questions. Stories are written with questions, in answering which children use the information received in class. Example on topic "Flying Seeds".
“One day Katya and her mother were walking down the street and admiring the floating clouds. And suddenly Katya screamed: “Mom, mom, look, a dandelion has grown on the roof of a two-story house! Who planted it there?”
Questions for the guys: Who really planted a dandelion on the roof? How could he get there? Maybe Carlson raised him? What other plants could climb so high? ( Preschoolers remember material about seeds, spread by the wind.)
Drawings. 1. Drawings with a clear task (for knowledge and understanding material) . When completing tasks of this type, children color outline images. For example, a sheet of paper depicts plants of land and water bodies. Exercise: Color only water ones. Another option: The child is offered pictures depicting windy and calm weather. You only need to paint those that have no signs of wind. Preschoolers also receive tasks indicated by various signs. So, in one of the drawings they must complete the upper part of the tree in a tilted state, taking into account the direction of the wind (it was shown on the sheet with an arrow). More option: among the proposed pictures, children choose environmental themes and mark them with icons of a certain color. Punch cards are also used for such purposes.
2. Creative drawings help, first of all, to determine the child’s emotional attitude towards nature, his ability to express feelings through fine art ( example: choice of colors to define "mood" clean and dirty river, tree in different weather and so on.).
Discussion literary works. Tasks of fairy-tale characters. It is known that preschoolers They are happy to fulfill the requests of various fairy-tale characters. Yes, part diagnostics can be carried out on an ecological path, formatting the tasks as the wishes of the owner of this path - Borovichka.
Other creative tasks. For older children with a high level mental development You can offer a number of special tasks. To complete them, they must use the information they have already received, but not just reproduce it, but apply it creatively. Here are examples of such tasks for a block of lessons "Air".
1. The wind is a famous joker. But few people know that he can make flags. Of course, these are not real banners with banners, but special, natural flags. Where can you see them? If you climb high
High in the mountains, almost at the very tops, you can find amazing trees: all their branches are on one side. From a distance it seems that someone has placed flags on the mountainside. This is the work of the wind. How does he manage to turn an ordinary tree into a flag tree?
2. One day, scientists sailed to a small island and began to study the animals living on it. They were very surprised that most insects (dragonflies, beetles) They hardly know how to fly, but they crawl well. It turned out that they did not need wings. At first the scientists were perplexed, but then decided: The wind is to blame for everything. The fact is that strong winds constantly blow on the island. winds: from morning to night and from night to morning. Perhaps they decided to settle on this island. Why do dragonflies and beetles on this island hardly fly, but rather crawl on the ground?
Literature. The teacher selects stories and poems appropriate to the topic and composes a set of questions for them. (for knowledge acquisition, development imaginative thinking and so on.).
Diagnosis the child’s behavior and his relationship to nature.
Creating problematic situations as a form diagnostics is already used in environmental education . With this approach, the adult purposefully, without informing the child, creates a certain situation and observes his behavior. It is important not to limit ourselves to recording observations, but to find out at least some reasons for the discrepancy between "in word and deed".
Ksenia Petrova
Diagnostics of environmental education of middle group children.
Diagnostics was developed based on the methodology proposed by T. A. Serebryakova (middle preschool age).
Tasks aimed at identifying the level of formation
knowledge about the natural world
Task 1. Name what it is?
Target: identify the level of knowledge about representatives of the main life forms of plants (trees, shrubs, herbaceous plants, indoor plants) by distinctive features appearance.
Cards with images of trees (linden, birch, spruce); shrubs (common lilac, rose hips); herbaceous plants (dandelion, marigolds, pansies); indoor plants (ficus, aspidistra).
Diagnostic progress:
There are plant cards in front of you. Take a card and name the plant that is depicted on it.
Place in one row those plants that are classified as trees.
Place in another row those plants that are shrubs.
Place in the next row those plants that are herbaceous.
Place indoor plants in the last row.
What is the difference between trees and shrubs (herbaceous plants and indoor plants?
Evaluation of results:
2 points – high level – the child correctly names the depicted plant and assigns it to the desired group; the child determines the characteristic features of this group.
1 point – average level – the child independently names the depicted plant, and with the help of an adult, assigns it to a certain group.
0 points – low level – the child finds it difficult to name a plant and assign it to a certain group (adult advice does not help him) or is indifferent to the task.
Task 2. Where does he live, what does he eat?
Target: identify the level of children’s knowledge about the habitats and food of representatives of the animal world: hare, fox, bear.
Developing subject-spatial environment: 15x30 card, cut into three vertical lines; smaller cards with images of a hare, fox, bear, carrot, honey, chicken, hole, den, bush.
Diagnostic progress:
There are animal cards in front of you. Take a card and name the animal that is depicted on it. Now take the next card. Place this card next to the previous one. Now the next one.
Place under the card with the hare (fox, bear) the card that shows the habitat of the hare (fox, bear).
Place under the card with the hare (fox, bear), the card that shows the food of the bunny (fox, bear).
Evaluation of results:
2 points – high level – the child distinguishes and correctly names the habitat and food of representatives of the animal world; shows interest in the peculiarities of their lives.
1 point – average level – the child recognizes, distinguishes and, with the help of an adult, determines the habitat and food of representatives of the animal world.
0 points – low level – the child finds it difficult to determine the habitat and food of representatives of the animal world (adult advice does not help him) or is indifferent to completing the task.
Task 3. When does this happen?
Target: identify the level of knowledge about the characteristic features of the seasons of the year, the level of formation of skills to establish elementary cause-and-effect relationships.
Developing subject-spatial environment: pictures depicting seasonal phenomena: rain, snow, streams, bright sun; circles - seasons: yellow - autumn, white - winter, green - spring, red - summer.
Diagnostic progress:
In front of you are pictures depicting rain, snow, a stream, the sun and circles of different colors. A yellow circle means autumn, a white circle means winter, a green circle means spring, and a red circle means summer.
Take a card and say what is shown on it.
Place the card that relates to autumn in the yellow circle.
Place the card that relates to winter in the white circle.
Place the card that relates to spring in the green circle.
Place the card that relates to summer in the red circle.
Evaluation of results:
2 points – high level – the child independently correlates seasonal phenomena with the model of the season (circles of a certain color).
1 point – average level – the child correctly identifies seasonal phenomena and, with the help of an adult, correlates them with the model of the season.
0 points – low level – the child finds it difficult to identify seasonal phenomena and correlate with the model of the seasons (adult advice does not help him) or is indifferent to the task.
Tasks aimed at identifying the nature of the relationship to the natural world
Situation 1
Target: identify the nature of the relationship to the natural world
Developing subject-spatial environment: cards (the cards do not contain images of faces. In addition, models of emotions are attached to them: joy, anger, sadness, calm):
3) the child tramples flowers;
4) the child waters the flowers;
8) the child is walking with the dog.
Diagnostic progress:
Cards with the child’s actions are laid out on the table. But there are no images of faces on the cards. Take the card and look at it. What do you think these guys' faces look like? Why?
Choose the appropriate emotion for the child’s action in the picture.
Questions for children:
Situation 2
Goal: to identify the nature of the relationship to the natural world
Developing subject-spatial environment: cards (a set of cards as in situation No. 1, but with images of faces):
1) the child drags the cat by the tail;
2) the child feeds the cat milk;
3) the child tramples flowers;
4) the child waters the flowers;
5) a child shoots birds with a slingshot;
6) the child pours food into the bird feeder;
7) the child swings a stick at the dog;
8) the child is walking with the dog.
Diagnostic progress:
Look at these cards again. Which guy would you like to be friends with (play with) and why? (Boys are offered cards with a picture of a boy. Girls are offered cards with a picture of a girl.)
Evaluation of results:
High level - the child shows sustained interest in the task, adequately evaluates the child’s action in the picture and actively expresses his attitude and feelings about the situation depicted in the picture.
Average level - the child is interested in the task, but the interest is unstable; adequately assesses the situation in the picture, but emotional reactions are weak, verbal statements are rare.
Low level - the child is either indifferent to the task or shows negative emotions and attitudes towards natural objects.
Diagnostic results:
Publications on the topic:
Didactic game as a means of environmental education for preschool children Didactic games are a type of games with rules, specially created by pedagogy for the purpose of raising and teaching children. These games.
The role of environmental education in the development of preschool children“Man is a child of nature and he draws life only from mother earth. However, a person sometimes forgets about this, sometimes he allows himself to be treated.
Goals and objectives of environmental education in the middle group The most important and important tasks of environmental education of preschoolers are: - development of curiosity and observation in children.
Game as a means of environmental education for preschool children Extensive environmental changes on the planet encourage living people to delve deeper into their resolution. Global climate change.
Purpose: to determine the dynamics of development of the level of environmental knowledge of children 4-5 years old.
- 1. Determine the influence of the developed program at the formative stage of the experiment on the environmental knowledge of children 4-5 years old;
- 2. Conduct a comparative analysis of children’s environmental knowledge before and after testing the formative experiment program.
At this stage, the same diagnostic material was used as at the ascertaining stage.
Methodology of O. A. Solomennikova “Diagnostics of the level of environmental knowledge of children”
Purpose: to determine the level of environmental knowledge in children of the middle group.
Material and equipment: pictures with images of: animals (3 types of wild and domestic); plants (3 types); birds (3 types of wild and domestic); fish; trees; vegetables, fruits, berries (3 types each); with different seasons.
Instructions: “I will tell you which picture you need to find and ask a question about this picture, and you must choose the correct one from all the pictures and answer my questions.” The teacher gave the following instructions:
- 1. Name and show the animals in the picture
- 2. Name which animals are domestic and which are wild?
- 3. Why does a person keep a cow, sheep, or horse? How does he care for them?
- 4. Name and show the birds in the pictures
- 5. What does the bird eat, what is the bird’s body covered with? What do all birds have in common?
- 6. Name and show domestic birds
- 7. Tell me how the bird grew up?
- 8. Name and show the fish that live in the aquarium
- 9. Name and show the body parts of the fish in the picture
- 10. Tell and show what trees you know?
- 11. Name and show coniferous and deciduous trees
- 12. Find out which tree the leaf comes from.
- 13. Name and recognize the plant by its flower
- 14. Name and show vegetables, fruits, berries
- 15. Name and show indoor plant that grows in your corner of nature
- 16. Determine which plants need to be watered?
- 17. What does a plant need to grow?
- 18. What happens if the plant is not watered?
- 19. Tell me what time of year it is now, what time of year it was? (find and show in the picture)
Examination protocol. Diagnostics were carried out individually with each child. All the children immediately understood the teacher’s instructions and began to follow them with great interest.
The results were recorded in the protocol (Table 6)
Table 6. Results of diagnostics performed using O.A.’s method. Solomennikova
|
Last name, first name of the child |
Instruction number |
Total score |
||||||||||||||||||
|
Sergey S. |
||||||||||||||||||||
Comparing the data of the first diagnosis at the ascertaining and control stages of the experimental work, we built a histogram (Fig. 3.)
Fig 3.
Conclusion: Comparing the results of the first diagnostic technique, we can conclude that almost all children improved their performance. We were especially surprised by the results of Anya Shch. The girl improved her result by 23 points. Unfortunately, there are also negative aspects. For example, Sos Ch. did not increase his performance at all. This fact may indicate that the child is being brought up in bilingual conditions, with the predominant language being Armenian. Therefore, the child did not understand the teacher’s instructions.
Methodology S.N. Nikolaeva “Diagnostics of the formation of environmental knowledge of preschool children”
This technique also included 3 tasks.
Exercise 1.
Goal: to identify children’s ideas about living (non-living), plants and animals as living beings; the ability to determine whether natural objects belong to living beings based on identifying the signs of living things (breathes, eats, grows and changes, moves, etc.).
Instructions: The teacher invites the children to look around and identify all living things from the group’s object environment. In case of difficulty, ask the question: are animals (plants) alive? Why?
Task 2.
Goal: to identify the nature, content and volume of children’s knowledge about plants of different morphological groups (the ability to recognize and correctly name plants, appearance features, plant needs, methods of care, etc.).
Instructions: The teacher asks the child to name familiar indoor plants, show and define their parts in words, and answer the following questions:
- 6. Which indoor plant looks like a tree (bush, grass)?
- 7. How does a tree differ from a bush (grass)? Name the trees (shrubs, flowers) you know.
- 8. What does a plant need to grow?
- 9. How do you care for indoor plants?
- 10. What happens if you don’t water the plant (put it in a dark place, a cold room)?
In case of difficulty, pictures are laid out in front of the child depicting woody and herbaceous plants, what is needed for their growth and development (the sun, which gives light and heat, water, earth); photographs showing methods of care familiar to children, features of the condition of plants with a lack of moisture, light, and heat.
Then the content of knowledge about plants of natural and artificially created biocenoses is revealed.
Questions and tasks:
- 1. Choose forest plants (vegetable garden, garden, flower garden).
- 2. Where do vegetables (fruits, flowers) grow?
- 3. Who planted flowers in the flowerbed (vegetables in the garden)? Name the flowers (vegetables) you know.
- 4. Can vegetables grow in the forest?
- 5. What did vegetables (flowers) grow from?
- 6. Tell us how we grew flowers (sowed seeds, watered, loosened the soil, weeded, etc.).
Task 3.
Goal: to determine the level of a preschooler’s ideas about animals in a corner of nature and the immediate natural environment (characteristic features of appearance, vocal reactions, needs, behavioral characteristics, habitat, etc.).
Instructions: From the illustrations laid out on the table, the child is asked to select animals, birds, fish, domestic and wild animals.
Questions and tasks:
- 6. Where do fish (birds, animals) live? What do they eat, how do they move, what sounds do they make?
- 7. Choose animals that swim (run, jump, crawl, fly).
- 8. Name your pets. Why are they called that? Can pets live without human help?
- 9. What wild animals do you know? Where do they live?
- 10. Name the birds you know. Why do you think these are birds? (If the child chooses from the pictures, then “How did you know it was a bird?”).
Examination protocol. The tasks were given individually to each child. 9 subjects immediately understood the teacher’s instructions and reacted to them calmly and kindly; We immediately started work. They answered questions easily and quickly, practically without being distracted by extraneous stimuli. The children had virtually no difficulties completing the tasks. The teacher saw that if a child found it difficult to answer a particular question, he used leading questions to encourage the children to give the correct answer. When performing the back exercise, one child (Sosa Ch.) constantly had difficulties. Even the experimenter’s leading questions did not help the child. The boy thought about the answers for a long time, trying to understand what was required of him. The teacher tried to help the boy give the correct answer (he gave examples, showed pictures), but the results were not successful.
Diagnostic data were entered into the protocol (Table 7)
Table7. Diagnostic results using the method of S.N. Nikolaeva
|
Last name, first name of the child |
Job number |
Total points |
||
|
Sergey S. |
||||
Comparing the results of the tasks of S.N. Nikolaeva’s methodology at the ascertaining and control stages, we built a histogram (Fig. 4.)
Fig 4.
Conclusion: Comparing the results of the ascertaining and control experiments, we see that changes occurred in 9 children (90%). In one child (Sos Ch.) no changes occurred.
We entered the results of the two methods at the control stage of the experiment into a summary table (Table 8)
Table8. Summary table of indicators of two diagnostic methods at the control stage of the experiment.
|
Last name, first name of the child |
Methodology of O.A. Solomennikova |
Methodology S.N. Nikolaeva |
Total points |
|
Sergey S. |
|||
Based on the results of the summary table, we distributed children according to levels of environmental knowledge (Fig. 5)
Fig 5.
Comparing the levels of the control and ascertaining experiments, we obtained the following data (Fig. 6.)
Fig 6. Comparative data on the distribution of children by level of environmental knowledge
Thus, from the comparative data you can see that 1 person (10%) increased their level to average. The rest of the children achieved at the same level as at the ascertaining stage, but despite this fact, the test subjects’ performance on individual tasks improved. This is evidenced by the growth rate overall indicators(Table 9)
Table 9. Growth rate of summary indicators
|
Last name, first name |
Overall result at the control stage |
Overall result at the ascertaining stage |
Rate of increase |
|
Sergey S. |
|||
As we can see from the table, all children showed an increase in indicators of environmental knowledge. The number of growth points for children varies: from 1 point (Sos.Ch.) to 20 points (Anya Shch.).
The increase in indicators indicates an increase in environmental knowledge.
GENERAL CONCLUSION 2. Thus, the results of experimental and practical work allowed us to draw the following conclusion. In the process of using the ecological trail, a clear and accurate understanding of objects and natural phenomena was laid in the minds of children, that in living nature everything is interconnected, that individual objects and phenomena are interdependent, that the organism and the environment are an inseparable whole, that any feature in the structure plants, in the behavior of animals is subject to certain laws, that man, as a part of nature, endowed with consciousness, actively influences nature with his work.
During ecology classes, children became more attentive. They listen with interest to stories about animals and plants, ask many additional questions that interest them, which the teacher answers with pleasure.
During walks and excursions, children began to show great interest in the life of birds and insects. We began to take more care of trees, anthills and other living creatures during walks in the forest. Now all children know that man and nature are inextricably linked. And how a person loves, protects and cares for nature will determine his continued existence on Earth.
