Development of ecological ideas in children. Formation of environmental ideas in preschool children consultation (senior group) on the topic. seasonal lesson planning

" The world surrounding a child -

this is primarily the natural world with

limitless riches of phenomena, with

inexhaustible beauty. Here in nature

the eternal source of children's intelligence."

V. A. Sukhomlinsky

Man and nature... Philosophers, poets, artists of all times and peoples have paid tribute to this eternal and always relevant topic. But, perhaps, it has never been as acute as in our days, when the threat of an environmental crisis, and perhaps a catastrophe, hangs over humanity and the problem of greening, material and spiritual human activity has become a vital necessity, one of the conditions for preserving what is common to all us Home - Earth.

From the moment of birth, a person is a part of nature, inextricably linked with it and, it would seem, observing the beauty of the world around him, receiving information from adults, on TV, from books and various games of a natural history nature, he should understand it and take care of it, but this does not happen . It is sad to see a five-year-old child trampling tiny ants, tearing off the legs and wings of insects, and mercilessly tearing branches from trees.

From early childhood, a person, surrounded by nature, observes trees, birds, and natural phenomena, but, nevertheless, does not have sufficient ecological ideas to understand the importance of protecting nature and caring for it.

Therefore, the problem arises: how to ensure the formation of environmental ideas of a preschooler, through what forms and methods of work to achieve effectiveness in this direction.

I began to work on the topic: “Formation of elementary ecological concepts in preschool children through observation of living nature.”

Set a goal:

define effective forms and types of activities in the formation of elementary environmental concepts in children.

Tasks:

1. Conduct an analysis of methodological literature on the problem of forming environmental ideas in preschool children through observations and didactic games.

2. Classify games of a natural history nature and prepare their didactic support.

3. Adjust the perspective and scheduling. (Appendix No. 1.)

4. Include didactic games of a natural history nature and observation into the educational process.

5. Conduct diagnostics of effective activities based on children’s environmental ideas.

6. Create a developmental environment in the group for the assimilation of basic environmental concepts.

7. Carry out a series of observations.

Preschool age is an important stage in the development of an individual’s ecological culture. At this age, the child begins to distinguish himself from the environment, and develops an emotional and value-based attitude towards the environment. Kindergarten is the first link in the system of continuous environmental education.

In order to get started, I studied methodological literature.

1. S. B. Sharmanova “Formation of the foundations of ecological culture”, Ural State. Academy, Chelyabinsk 2008 (This book presents material on preschoolers mastering the rules of behavior in nature; work with parents. This helped me introduce children to the rules of behavior in nature, and conduct a series of consultations for parents on the issue of environmental education of preschoolers.)

2. O.M. Maslennikova “Ecology in kindergarten”, Teacher 2009 (This book helped me identify methods and forms of working with children.)

3. L.V. Artyomova " The world in didactic games for preschoolers" (This methodological manual helped me to involve children in the active exploration of the world around them, to help them master ways of learning the connections between objects and phenomena with the help of didactic games.)

4. P.G. Samorukova “The world of nature and the child”, St. Petersburg Detstvo-press” 2003 (I diagnosed children’s knowledge of ecology, using scientific research in the field of preschool environmental education children.)

5. V.A. Novitskaya “Rules of behavior of children in nature for preschoolers”, Moscow 2011 (I carried out work to familiarize preschoolers with the rules of behavior in nature with the help of this manual.)

7. A.K. Bondarenko " Didactic games in kindergarten" Moscow "Enlightenment" 1991. (I studied and applied in my work didactic games of a natural history nature, which helped to form a number of environmental ideas in children.)

After studying the scientific literature, I came to a number of conclusions:

* the success of educational activities depends on the clear, thoughtful preparation of the teacher;

* it is necessary to create a healthy psychological microclimate in the group;

* you need to learn to master the basics of pedagogical improvisation, which includes the ability to imagine and transform, evoke a state of creative search and inspiration in yourself and your children, and respond to an unexpected situation;

* create a developmental environment;

* use visual, verbal, practical methods of educating and teaching preschoolers in a comprehensive manner;

* it is reasonable to combine individual, frontal, group forms of work with children, to use elements of discussion;
* be able to correctly evaluate children's activities.

I came to the conclusion that, using observations and didactic games, I could form basic environmental knowledge in children.

I started working on developing environmental ideas from the second junior group. In order to achieve good results, I got acquainted with the psychophysiological characteristics of children of this age and found out: children are trusting and spontaneous, easily involved in practical activities together with adults, and manipulate various objects with pleasure. They react emotionally to a kind, unhurried tone and willingly repeat words and actions. Their involuntary and short-term attention is easily focused by any novelty: an unexpected action, a new object or toy. They cannot do one thing for a long time, focus on one thing; Over a long period of time, a constant change of events and frequent changes of impressions are necessary. Behind every word of an adult there should be a visual image of an object and actions with it.

I found out that the success of environmental education of children can be ensured by the following ways of interacting with them: gentle, friendly communication; slow expressive speech, repeated repetitions of the same thing; reinforcement of the word with the image of the object, frequent praise addressed to the kids (verbal assessment and patting on the head).

Diagnostic studies of children at the beginning of the school year led to the conclusion that children have a low level of environmental knowledge.

Following the environmental education program, I set a number of tasks:

1. teach a child to recognize and name some plants, animals and their babies;

2. highlight the most characteristic seasonal changes in nature;

3. develop interest in the surrounding world and nature;

4. cultivate a caring attitude towards nature.

To solve these problems, I used in my work various shapes activities (direct educational area: cognition, excursions, observations, looking at pictures, conversations of a cognitive-heuristic nature) and types (various role-playing, didactic and educational games, gaming exercises).

I carry out environmental education through the entire pedagogical process - in everyday life and in the direct educational field.

The main means of introducing children to the natural world is the direct educational area: cognition. It is held twice a month. The educational area, built in the form of games (travel, adventure), is very effective. Such activities stimulate children's cognitive and creative activity.

* One of the important means of introducing children to the world around them is observation.

Observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena. The purpose of observation can be the assimilation of various knowledge - the establishment of properties and qualities, the structure and external structure of objects, the reasons for the change and development of objects (plants, animals). This helped me in the formation of initial ecological ideas, which are the basis for the correct attitude towards living beings and correct interaction with them.

Each type of observation requires some kind of guidance on my part. At the same time, there are general requirements for conducting all types of observations, which I comply with.

General requirements for organizing surveillance:

1. The purpose and task of observation must be set clearly and specifically. In all cases, the task should be educational in nature, force the child to think, remember, and look for an answer to the question posed.

2. For each observation, it is necessary to select a small circle of knowledge. Children's ideas about natural objects are formed gradually, as a result of repeated encounters with them. Each observation should give children new knowledge, gradually expanding and deepening their initial ideas.

3. The organization of observations should be systematic, which will ensure their interconnection. As a result, children will form a complete, deep understanding of the surrounding nature.

4. Observation should contribute to the development of children’s mental and speech activity. Activation of mental activity is achieved by a variety of techniques: setting a specific and accessible observation task, using survey actions as a method of observation, involving childhood experience, pronouncing the results of observations, comparing one object with another, presenting questions of varying degrees of complexity (questions should awaken the child’s thoughts).

5. Observation should arouse children’s interest in nature, the desire to learn as much as possible about it.

6. The knowledge acquired by children during the observation process should be consolidated, clarified, generalized and systematized using other methods and forms of work. These methods can include telling a story, reading a book about nature, drawing and sculpting, keeping nature calendars, and talking about what you see.

7. As a result of each observation, children should form an idea or an elementary concept about a particular object of nature

*Methodology for conducting observations of different types:

Recognizing observation.

During the first excursion to the meadow, the children ran, played, and enjoyed the beauty of nature, then I read them a poem about E. Serova’s meadow, and reminded them that they should not pick flowers and grass. After independent observation, the children answered the question: “What color is the meadow in summer?” We watched butterflies, insects, birds. A conscious, correct attitude towards nature is based on initial knowledge about living things.

Children should be interested in the upcoming observation. Children's interest is awakened after talking about the animal that will be brought to the group and asking riddles about it.

When conducting observations, I structure my activities taking into account three main stages. At the first stage, it is necessary for students to gain a general understanding of the object. Children are given time to examine it in detail. Pupils must satisfy their curiosity, find out what it is, and express their attitude towards it.

At the second stage, taking into account the age capabilities of the children, I use a variety of techniques to identify the properties, qualities, signs of an object, behavioral characteristics and lifestyle of the animal, the state of the plant, etc., and establish the necessary connections. I ask the children questions, make riddles, suggest they examine the object, compare one with the other. Labor actions are widely used (for example, after watering the flowers I ask: “Why do we water the plants?” “Plants are living, they drink water to live and grow, so we water them”), play techniques, as well as poems, excerpts from fiction works. This causes children emotional attitude to the observed object. By observing an animal, preschoolers learn about its behavior and various manifestations. Examination of a plant begins with highlighting its brightest parts (flower, stem, leaves). Then, in order, we consider the features of their external structure (size, shape, nature of the surface, etc.). In this way, I teach children to observe systematically. At the third stage, the results of the observation are summed up and the knowledge gained is generalized.

Each subsequent observation is related to the previous one. In this way, a system of knowledge, skills and abilities of children is formed - and a caring attitude towards animals.

WITH three years old I include children in individual search operations in observation. For example, watching beetles, I say: “Are there any other beetles like this?” The children are trying to find and show me a similar beetle. It is important that during observation children behave freely, naturally, so that they can show their attitude towards animals and plants.

I conduct observations of animals and plants in younger groups more than once. I repeat both with the whole group and with small subgroups and even individually. It is very good if observations are associated with the game, visual activities, for example: “Let’s look at the Christmas tree, and then draw it” or “Let’s see if we need to wipe off the leaves of the ficus.”

In the spring, flowers were planted in the kindergarten flowerbed. When they grew up, the children really enjoyed smelling them and admiring them, at the same time one of the children picked a flower, someone ran into the flowerbed. Together we watched as the plucked flower died, and its “sisters and brothers” cried. The children's reactions to this were different: some were worried, others listened, but they were not interested in it and did not yet understand it. Most often, the observation process is accompanied by surprise, joy, and a feeling of satisfaction.

I expand the children’s horizons by observing the inhabitants of a corner of nature and plants in a group.

In the morning we water the flowers, and I say: “Our flowers are so hungry, the soil is almost dry, touch it, we need to water them urgently.” Three-year-old children do this with great pleasure. We compare flowers and describe them. If some flower is “sick,” but the soil in the pot is damp, I explain that it doesn’t have enough light, let’s put it on the window and keep an eye on it. We water the flowers together and those on duty in the corner of nature. (Appendix No. 5)

The walk along the ecological health trail was very interesting: physical exercise were combined with the theme of direct educational activities and observation of leaf fall, and old man Lesovichok was an example to follow.

In the morning we go to the yard -

Leaves are falling like rain,

They rustle underfoot

And they fly, fly, fly

And with what pleasure the children ran through the fallen leaves! This is a new and interesting form of work. It is important to create a schematic map ecological trail, on which all objects are indicated with icons (colored pictures). The significance of the trail is varied: carrying out educational work with children, educational work with parents of children.

By observing, children, in direct educational and independent activities, learn to distinguish and name objects and objects of nature with which they constantly interact, learn their main properties; shape, color, size, degree of hardness or softness, nature of the surface, learn to act with them. For example, in the lesson “Sinking - does not sink”, children learned that a tree sinks if it gets wet. I conducted an experiment: “Water is a magician.” The children learned that water is odorless, tasteless, colorless (transparent), and flows.

In order to activate and consolidate the environmental knowledge acquired in direct educational activities, together with musical director We held musical and environmental entertainment “Autumn”.

In direct educational activities, while working in a corner of wildlife and on a site, on excursions into nature and walks, the diversity and beauty of the environment is revealed to children. Children get acquainted with the various properties and qualities of the flora and fauna, and children’s speech is enriched. A more active assimilation of knowledge is facilitated by the emotional attitude of children to what we introduce them to.

An important place in the learning process is occupied by a game - a simple plot or moving one, with imitation of the movement of animals, with onomatopoeia.

Didactic games are educational games. Their main purpose is to promote the assimilation and consolidation of children's knowledge, abilities, skills, and the development of mental abilities and speech.

There is a traditional classification of didactic games: verbal, board-printed, experimental games, situation modeling. All didactic games, including environmental games, have been created on its basis. When conducting didactic games, it is necessary to rely on the following principles: consistency, developmental education, accessibility, the principle of relying on the leading activities of children.

Didactic games of ecological content help to see the integrity of an individual organism and ecosystem, to realize the uniqueness of each natural object, and to understand that unreasonable human intervention can lead to irreversible processes in nature.

Through play, I try to arouse children’s interest in learning about the world around them, including nature. In my work I use various didactic games: “Who lives in the house?”, “And in our yard”, “A guest has come to us”, “Who has which baby?” (Task: find a baby whose mother is walking in the meadow.) and others that I use repeatedly, changing the number of characters. Games - surprises: “Someone knocked”, “Who are you”, games - fun: “Sunny Bunny”, “Water - water”, “Behind the bush” and others, puppet theater. I try to broaden the horizons of children, using fairy tales, poems by A. Barto, works of folklore “Forty - Magpie”, “We Lived with a Grandmother”, “The Horned Goat is Coming”, the plots of which are of interest to children. By the end of the third year of life, you can introduce children to animals that they cannot see directly (bear, elephant), through books and illustrations.

Didactic games in the formation of ecological ideas in preschoolers in integration with speech development are of particular importance. For example, “Who lives in the house?”, “Who has what baby?”, “Who will be who when he grows up?”, “And in our yard”, “Collect a bouquet”, “Zoo”, “The house in which you live”, etc. Acquaintance with wild and domestic animals takes place in such didactic games as “name who it is?”, “picture an animal”, “recognize by voice”, and others, then in the middle group - in games like “ guess who lives where?”, “help the animal”, “big and small”, etc. (Did. game “Whose babies?” Objective: to consolidate knowledge about domestic animals, their cubs, who screams what. For the game I use a flannelgraph and a set of pictures depicting animals and their cubs: a cow, a calf, etc. During the preliminary work children practice onomatopoeia. “Let’s show how a cow moos. Now we’ll play. Look how beautiful the clearing is (on the flannelgraph). I hand out cards to the children with pictures of their cubs. the one who has a picture of the desired cub comes out and puts the card on the flannelgraph.)

Children use didactic games not only in free activities. I include them in direct educational activities in integration:

With the development of speech (composing descriptive and comparative stories and environmental tales, inventing riddles, stories from children’s personal experiences),

With mathematics (counting objects, labyrinths, environmental education tasks),

Getting to know your surroundings,

I conduct didactic games of environmental content during excursions and targeted walks, when introducing children to the work of adults, when teaching them labor activity in nature, as well as in experimental activities preschoolers.

Each didactic game has a didactic task, game actions, and game skills. Didactic games play a dual role in the pedagogical process: firstly, they are a teaching method. Secondly, independent play activities. As an independent play activity, they are carried out during free time from direct educational activities. If in direct educational activities I teach children how to play, introduce them to the rules and game actions, then in independent games I participate as a partner, control and direct the children’s relationships.

I started working with the kids with objects that were already familiar to them.

Starting to work with children of the younger group, I repeatedly told and acted out with dolls the fairy tales “Turnip”, “The Rock Hen”, “The Wolf and the Seven Little Goats” and others. Next, the grandfather, who grew a good turnip in his garden, came to our classes on the topic “Vegetables and Fruits,” and the children learned that not only turnips grow in his garden, but apples and various berries grow in his garden. He introduced the children to different fruits, participated in their examination, gave them a try, and treated the kids kindly. The theme of domestic animals was learned with the help of Baba and Grandfather from “Ryaba the Chicken”, who, in addition to chickens, have a cow, a goat, a horse and other animals. First, the grandfather came and talked about a cow and a calf, showed how he feeds them grass, hay, and water. Then Baba introduced me to the goat and kids. Children enjoyed helping fairy tale characters feed toy cows and goats, graze them, build a barn for them, and imitate their actions and sounds.

This activity helped me introduce children to rural animals, develop their playing skills, imagination, and consolidate their knowledge of fairy tales. It is difficult to teach how to care for animals, but children know well that a dog guards the house, a cat catches mice, but instilling true love for an animal, a caring attitude towards it, and an understanding that the weak and defenseless cannot be offended takes a lot of work. For example, a butterfly is small, and we are big, so we should not offend it, but must take care of it so that it does not die.

Didactic games: “Help me find my mother”; "Big small"; “Where is whose house?”; “Tell me who I am?”; "Seasons"; “Which tree is the leaf from”; “Let’s dress the doll for a walk” I made with my own hands and they really help me in introducing children to animals, birds, and natural phenomena.

The formation of environmental ideas in children is impossible without interaction with parents.

It is possible to cultivate a positive attitude towards nature in children only when the parents themselves have an environmental culture. The effect of raising children is largely due to the extent to which environmental values ​​are perceived by adults as vital. A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family. Children are very sensitive to what they see around them. They behave like the adults around them. Parents need to realize this. That is why, before starting environmental work with children, I started working with parents.

My work experience has shown that work should always begin with a study of the family; surveys and individual conversations help with this, and then I plan: topics for consultations, parent-teacher meetings, and design moving screens. All documentation in the parent corner is available to parents. Of no small importance in working with families is such an area as seeing the achievements of children, therefore all children’s works are hung, displayed on a stand, where parents can evaluate the creative abilities of their child, compare with the works, crafts, drawings of other children.

I work with parents in the form of meetings (general and group) in order to inform parents about joint work and stimulate their active participation in it:

Introducing parents to work in an environmental group (open events);

Organization of various events with the participation of parents (including using their professional experience as a medical worker);

Familiarization of parents with the results of their children’s education (various general events, information in corners for parents, etc.).

At the parent meeting, parents got acquainted with the subject of ecology, the components of ecological culture, the process of developing environmental knowledge and attitudes towards nature, methods of environmental education of children, listened to a story about how much learning about nature gives to the mind and heart of a child, and saw group corners of nature.

I told my parents what simple tasks children in kindergarten do to care for plants: watering, loosening the soil in pots, wiping leaves.

In preschool age, the child’s imagination rapidly develops, which manifests itself especially clearly in play and in the perception of works of art. Parents often forget that the most accessible, most enjoyable and most useful of all pleasures for a child is when they read aloud to him. interesting books. This must start in the family. Interest in the book arises long before the start of school and develops very easily. The book plays an important role in aesthetic education children. A lot depends on what this first book will be like. The works of such writers as V. Bianchi, M. Prishvin, K. I. Chukovsky, S. Ya. Marshak, A. L. Barto, S. Mikhalkov and others are suitable for children. The book for children contains a lot of interesting, beautiful, mysterious, because they really want to learn to read, and until they have learned, listen to their elders read. Children love fairy tales very much. Children of primary preschool age are most interested in fairy tales about animals.

Every child should be in the fresh air as much as possible - this is absolutely necessary for his health. Little children do not walk alone - they are usually accompanied by their mothers, fathers, and grandmothers. In any case, a walk is a wonderful time when an adult can gradually introduce a child to the secrets of nature - living and inanimate, and talk about the life of a wide variety of plants and animals. This can be done anywhere and at any time of the year - in the yard, in the park, in the forest and in the clearing, near the river.

At the first meeting we set common goals:

Formation in children of ecological ideas about flowers, trees, shrubs and all living things in the world around them;

Formation in children of ideas about the behavior of birds and animals;

Formation in children of skills to see the beauty of the world around them, consciously, correct behavior in nature.

At the end of the school year, when determining the level of mastery of concepts and skills in the section of the program, I noted that the indicators had increased in comparison with the indicators at the beginning of the school year. Thus, the work on the formation of environmental ideas was effective.

In the middle group, the tasks of forming environmental ideas became more complicated:

1. Expanding ideas about the relationships and interactions of all natural objects.

2. Formation of a consciously correct attitude towards nature.

3. Creating conditions for independent activities to preserve and improve the environment.

I determined the direction of my work: creating an ecological corner in the group, selecting didactic games and equipment.

I believe that children’s sensory ideas about nature, obtained in everyday life, can be expanded, deepened, and systematized. In direct educational activities, I assign the main role to visualization (examination of paintings, illustrations, filmstrips, fiction), but the verbal method of work is also of paramount importance. Visualization combined with emotional explanations, reasoning, and clarifications help children perceive new images about nature and ensure a successful result. “Living and inanimate nature”, “The living soul of nature is trees”, “Forest incidents in winter”, “Can a cow and a wolf live together, why?”, “Who rejoices in spring?”, “You can’t pick him up - he’s prickly “No threads, just needles” - these topics develop children’s logical thinking, imagination and foster initiative and responsibility.

Of no small importance in the middle group are observations, which can be short-term or long-term. I carry out observations of one cycle sequentially - from simple to complex.

Observation of nature is an inexhaustible source of aesthetic impressions and emotional impact on children. I use different types of observation.

I conduct observations both with individual children, with small groups (3-6 people), and with the entire group of pupils. This depends on the purpose and content of the observation, as well as the objectives. So, during the lesson you can observe animals and plants, and the work of adults. In this case, I organize work with children from the front. On excursions, I organize observations with all children, with small subgroups and with individual pupils. In a corner of nature I conduct observations with individual children or small subgroups.

Depending on the number of children participating in the observation, it can be individual, group and frontal. Depending on the goals, observation can be episodic, long-term and final (generalizing).

Preparation for observation:

First of all, I define:

1. the place of observation in the system of upcoming work to familiarize children with nature, tasks (the content of knowledge, skills and abilities in accordance with the program), which can be most fully solved with the help of this type of activity;

2. an object for observation (plant, animal, inanimate object), which should be interesting for children and at the same time accessible to perception.
It is important that the plant or animal is in good condition, clean, and healthy. I’m thinking about organizing the children: how to place them so that the object is clearly visible to everyone, so that they can freely approach it and act with it - feed it, play. Good lighting should also be provided. It is better if the light comes from the left or from behind.

I believe that a necessary condition for the initial acquaintance of children with nature is the creation of a subject-developing environment while maintaining three principles: activity - encouraging action; stability - the teacher is stable, but the environment changes; comfort - everyone is comfortable.

The group has created a rich natural corner, with selected plants for children of this age, as well as equipment for caring for them, a variety of material for experimentation and experimental activities.

The group nature corner helps me stay organized throughout the school year. This is primarily long-term observation of plants, care and cultivation. Plants should feel good. Children should see well-groomed, healthy plants. All flowers need to be decorated aesthetically. In a corner of nature there is a place for work, the nature calendar is the components of the methodology of environmental education. Children gain knowledge and personal experience.

We have a corner where children conduct basic experiments with various inanimate materials.

Pupils in the middle group already have some stock of specific ideas about nature. Looking at surrounding objects, they are able to perceive them in detail. However, independent observation at this age is still imperfect. Children cannot identify characteristic features of difference or see common features in several objects. Children gradually learn to accept the task of observation. And if this task coincides with practical activity, then it is perceived quite easily.

During observations in the middle group, I use riddles, songs, nursery rhymes, and poems related to the content of the lesson. I invite the children to remember the poems they know and read them to their peers.

Long-term observation. For example, behind a dandelion. At first it is yellow, then white and finally flies away completely.

The content of long-term observations is varied: the growth and development of plants, the establishment of their main changes, the development of animals and birds (parrot, canary, chicken, rabbit, cat), seasonal observations of inanimate and living nature, etc. In accordance with them, observation is divided into episodic observation system. Each episodic observation is carried out when the changes in the object are quite pronounced.

Each time I encourage the children to look at the object, compare its condition with what it was before, and identify the signs by which the change is clearly noticeable.

All the knowledge acquired by the children during the observation process was consolidated, clarified, and generalized through conversations, drawing, reading books, the teacher’s story, looking at albums, and drawing up information cards.

I make observations every day: when it snows or the sun shines, when the grass turns green or the leaves fall, birds sing, drops ring, the wind rustles. The ability to observe enriches the child’s soul and inner world and makes him learn more deeply about his surroundings. When conducting observations, I always take into account the level of development of children and their experience, as well as individual characteristics. During the observations, a friendly attitude towards nature is formed. I plan observations in advance, but sometimes they are accidental. (For example, watching a magpie sitting on a fence.)

For example, on our site we have a feeder made by our parents. We constantly feed the birds. The children see who came to visit us and are very happy about it. We watch how the birds move, where they live, what they eat, the children noticed that they are shy, you need to be quiet nearby so as not to scare them away. In the corner of nature we have an album “Our Feathered Friends”, which we often look at with children and read poems about birds. They fed a real cat porridge and listened to it purr contentedly. We looked at her - how graceful she is, how she moves smoothly, and how fluffy her fur is. In our free time, we look at pictures of pets.

With its diversity, nature has an emotional impact on the child. Impressions of native nature received in kindergarten are remembered for a lifetime. Thus, against the background of emotional upsurge, environmental ideas are consolidated in children.

To carry out environmental education and upbringing in a group, illustrative and visual material, subject and subject pictures, reproductions from paintings, books about nature, and albums are sufficient.

At the end of the observation, in order to enhance the emotional impression of children from communicating with animals or plants, we sing a song, read a poem (For example, a dandelion wears a yellow sundress.), related to the topic of observation, or play a game where the corresponding character acts). I accompany the observation with speech so that the acquired knowledge is assimilated. For example, while watching a cat, I read a poem:

Like our cat

The fur coat is very good

Like a cat's mustache

Amazingly beautiful

Bold eyes,

The teeth are white.

Since observation requires concentrated voluntary attention, I regulate it in terms of time, volume and content. The observation method in introducing children to nature is the main one. The need and significance of its use are associated primarily with the nature of the knowledge available to preschool children. The main stock of knowledge accumulated by a child in preschool age is ideas, i.e. images of previously perceived objects and phenomena. The more specific and vivid the idea, the easier it is for the child to use it in practical and cognitive activity. And this requires frequent direct meetings with nature and observation of its objects. (For example, children can spend a long time watching beetles crawling along a path, watching the flight of birds; when looking at lungwort flowers, children will definitely notice that a bee is circling above it, they guess that the bees collect nectar from it for honey, because the lungwort sweet juice. After an excursion to the anthill and a story about the benefits of ants for the forest, the children began to pay more attention to the anthills, knowing that they should not be destroyed.)

When working with children of the middle group, I continue planning didactic games, outlining the didactic task of the game as their difficulty increases:

Find objects by similarity. Didactic game “Pick a Pair”, “Find out what has changed?” The plant world surrounding the child is diverse. To better navigate it, children must be able to identify individual objects from the surrounding nature. It is easier to teach them this in games with vegetables, fruits, indoor plants, trees, and shrubs.

Find objects by name word. Children know few names of plants; they often use a general word: “flower” or “trees.” It is important to fix the names of familiar objects in their memory and help them learn new names. (“Make no mistake”, “Loto”)

Identify individual characteristics of plants. At the same time, preschoolers learn more about representatives of the plant world, and they develop the ability to generalize their impressions. Didactic game “Tops and Roots”

Recognize objects using one of the senses. Recognize them by touch, taste, smell and name them. Thanks to this task, children become more familiar with the characteristics and qualities of objects in the plant world. D. and. "Guess the taste."

Group objects according to external characteristics. This is color, shape. Here children consolidate the knowledge acquired earlier (“Paired Pictures”, “Dominoes”)

Find the whole from the parts. Completing this task will give children the opportunity to better know the components of plants and animals and study them. D. and. "Collect a flower"

Find a plant or animal according to the description of an adult. (“Find out by description”, “What object?”, “Whose children?” (If in the younger group we only found children, now the tasks have become more complicated: I train children in onomatopoeia, teach them to characterize the animal “What does a cow call her son?” Children say: “Moo-moo!” “How to determine which animal is a cow?” a long tail etc.")

Having learned to do this, the guys will be able to see better features plants, animals, learn to think abstractly.

So, instilling in children environmental ideas, love for nature, and the ability to perceive its beauty is one of the important tasks of the kindergarten. In this work, his first assistants should be his parents. Here it is necessary to achieve complete mutual understanding.

Parents must realize that they cannot demand that their child follow any rule of behavior if adults themselves do not always follow it. For example, it is difficult to explain to children that they need to protect nature if the parents do not do this themselves. And the different demands made in kindergarten and at home can cause them confusion, resentment, or even aggression. However, what is possible at home does not necessarily have to be allowed in kindergarten and vice versa. Having chosen as a sample several techniques for positively regulating children’s behavior, you can reveal them using specific examples.

During evening walks or on the way to kindergarten, I suggest that your son or daughter pay attention to the weather, natural phenomena, and animals. Depending on the development of children, we recommend asking them various questions: “What color is the dog?”, “What kind of snow?”, “What do trees cover in winter?”, “Where are the bushes hidden?”, “Why are icicles dripping?”, “How are people dressed?” ?. We also advise you to communicate with your children as much as possible on weekends. Adult attention, support, and approval contribute to the development of hobbies and the success of activities. By holding holidays, entertainment, and environmental games, we attract parents.

In September 2015, I held a group Parent meeting"Nature through the eyes of a child."

The results allow us to draw the following conclusions: everything carried out during three years work on ecology is effective and has positive results, preschool children have become more literate in the field of ecology, namely: preschoolers have formed a system of knowledge (in accordance with age) about environmental problems and ways to resolve them; increased cognitive interest in nature; children have become more sociable, more relaxed, and kinder;basic labor skills for caring for plants and animals have been formed.

In April 2015, I took part in the all-Russian competition “Ecology in our lives.” I developed a lesson in the educational field “Cognition.” Topic: “We love the forest.” (Certificate of participation)

Work on this topic continues. I still have a number of unsolved problems:

1. Teach children to establish connections between living and inanimate nature through observations, didactic games, and experiments.

2. Expand your understanding of the life of wild animals using reproductions of paintings, fiction, and didactic games of a natural history nature.

3. Expand your understanding of the life of insects using observations.

4. Exercise children in the skills of planting trees and flowers.

The possibility of sensory cognition and the accumulation of specific information about plants and animals makes observation one of the most significant methods. With its help, the child learns not only the external parameters of natural objects (color, structure, smell, etc.), but also their connection with the environment. We can say that the formation of the principles of ecological culture in preschoolers is based primarily on observation.

I would like to believe that when our children grow up, they will treat all living things with care and will retain a love for the natural world throughout their lives.

Literature.

1. S.B. Sharmanova “Formation of the foundations of ecological culture”, Ural State. Academy, Chelyabinsk 2008

2. O.M. Maslennikova “Ecology in kindergarten”, Teacher 2009

3. O.V. Marinicheva “Teaching children to observe and tell.”

4. L.V. Artyomova “The world around us in didactic games for preschoolers”

5. P.G.Samorukova “The world of nature and the child”, St. Petersburg Childhood-press” 2003.

6. V.A. Novitskaya “Rules of behavior of children in nature for preschoolers”, Moscow 2011

7. A.K. Bondarenko “Didactic games in kindergarten”, Moscow “Enlightenment” 1991.

8. M.V.Luchich “For children about nature.” Moscow, 1989.

9. S.M. Nikolaeva “The place of play in the environmental education of children” Moscow, 1996.

10. O.A. Voronkevich “Welcome to ecology.” Saint Petersburg.

11. V.A. Dryazgunova “Didactic games for introducing preschoolers to plants” M., 1981.

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Tyutyunnik Olga Yurievna. Formation of environmental ideas in children of senior preschool age: Dis. ...cand. ped. Sciences: 13.00.01: Moscow, 1994 169 p. RSL OD, 61:95-13/419-X

Introduction

Chapter I. The problem of environmental education and upbringing of children 7

1. Methods of introducing children to nature in modern pedagogy 7

2. Alternative approaches to introducing children to nature 14

Chapter II. Theoretical justification of the modeling method in the formation of environmental ideas in older preschoolers 17

1. Application of the principles of a systematic approach to the construction of environmental education programs 17

2. Ecological system as the basis for the formation of children’s ideas about nature 20

3. The modeling method as a means of forming environmental ideas in older preschoolers 27

Chapter III. Experimental research methods 39

1. Methods of ascertaining experiment 39

Chapter IV. Results of the experimental study and their analysis 49

1. Results of the ascertaining experiment 49

2. Progress and results of the formative experiment 63

3. Results of the control experiment 87

Conclusion 116

Literature 119

Applications 127

Introduction to the work

Relevance of the research topic. Currently, the environmental situation has sharply worsened. The reason for this is not only the conditions of economic development, but also the low level of environmental awareness of people, their lack of competence in the functioning of natural systems. To stop the rapidly growing environmental crisis, it is necessary to radically change people's environmental behavior and thinking. To do this, you need to use the period in a person’s life when he is most receptive to the assimilation of environmental concepts and rules of behavior in nature. This age, according to modern psychology, is the age before school. It is at this age that the process of developing a person’s worldview begins. Ecological ideas are the basis for the subsequent ecological worldview. We can talk about the formation of a scientific worldview only when knowledge is acquired at the level of personal values, has acquired the form of beliefs, acts as an indicative basis for the actions of the subject, and underlies the personal way of orientation in the world around us (G.E. Zalessky, 1982).

Most studies on the problem of introducing children to nature highlight individual elements or individual connections in nature as the content of children’s knowledge. However, today there are no studies of preschool children’s ideas about ecological systems, just as there are no studies that would study the effectiveness of certain methods of forming preschoolers’ ideas about the operation of objective laws of nature. Therefore, this study, dedicated to the development of the content of environmental education for children that adequately reflects the objective connections in nature, as well as methods that make these ideas accessible to assimilation by older preschoolers, is relevant.

Subject research is the content of environmental education for older preschoolers.

Object research is methods of forming ecological ideas in children of senior preschool age.

Target research - identifying methods for developing environmental ideas and ecological attitudes towards the world in older preschoolers, the essence of which is the completeness, coherence and integrity of ideas about connections and dependencies in nature.

Hypothesis research - an assumption about the possibility of developing ecological ideas among older preschoolers using modeling as the leading method.

Tasks research: 1. Development of the content of environmental education for preschool children. 2. Development of models of ecological systems that ensure children’s understanding of connections and dependencies in nature. 3. Identifying children’s ideas about ecological systems: a) about the connections between the organism and the environment; b) about the relationship and interdependence of ecosystem elements; c) about biological balance in nature. 4. Identification of differences in environmental ideas among children studying using traditional methods and experimental programs (preschool and primary school age).

Theoretical value work is to develop the content of environmental education for children through their familiarization with ecological systems, in contrast to traditional approach to the formation of children’s ideas about nature through familiarizing them with its individual elements. The paper presents a theoretical and experimental justification for the use of the modeling method as adequate to the requirement for children to master environmental concepts.

Practical significance research is to develop a specific environmental education program for preschool children, which can be used in the practice of familiarizing preschoolers with

schoolchildren with nature; in the development of ecosystem models in the form of games “Ecological cubes”, “Ecological lotto”, “Ecological dominoes”, “Ecological journey”; in developing methodological recommendations for teachers and educators for the purpose of using this program in kindergartens and primary schools.

The scientific novelty of the study is that it developed the content of environmental education for children of senior preschool age based on highlighting the relationship and interdependence between the elements of ecological systems and between ecosystems; the capabilities of older preschoolers in mastering ideas about ecological systems have been identified; Ecosystem models in the form of ecological games have been developed and tested, allowing the formation of ecological ideas about connections in nature among children of senior preschool age.

The provisions in carried out for protection -

1. Ideas that reflect
connections and dependencies objectively existing in nature: a) representing
ideas about the connection of an organism with its environment; b) about the relationship and mutual
interdependence of living elements of ecosystems; c) about biological equals
news in nature; d) about the ecological significance of nature in life
man and the role of man in the functioning of nature.

The age at which ecological ideas can be acquired for the first time is the sixth year of life.

Modeling is a method that can be used to form ecological ideas in children of senior preschool age about the connections between elements of ecosystems and between ecosystems.

Teaching preschool children according to an experimental program led to a change in children's attitudes towards the natural environment.

Approbation of work: the materials of the dissertation research were presented at a meeting of the department of preschool pedagogy and psychology of the Glukhov Pedagogical Institute, at the regional scientific and practical conference on preschool education, at the Sumy Institute of Advanced Teacher Training (1991, 1993), at an international conference-seminar on the problems of comparative pedagogy (Novgorod, 1994).

Implementation: the materials of the dissertation research were used in the development of a lecture course for students of the preschool faculty of the Glukhov Pedagogical Institute, students of advanced training courses at the Sumy Institute of Advanced Training for Teachers, students of the Institute for Advanced Training and Retraining of Scientific and Pedagogical Personnel at the Russian Academy of Education, during a regional seminar on environmental education of preschoolers in Sumy region.

Work structure: the dissertation consists of an introduction, four chapters, a conclusion and appendices. The bibliography contains 87 titles. The text contains 14 tables, 18 figures. The volume of text is 118 pages.

Methods of introducing children to nature in modern pedagogy

At the present stage, this type of relationship between man and nature prevails, which can be designated as object-pragmatic, but there is an awareness of the need to move to a type that can be designated as subjective-ethical. An object-pragmatic attitude towards nature characterizes this type of ecological consciousness, when a person is considered as a subject, and nature as an object on which he has a unilateral influence, when it is believed that in the interests of people it is necessary to achieve power over nature. At the same time, the assertion that a person has the right to this power is taken for granted.

The essence of such an attitude towards nature is most accurately reflected by the concept of “use” - use to satisfy one’s pragmatic (food, production and other related) needs.

The objective-pragmatic attitude determines a person’s appropriate perception of the natural world around him, makes environmentally dangerous actions possible, and explains why measures taken to protect the environment are often ineffective, because environmental rules for most people are only external requirements, without becoming principles accepted by the individual. An objective-pragmatic attitude towards nature is not limited to industrial technocrats who directly benefit from the use of nature. Let us recall typical expressions from school textbooks: “The importance of nature in the national economy”, “Wise use of natural resources”, etc. The education system: selection of material, presentation form, evaluation criteria are imbued with the spirit of an objective-pragmatic attitude towards nature. Analysis of the content of education and training programs in kindergarten, which preschool institutions currently use (Malyatko, 1991; Education and training program in kindergarten, 1987; Model program..., 1984), showed that the content of program knowledge characterizes consumer attitude towards nature. The program proposes to teach children to admire the beauty of the surrounding nature and take care of it, but the use of nature for purely practical purposes is noted as the basis for caring for nature.

The content and presentation of knowledge is built from the specific to the general. Let's give some examples. For example, in the second younger group, the teacher has a goal: “To familiarize children with the structure of the ground part of herbaceous plants (stem, leaves, flowers), trees (trunk, branches, leaves); in the middle group: “Herbaceous plants have a stem, leaves, flowers . A plant has roots underground"; in the senior group: "Clarify and expand ideas about the structure of plants, the functions of their individual parts." The entire program for the formation of ideas in preschoolers is built on the analysis of its individual elements, the identification of parts and characteristics in them. This approach does not contribute formation in children of ideas about nature as an integral system.

There is no information in the programs that reveals such an important pattern of the existence of nature as biological balance, i.e. Children are not shown the importance of all living organisms in nature for its existence. The concept of this begins to be formed only in the fourth grade of school, when children have already quite firmly formed distorted ideas about the “harmfulness” of some inhabitants of nature and the “usefulness” of others, and a utilitarian attitude towards nature. In addition, the programs do not mention the negative impact of people on nature; they only note that people care for plants, animals, water, feed, etc.

Much space in the programs is devoted to the formation of children's ideas about seasonal changes in nature and their characteristic features, as well as human economic activity in nature (the work of collective farmers in the fields according to the seasons).

As we see, the content of children’s knowledge about nature, which is indicated in the programs, does not reflect the objective laws of the existence of nature, i.e. This content of children’s ideas, even if they have formed it, is not ecological in nature.

It should be recognized that the programs reflect some environmental features: factors necessary for the life of plants and animals (light, heat, moisture, soil); adaptation of animals to certain living conditions (movement, protection from enemies); establishing cause-and-effect relationships between air temperature, the state of water, soil, plants, and the way of life of animals. According to the authors of the Program for Education and Training in Kindergarten (1987), by the end of the year, children 5-6 years old should have an idea of: - about seasonal changes in nature; - about where and how vegetables and fruits are grown; - about the conditions necessary for plant growth; - about wild berries and mushrooms (edible and inedible); - about domestic animals; - about wintering birds; - about the transition of water from liquid to solid and from solid to liquid. Be able to: - distinguish and name trees, shrubs by bark, leaves, fruits, 2-3 types of herbaceous plants; - distinguish by appearance and name 4-5 species of wintering birds; - care for plants in a corner of nature.

Alternative approaches to introducing children to nature

An alternative to the object-pragmatic type of attitude towards nature is the subjective-ethical one. In this case, nature is no longer perceived as an object of unilateral human influence; it is psychologically recognized as the qualities of a subject with all the ensuing consequences: contacts between man and nature are perceived precisely as interaction; nature, like any other subject, has the right to exist “simply” so,” regardless of its “usefulness” or “uselessness” for a person, from “resources” it turns into a partner of a person who, from a conqueror and patron of the natural community, becomes one of its members, possessing the same rights as any other.

One of the alternative programs for introducing children to nature is A. Pleshakov’s “Nature and Man” program. In the content of children's knowledge about nature for the first grade, the author includes the following topics: “What surrounds us. Inanimate and living nature. On a visit to autumn. If you want to be healthy. The surface of our region. About the air... And about water. What kinds of plants there are. What kind of animals are there? What grows where. Who lives where.” The content of the program shows that, along with the original emphasis on environmental content compared to other approaches (In the first grade, A. Pleshakov suggests teaching children about individual ecological connections: the adaptability of organisms to certain living conditions), the author remains captive to programs with a traditional approach to nature (the importance of nature in people’s lives, its health-improving role, practical significance), assigning these aspects a significant place in the content of children’s knowledge.

In the program and methodological recommendations for introducing second-grade children to nature, the author in the explanatory note rightly puts the formation of knowledge about environmental connections at the forefront. However, the program begins with the topic “Summer and Autumn” (inanimate nature in summer and autumn, the height of the sun above the horizon, temperature, rain...), i.e. in the content of the programs, the author moves away from the set goal, focusing on a pragmatic approach to nature: “Nature must be protected, because it gives people...”

In the textbook “Natural Science” for the third grade, A. Pleshakov first introduces the concept of “food chain” in the section “What is ecology,” which he offers for study not to all children, but only to curious and more “advanced” students. In the same section it is proposed to give children the concept of biological balance. In addition, this textbook also shows for the first time, along with the positive and negative impacts of humans on nature. The author proposes, along with traditional methods, to use the construction of models, graphical and dynamic diagrams in the learning process.

Thus, when constructing a teaching program about nature, A. Pleshakov is the only one who introduces an ecological approach, although, as noted, he does this inconsistently. His program suffers from a lack of systematic presentation of educational material, starting from the first grade of school. Many points in his program duplicate the content of the kindergarten program. A fundamental drawback that, in our opinion, violates the principle of the ecological approach is that the concept of “ecological system” is completely absent, and the concept of “food chain” is introduced only in the third grade. The emphasis in introducing primary schoolchildren to nature is shifted from environmental significance to utilitarian, practical significance, which leads to the formation in children of a one-sided idea of ​​the significance of nature in human life, as well as the role of man in the functioning of natural communities.

The author of another alternative project for the integrated course program “Man and the Environment” for primary school (grades 1-4), L.P. Saleeva, puts man at the center of nature and, accordingly, the content of knowledge about nature is built around and for man (L.P. Saleeva , 1993). Consequently, as in previous programs, here, too, the ecological content of children’s knowledge is overshadowed by a pragmatic approach to nature. As a result of mastering the content of knowledge that implements this approach to nature, children do not understand the real reason caring for nature as the home in which they live.

As another alternative approach to introducing children to nature, one should mention the studies of S.N. Nikolaeva, in which the author develops a methodology for environmental education of preschoolers. Thus, S.N. Nikolaeva proposes to show children the connection of the organism with the environment through adaptation, for which he takes such of its forms that have a clear manifestation in the external structure and behavior (structure of the limbs, body shape, structure of the oral apparatus, etc.) Along with S.N. Nikolaeva suggests using traditional methods using models. In particular, the models were used to show children such forms of adaptation to the environment as “camouflage” and “scaring away”. (S.N. Nikolaeva, 1979).

In recent publications, S.N. Nikolaeva develops an ecological approach to introducing preschoolers to nature. She rightly noted that the connections characterizing natural communities as a whole are extremely complex, which makes this phenomenon inaccessible to preschoolers; and the connections that exist within the ecosystem are not only diverse, but also hidden from direct observation. At the same time, SNLikolaeva believes that the consequences of the anthropogenic factor - the human influence on nature - are hidden from the direct observation of children.

Application of the principles of a systematic approach to the construction of environmental education programs

To analyze the content of children's ecological ideas about nature, we singled out the concept of “ecological system”. In traditional education, individual representatives of flora and fauna are identified as units for forming preschoolers’ ideas about nature.

Speaking about the content of environmental education for children, it is not assumed that there is a need to turn to research available within the framework of preschool pedagogy and methods of introducing preschoolers to nature, in which children are proposed to be introduced to individual representatives of the animal and plant world, because such an approach violates the requirements for “units of analysis” (L. S. Vygotsky, D. B. Elkonin, G. V. Gordeeva, V. P. Zinchenko).

Individual representatives of the animal and plant world, taken as a “unit of analysis” with which children are introduced, cannot contribute to the formation in children of ideas about nature as a community, a system of interconnected living and nonliving elements. This approach, considered traditional in kindergarten, introduces children to individual elements of nature, without taking into account the real connections that exist in nature and thanks to which life can be preserved. In other words, this approach violates the requirement for “units of analysis” of the content of children’s ecological ideas, destroying them as a living whole.

Therefore, to analyze the content of environmental ideas, we turn to the data of philosophical, biological and environmental literature itself, in which the units of analysis of nature are not individual elements, but systems of interconnected elements, or, more specifically, ecological systems.

The concept of “system” is (from the Greek systema - a whole made up of parts; a connection) a set of elements that are in relationships and connections with each other, forming a certain integrity, unity. There are material and abstract systems. Material ones are divided into systems of inorganic nature (physical, geological, chemical, etc.) and living systems (the simplest biological systems, organisms, populations, species, ecosystems) (SES, p. 1226). According to B.V. Vsesvyatsky, a one-sided, objective, element-by-element consideration of individual objects and their parts, isolated from the whole, does not provide a correct understanding of complex life processes. The need to take into account the connections and interactions between objects included in integral biological systems was recognized (Vsesvyatsky, 1985).

E.G. Yudin (1978) gave a methodological justification for the principles of studying system objects: 1. Justification of the integrity of the system being studied. 2. Determination of the number and types of connections (spatial, functional, genetic, etc.). 3. Identification of the structure and characteristics of the organization of the system. 4. Determination of the direction of connections of the structural components of the system along the “horizontal” (connections between similar, same-order components of the system). "Vertical" structure leads to the concept of levels of a system and a hierarchy of these levels."

System methodology provides a certain orientation not only in the organization of cognition, but also in the study of a system object, because reveals the various characteristics of an object in their relationships and determines the conditions for their study: 1. Each element of a system object is described not as such, but taking into account its “place” as a whole. 2. The same “material”, the substrate, appears in systemic research as having simultaneously different characteristics, parameters, functions and even different principles of structure. 3. The study of a system is inseparable from the conditions of its existence. 4. Specific to the systems approach is the problem of generating the properties of the whole from the properties of the elements and, conversely, generating the properties of the elements from the characteristics of the whole. 5. Explaining the functioning and development of an object only on the basis of cause-and-effect analysis is not always sufficient, since a system object is characterized by expediency of behavior.

Nature is a systemic formation. Therefore, in environmental education and training, it is impossible to use traditional methods that introduce natural phenomena, separating factors and elements in order to find out the role of each of them. A holistic-system methodology should be considered effective, in which each element becomes understandable only in connection with others, with the entire system (Novik I.B.). Thus, the formation of knowledge about nature at the present stage is most effective through the assimilation of ideas about ecological systems. Moreover, the very concept of “ecosystem” has already been sufficiently developed in the biological literature.

The modeling method as a means of forming ecological ideas in older preschoolers

To stop the rapidly growing environmental crisis, it is necessary to radically change people's environmental thinking and behavior. To do this, you need to use the period in a person’s life when he is most receptive to learning environmental knowledge and rules of behavior in nature. This age, according to modern psychology, is the age before school. At this age, the foundations of a future personality and its worldview are laid. However, the question of which methods are most effective in forming environmental ideas in children has not yet been sufficiently developed.

It is obvious that in connection with changes in the content of environmental education for children, its methods must also change. In nature, many connections are hidden from direct perception, and since they are hidden, it becomes necessary to use a method by which these connections will become obvious. Therefore, according to our hypothesis, the modeling method is the most effective for developing ecological ideas in children of senior preschool age. To date, there have been no studies in which the modeling method was used for this purpose, although its effectiveness is indicated in the studies of P.Ya. Galperin, V.V. Davydov, N.N. Poddyakov, N.G. Salmina, N.F. Talyzina, D.B. Elkonin et al. in relation to other goals of teaching children.

“Model”, “simulation” are interdisciplinary, general scientific concepts with the help of which one can effectively understand complex systems. Representation of objects of various kinds in the form of a system consisting of interacting elements, and the study of such a model becomes a characteristic feature of modern scientific knowledge (Gvishaini D.M. Novik I.B., Pegova S.A.) Modeling is the study of any phenomena, processes or systems, objects by constructing and studying their models. Modeling is one of the main categories of cognition: essentially any method is based on the idea of ​​modeling scientific research- both theoretical, in which various kinds of symbolic, abstract models are used, and experimental, using subject models (SES, p. 830).

Being in the vast majority of cases simplifications, models act as unique abstractions of a special kind. The abstract nature of models lies in the fact that they do not reproduce the entire phenomenon as a whole, but only a certain system of connections within a given phenomenon, subject to abstraction from other connections or aspects of the phenomenon. Thus, the model is a means of highlighting a certain system of connections and relationships for their special study and consideration. The elements of the model make it possible to reproduce the structure of the system being studied. To what extent the elements of the model themselves are similar to the elements - this depends on the specific modeling conditions, the nature and degree of abstraction of the model. Models in all cases act as analogies. This means that the model and the object displayed with its help are in a relationship of similarity, not identity, that the model is similar to the system being modeled in one respect, and different from this system in another respect.

Moreover, the existence of certain differences between the model and the original is an indispensable condition for the functions in cognition that it performs. According to A. A. Shibanov, a model is usually built on the basis of known information about the object or phenomenon being studied, but only the most essential, the most important things are reflected in the model. From a didactic point of view, models according to their form CAN be divided into three groups: material, pictorial and mental (logical).

Material models include, for example, a working model of a structure - a canal, a lock.

Visual models include various dynamic diagrams, drawings, drawings, with the help of which the essence of the process being studied or the structure of the subject being studied is revealed.

Mental models consistently depict the process being studied or the structure of an object. This is done either in the form of a description using linguistic similarities, or in the form of formulas, conditional codes, etc.

V.V. Davydov and A.U. Vardanyan (1981) call both the sample, the system, and the manual models.

An analysis of the philosophical literature has shown that the generalized concept of a model is characterized mainly by two features: 1) it is capable of replacing the object of research; 2) its study gives us new information about the object.

In epistemological terms, one of the advantages of modeling is that here the transition from the known to the unknown occurs on the basis of reasoning about the unknown by analogy with the known. Modeling is a universal means of approaching complex systems that cannot be described within the framework of any particular discipline, systems the direct study of which is difficult or even impossible (Gvishiani D.M.).

Thus, the most important epistemological function of the model is that it acts as an intermediate link between theoretical abstract thinking and objective reality. Children’s assimilation of the fundamentals of scientific knowledge and the formation of a scientific worldview in them is impossible without translating abstract scientific concepts into a visual, figurative and visually effective language, the only one accessible to children, especially in the early stages of education.

According to the famous psychologist V.V. Davydov, the basis of developmental education is the content of knowledge and ideas that children must learn. Methods or ways of organizing learning are derived from the content of ideas. Considering that the content of children’s ecological ideas, according to our assumption, is a generalized idea of ​​nature as a single whole, consisting of systems of interconnected elements, the method that can convey these internal connections is models of ecological systems.

An analysis of psychological and pedagogical literature has shown that modeling in learning processes can be used in various functions, one of which is the visibility function (V.V. Davydov, D.B. Elkonin).

Due to the fact that the model is, to one degree or another, visual, it helps in the learning process to establish a connection between the sensory and the logical, to outline the transition from the concrete, given in the imagination, to scientific abstractions and, conversely, to reinforce abstract, conceptual thinking with more familiar and ordinary sensory visual images.

Chapter I. The problem of environmental education and upbringing of children.

§ 1. Methods of introducing children to nature in modern pedagogy.

§ 2. Alternative approaches to introducing children to nature.

Chapter I. Theoretical substantiation of the modeling method in the formation of environmental ideas in older preschoolers.

§ 1. Application of the principles of a systematic approach to the construction of environmental education programs.

§ 2. Ecological system as the basis for the formation of children’s ideas about nature

§ 3. The modeling method as a means of forming ecological ideas in older preschoolers

Chapter III. Experimental research methods

§ 1. Methods of ascertaining experiment.

Chapter IV. Results of the experimental study and their analysis.

§ 1. Results of the ascertaining experiment.

§ 2. Progress and results of the formative experiment

§ 3. Results of the control experiment.

Introduction of the dissertation in pedagogy, on the topic "Formation of environmental ideas in children of senior preschool age"

Relevance of the research topic. Currently, the environmental situation has sharply worsened. The reason for this is not only the conditions of economic development, but also the low level of environmental awareness of people, their lack of competence in the functioning of natural systems. To stop the rapidly growing environmental crisis, it is necessary to radically change people's environmental behavior and thinking. To do this, you need to use the period in a person’s life when he is most receptive to the assimilation of environmental concepts and rules of behavior in nature. This age, according to modern psychology, is the age before school. It is at this age that the process of developing a person’s worldview begins. Ecological ideas are the basis for the subsequent ecological worldview. We can talk about the formation of a scientific worldview only when knowledge is acquired at the level of personal values, has acquired the form of beliefs, acts as an indicative basis for the actions of the subject, and underlies the personal way of orientation in the world around us (G.E. Zalessky, 1982).

Most studies on the problem of introducing children to nature highlight individual elements or individual connections in nature as the content of children’s knowledge. However, today there are no studies of preschool children’s ideas about ecological systems, just as there are no studies that would study the effectiveness of certain methods of forming preschoolers’ ideas about the operation of objective laws of nature. Therefore, this study, dedicated to the development of the content of environmental education for children that adequately reflects the objective connections in nature, as well as methods that make these ideas accessible to older preschoolers, is relevant.

The subject of the study is the content of environmental education for older preschoolers.

The object of the study is methods of forming ecological ideas in children of senior preschool age.

The purpose of the study is to identify methods for developing ecological ideas and ecological attitudes towards the world in older preschoolers, the essence of which is the completeness, coherence and integrity of the idea of ​​connections and dependencies in nature.

The research hypothesis is an assumption about the possibility of developing ecological ideas among older preschoolers using modeling as the leading method. research: 1. Development of the content of environmental education for preschool children. 2. Development of models of ecological systems that ensure children’s understanding of connections and dependencies in nature. 3. Identifying children’s ideas about ecological systems: a) about the connections between the organism and the environment; b) about the relationship and interdependence of ecosystem elements; c) about biological balance in nature. 4. Identification of differences in environmental ideas among children studying using traditional methods and experimental programs (preschool and primary school age).

The theoretical significance of the work lies in the development of the content of environmental education for children through their familiarization with ecological systems, in contrast to the traditional approach to the formation of children's ideas about nature through familiarizing them with its individual elements. The paper presents a theoretical and experimental justification for the use of the modeling method as adequate to the requirement for children to master environmental concepts.

The practical significance of the study lies in the development of a specific environmental education program for preschool children, which can be used in the practice of introducing preschoolers to nature; in the development of ecosystem models in the form of games

Ecological cubes", "Ecological lotto", "Ecological domino", "Ecological journey"; in the development of methodological recommendations for teachers and educators for the purpose of using this program in kindergartens and primary schools.

The scientific novelty of the study is that it developed the content of environmental education for children of senior preschool age based on highlighting the relationship and interdependence between the elements of ecological systems and between ecosystems; the capabilities of older preschoolers in mastering ideas about ecological systems have been identified; Ecosystem models in the form of ecological games have been developed and tested, allowing the formation of ecological ideas about connections in nature among children of senior preschool age.

Provisions imposed on the son-in-law

1. Ideas that reflect objectively existing connections and dependencies in nature can be considered ecological: a) ideas about the connection of an organism with its environment; b) about the relationship and interdependence of living elements of ecosystems; c) about biological balance in nature; d) about the ecological significance of nature in human life and about the role of man in the functioning of nature.

2. The age at which ecological ideas can be acquired for the first time is the sixth year of life.

3. Modeling is a method with which it is possible to form in children of senior preschool age ecological ideas about the connections between the elements of ecosystems and between ecosystems.

Approbation of the work: the materials of the dissertation research were presented at a meeting of the Department of Preschool Pedagogy and Psychology of the Glukhov Pedagogical Institute, at the regional scientific and practical conference on preschool education, at the Sumy Institute of Advanced Training for Teachers (1991, 1993), at an international conference-seminar on the problems of comparative pedagogy (S. Novgorod, 1994).

Implementation: the materials of the dissertation research were used in the development of a lecture course for students of the preschool faculty of the Glukhov Pedagogical Institute, students of advanced training courses at the Sumy Institute for Advanced Training of Teachers, students of the Institute for Advanced Training and Retraining of Scientific and Pedagogical Personnel at the Russian Academy of Education, during a regional seminar on environmental education of preschoolers in Sumy region.

Structure of the work: the dissertation consists of an introduction, four chapters, a conclusion and appendices. The bibliography contains 87 titles. The text contains 14 tables, 18 figures. The volume of text is 118 pages.

Conclusion of the dissertation scientific article on the topic "General pedagogy, history of pedagogy and education"

1. The traditional content of the program for preschool children’s ideas about nature, which consists of element-by-element study of natural objects, does not correspond to the objective scientific picture of the world, the principles of a systematic approach to the acquisition of knowledge and therefore does not lead to the formation of environmental ideas in children.

2. Only those ideas of children that reflect the connections and dependencies objectively existing in nature can be considered ecological. In other words, children’s ideas about nature should be of the same systemic nature as nature itself. They can be formed if the training program includes: a) ideas about the connections of organisms with their environment; b) ideas about the relationship and interdependence of living elements of ecological systems along food chains; c) ideas about the need to maintain biological hi balance in nature; d) ideas about the ecological significance of nature in human life and the role of man in the functioning of nature.

3. Children of senior preschool age can master ecological ideas about nature, provided that the method of modeling ecological systems as units of nature is used in teaching. The use of traditional methods and techniques (excursions into nature, observations, conversations, looking at illustrations, etc.) when working with children to familiarize themselves with the content of environmental concepts does not ensure their assimilation by older preschoolers and primary schoolchildren.

4. Teaching preschool children according to an experimental program led to a change in children’s attitude towards the natural environment.

Conclusion.

As a result of the theoretical and experimental research, the need was shown to change and clarify the content of environmental ideas in children, bringing them into line with the scientific picture of the world, on the one hand, and ensuring the accessibility of their assimilation in older preschool age, on the other. The content of environmental ideas should reflect the action of the objective laws of the existence of nature (the law of the influence of the environment on the body, the law of interrelation and interdependence of living organisms, the law of biological balance), its significance in human life and the role of man in the functioning of nature. In order to make ecological ideas accessible to preschool children, traditional methods and techniques must be supplemented with a modeling method that allows one to reproduce in a materialized form the internal essential connections in nature. In our study, printed board games were developed as models of ecological systems: “Ecological cubes”, in which elements of ecological systems that are not found together in nature at the same time are presented in unity; "Ecological Lotto", which presents the inhabitants of ecological systems in unity with their environment; "Ecological Domino", which is a dynamic model of connections between living organisms along food chains; “Ecological journey”, where in materialized form children have the opportunity to reproduce connections both within ecosystems and between the ecosystems of planet Earth.

A finding-out study aimed at identifying children's ecological ideas showed that children's knowledge is characterized by incompleteness, instability, unconsciousness and inconsistency. Changing the content of the environmental education program for children of senior preschool age and using the modeling method in the experimental group during formative work led to the formation of complete, conscious and sustainable environmental ideas in the majority of children aged 6-7 years of life. Children of the tenth year of life, taken as an additional control group, showed a low level of development of environmental ideas both according to the criterion of completeness and the criterion of awareness and sustainability.

A comparative analysis of the results of the ascertaining and control stages of the study in the experimental and control groups shows a direct dependence of the level of development of children’s environmental ideas both on the content of the training program and on the methods by which children’s environmental ideas are formed. The traditional formation of children's ideas about the nature of individual representatives of flora and fauna does not lead to the development of their ecological ideas. Ecological ideas can be formed only through the study of natural communities - ecological systems. The use of traditional methods of introducing children to nature does not contribute to this either. For example, an excursion to natural ecosystems, as our research has shown, does not allow us to solve the problem of forming in children ideas about connections and dependencies in nature, because they are hidden from direct perception.

In the future, the results of the study can serve as the basis for developing a program for the content of environmental ideas of children of senior preschool and primary school age, including a description of ecological models in combination with a system of methods, such as a story, conversation, and a targeted walk. Considering that not all children now attend preschool institutions, it would be possible to use a series of games and a collection of stories for them, which represent an accessible presentation of the operation of objective laws in nature, to form their ecological ideas as the basis for subsequent environmental education at school.

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IN modern world environmental problems are becoming acute. People are increasingly becoming part of this problem; it is people who worsen the environment, since we do not have a sense of preserving the pristine world for future generations.

Already from childhood it is necessary to change the human way of life, worldview and ecological formation and consciousness. Children need to be taught to protect, preserve and restore, and not destroy nature, and be taught the rules of behavior in nature.

Kindergarten age is precisely that period of a person’s life when the first skills and abilities are laid in children, psychological basics are formed, and the foundations of moral and aesthetic behavior are laid, both in society and in the outside world. Children should have an idea of ​​what an ecosystem is and its connections with nature, and the dependence of nature on the ecosystem.

Teaching preschool children can begin at the age of six, when the materials being studied will be most accessible to the understanding of the child’s consciousness. After a course of such training, significant changes are observed in the behavior and ideas of children about the natural environment. Preschoolers, due to their curiosity, will expand their knowledge about the world around them and their knowledge will be directed in the right direction for further self-improvement. Preschoolers will have their first understanding of the connection between an organism and its environment, the interconnection and dependence of living organisms, balance in the world around them, the importance of nature in human life and its role in nature.

The most effective method teaching preschoolers is a visual modeling of the ecological system, which is more acceptable for the consciousness and perception of the child. The study of material occurs by replacing real objects and objects with images and signs. It is not always possible to teach preschool children using the example of natural objects, and then modeling is more accessible means to gain knowledge. Every day we come across the word “ecology” in various sources of information about the relationships of living organisms with each other and with the environment - this topic touches on a wider range of knowledge than environmental work carried out in preschool institutions.

Children about nature, touching on most environmental issues. Teachers and kindergarten teachers have priority tasks, such as: moral education in children of a thrifty attitude towards nature, intellectual development children to accumulate knowledge and form, develop in preschool children an aesthetic sense of the beauty of nature, admiration, respect for nature, and instill a sense of care for nature.

Children should have a complete understanding of ecology, the harmony of plants and animals with their environment, their adaptability to their environment, man, who is part of all this, the use of natural resources, environmental pollution and everything related to nature. In classes with Children can be told and shown, for example, how long a tree grows, how beautiful it grows, birds nest on a tree, feed on seeds and fruits, animals eat young shoots of bushes. Tell them that several trees make up a forest where wild animals live, that trees produce the oxygen that you and I breathe.

Children should also know about human interaction with nature: houses are built from trees, furniture is made from trees. Also, children of senior preschool age should know about the harmful effects of humans on the environment: excessive use of forest resources leads to the destruction of entire species of animals and birds, forest litter and careless handling of fire destroys the forest, animals, mushrooms, and berries, poisons air leads to environmental disasters.

Preschool children need to be explained how they can benefit nature and themselves by caring for nature: you can even go out to the playground or park with the children and plant seedlings together with them. There are many such examples of activities with children, the main thing is that it is imprinted on them emotionally on a subconscious level.

No professor can come up with more interesting and meaningful classes for children than a teacher in a preschool institution. Systematic classes will allow preschoolers to understand the peculiarities of the relationships and importance of nature in the life of man and man for nature. Developing in children the ability to observe living and inanimate nature contributes to the development of logical thinking, creativity, affection and love for nature. There is a direct connection between the development of thinking and ecological ideas. It is known that children's thinking is visual-effective and visual-figurative.

The main condition for the successful formation of an ecological understanding in children is the sufficiency of knowledge about nature and ecology in general by the educators themselves, their ability to pass on knowledge to children, so that the children develop their own environmental awareness. A natural developmental environment must be created in the kindergarten and on the kindergarten site, in which plants and animals must be present.

Over the entire period of study, by the end of the kindergarten program, preschool children must master the knowledge of:

• about the animal world, know their species and habitats, be able to express their attitudes towards animals;
• about the plant world, know their types and where they grow, have an idea about caring for indoor plants;
• know about inanimate nature, the properties of water, sand, stones and how people use them;
• know the seasons and their characteristics and seasonality (winter, spring, summer, autumn), what happens in different periods years, how they affect nature, animals, people;
• know about human influences on the environment, how people have a detrimental attitude towards nature and the environment in general, and what this affects, what consequences it leads to
• be able to reason about how and with what you can help so that the natural world becomes better, more colorful and richer.

Chepurnaya Valentina Aleksandrovna, teacher, MBDOU "Kindergarten No. 28", Norilsk [email protected]

The child and the development of environmental ideas

Abstract: The effectiveness of environmental education of preschool children depends entirely on the creation and correct use developing ecological environment, as well as from systematic work with children. This topic is difficult to understand for children, but very interesting because it allows you to study the period of growth and development of living beings, and get to know nature and its inhabitants in more detail. Special attention What is attractive is that the issue of the formation of dynamic ideas is insufficiently researched, and is characterized by the complexity of applying techniques in various conditions. Key words: ecological ideas, older preschoolers, development of dynamic ideas, research in ecology.

It is important for each of us to understand how a person is connected with nature and how he depends on it, what patterns exist in nature and why humanity has no right to ignore them. Two last decades This is the period of formation of the environmental educational space. This is the time for the development of new concepts, such as “ecological consciousness”, “ecological thinking”, “ecological culture”, including the concept of “ecological education of preschool children”. The subject environment of a preschool child includes various objects of nature, so his familiarization with plants, animals, inanimate natural phenomena is inevitable - this is a natural process of cognition of the surrounding world and the acquisition of social experience. The basis of ecological consciousness is an understanding of the connections and relationships that exist in nature, on the one hand, and the ability to understand and love all living things, on the other. The development of environmental consciousness is impossible without the child living his unity with the world of plants and animals, a sense of responsibility for it; such work is carried out in classes and in everyday life: on excursions, in the process of experimenting and observing objects of living nature, caring for the inhabitants of a living corner. A consciously correct attitude towards nature, which is the core of ecological culture, is built on an understanding of the connection of plants and animals with external conditions, their adaptability to the environment; on awareness of the specifics of all living things and their intrinsic value, the dependence of the life of animals and plants on the influence of environmental factors and human activity; on understanding the original beauty of natural phenomena and living beings, if their development occurs in full-fledged natural or specially created conditions. The starting point for educating preschoolers to have such an attitude towards nature is a system of specific knowledge that reflects the leading patterns of living nature: the diversity of species, their adaptability to the environment, life in communities, changes in the process of growth and development. The possibility of preschool children mastering such knowledge has been proven by numerous domestic pedagogical and psychological studies (T.V. Khristovskaya, S.N. Nikolaeva, etc.). Environmental education of preschool children is going through a stage of active formation. His basic basis is a section on bioecologists, adapted in the content of the partial programs “Our Home is Nature”, “Young Ecologist”, and others. Environmental education is a new category directly related to the science of ecology and its various branches. This concept is based on an ecological approach, and the pedagogical process is based on the fundamental ideas and concepts of ecology. The goal of environmental education of preschoolers is the formation of the principles of ecological culture - the basic components of personality, which allow in the future to successfully acquire in the aggregate the practical and spiritual experience of interaction between humanity and nature, which will ensure its survival and development. Introduction to concrete examples plants and animals, their obligatory connection with a certain habitat and complete dependence on it will allow preschoolers to form initial ideas of an ecological nature. Children learn: the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. By growing individual specimens of plants and animals, children learn the different nature of their needs for external components of the environment at different stages of growth and development. Good results in environmental education are achieved when the observation method is combined with experimentation and modeling activities. Thus, according to the “Development” program, the development of intellectual and creative abilities is solved through mastering the actions of visual modeling. In the older group, children master the actions of using and then building models. The model of growth and development of living beings helps the child understand how the process of growth and development is carried out, that is, in what sequential chain the change of individual states of a growing living being is built. Thus, modeling activities provide great assistance in the formation of dynamic concepts in preschoolers. Dynamic representations are a special type of representations that reflect the sequence of changes and transformations of an object that are inaccessible to direct perception. The theoretical foundations of the study are the works of scientists and researchers N.N. Poddyakova, L. Elkoninova, S.N. Nikolaeva, L.S. Ignatkina, T.N. Druzhinina, T.V. Christ's. The very first to highlight dynamic representations was N.N. Poddyakov. He formulated a definition and identified the age when dynamic ideas begin to be successfully formed (children of the 5th year of life, middle group). His successor in this research was L. Elkoninova; she followed the same questions as N.N. Poddyakov, working in his laboratory. S.N. Nikolaeva is the author of the “Young Ecologist” program, in which she reflected an ecological approach to the maintenance of living beings. Having highlighted the growth and development of plants and animals in a separate section. This section traces the role of relationships in the process of ontogenesis—the growth and development of individual species of plants and higher animals. T.N. Druzhinina, T.V. Khristovskaya and L.S. Ignatkin began work on the formation of dynamic concepts in preschoolers. They conducted surveys involving children of different ages (from the second youngest to the preparatory school group), as well as those living in different conditions. At the same time, T.V. Khristovskaya formed dynamic ideas using the example of plants, and L.S. Ignatkina formed dynamic ideas using the example of animals. But it can be emphasized that all researchers pursued one goal in their work - the formation of dynamic ideas, the development of mental abilities and environmental education of preschool children. In kindergarten in all age groups ah, teachers together with children grow plants, care for and observe them. However, even children of the preparatory group cannot always restore the correct sequence of stages of plant development, although this knowledge is quite accessible to them. For example, in order to identify the level of this knowledge, children were asked to arrange eight color pictures, reflecting different stages of growth and development of the poppy plant, in the order they appear. Only some children in the preparatory group and, in some cases, in the older group, completed the task without error. Most of the children in the preparatory group confused the sequence of similar stages of plant development, and the children in the older group sharply violated the listing of the sequence of stages of growth and development of the poppy. Children determine the growth and development of new organisms according to various criteria. It is easiest for preschoolers to identify an adult animal and a baby if they are both presented clearly and the age difference is significant. Children establish this based on various characteristics: size, presence or absence of individual organs, their number, behavior, but the dominant characteristic is size. An example is a task where three booths of different sizes, but with the same entrance, are laid out in front of a child. The child is asked to determine which kennel is for whom (for a puppy, a grown-up puppy or an adult dog). It can be assumed that most children will focus not on the size of the booth, but on the size of the entrance. This is proven by the following study; children of different ages were given a task with the following content: “They bought a small puppy for a boy (they showed a figurine of a cheek), he must choose a house for him. Which of the three houses will you choose? In front of the child, booths of the same shape were placed, in one the entrance corresponded to the size of the puppy (small), in the other it was larger, and in the third it was very large. The goal was to find out whether children know that as a dog grows, it increases in size, and whether they can anticipate this when choosing a house. Almost all children (regardless of age) chose a kennel according to the size of the puppy. “If the puppy is small and the hole is small,” they said. Some chose a kennel with a large entrance, but the choice was not motivated by the fact that the puppy would grow up. It was important for them that he had a lot of air and space. It can be assumed that in this case the growth of the child himself and the comparison of himself with an adult play an important role. Other facts also indicate that size, as a sign of a growing animal, dominates in the minds of children. Children do not distinguish well between an adult and a young animal when the latter is in adolescence and in general body size is almost no different from an adult. Researchers note that most children make mistakes when laying out cards depicting individual age stages precisely in the last links. In this case, other signs (behavior, body proportions) take on leading importance, but children do not always notice them and therefore make mistakes in their answers. Understanding the characteristics of the development of living beings presupposes taking into account their connections with the environment, with other organisms. Preschoolers can establish this relationship, note that the plant develops under certain conditions (it is watered, the soil is loosened, sprayed, etc.); a baby animal is in a certain relationship with an adult animal (mother animal, enemies), and other cubs. Thus, children of the second youngest group already know why puppies need an adult dog. Some say that she feeds the puppies, others say that she protects them and plays with them. Some children know that an adult dog warms a puppy and feeds it with its milk. Children of all age groups, but especially younger and middle ones, often make a clear transfer of their personal life experience and their emotional experiences to the relationship between an adult animal and a baby. For example, a child in the preparatory group explained the need for an adult dog for puppies: “So that she feeds them, gives them water, and takes them for walks. She also put me to bed and got me up on time.” Sometimes the necessary connection between an adult dog and a puppy was briefly indicated with a simple statement: “This is his mother!” Some children of senior preschool age have a clear idea not only of the relationship between an adult animal and a puppy, but also of the life cycle of development. This can be seen from the following statements: “He (the puppy) first sucks milk from his mother, and then he grows up and gives birth to puppies”; “When the dog grows up, her father and mother leave her, and she herself will give birth to children.” More often, individual signs of behavior are called that distinguish an adult animal from a baby. But if we summarize the scattered answers. Then you can create a collective image of a baby animal, which can take shape in their minds: it is weak, defenseless, does not know how to move like an adult, does not know how to get food (its mother feeds it), inexperienced, playful. In the minds of preschoolers, an adult animal is strong, knows how to move quickly, get food, and takes care of the baby (feeds it, protects it from enemies, teaches it). Researchers L. S. Ignatkina, T.N. Druzhinina, T.V. Khristovskaya note that babies of the 4th year of life, and even more so older children, associate the growth of young animals with nutrition: “They grow when they eat or when they are fed.” Moreover, as L.S. shows. Ignatkin, children judge the growth of animals by analogy with themselves (they eat and grow, which means the same thing happens in animals). However, not all children know that mammals feed their young with their milk. T.N. Druzhinina asked the older preschoolers a question: “Can a newborn puppy live alone in the forest?” All children answered correctly (he can’t), but they gave different reasons. Most associated this with the lack of food, which, as it turned out later, meant only meat and bones, and not mother’s milk at all. Among other reasons, some pointed to the lack of water, home, warmth, mother, the presence of enemies, and also that the puppy would be scared and bored. Moreover, each child named not one, but several reasons. This confirms that children are able to consider the conditions of existence of a young animal as a complex of factors ensuring its survival. It is this approach that is of great importance for a correct understanding of the relationship between a growing organism and the external environment. It should also be noted that children are little familiar with the environment-forming role of the mother, who, especially at first, fully provides the baby with safety, warmth, nutrition, and care. According to L.S. Ignatkina, who conducted the study 10 years later than T.N. Druzhinina, children began to better understand the meaning of their mother. This proves that some children were already able to name the most important functions of parents. More than a third of children in the middle group and more than half of the older group said that adult animals are necessary for cubs for feeding, protection, play and learning. It was also revealed that children know little about the role of people caring for young animals. Only those who participated with adults in caring for kittens, puppies, chickens, and calves were able to talk about this in detail and correctly. Consequently, the environment-forming role of humans in the lives of domestic animals is realized by preschoolers, mainly through the experience of their own participation in raising young animals. Which is problematic, since the conditions necessary for this do not exist everywhere, and not everywhere they can be created so that the animal grows and develops normally. The growth and development of plants is the majority of preschoolers, as T.V. shows. Christovskaya, is also associated with nutrition, primarily with watering: “They are watered and they grow.” Preschoolers almost never mention other conditions necessary for a plant. When asked how to know that it is growing, many older preschoolers talk about increasing its height. Some children indicate the appearance of new organs: roots, sprouts, flowers. In the studies of T.V. Khristovskaya, the formation of dynamic ideas was carried out in the process of growing cucumbers in indoor conditions. The children of the two older groups first germinated the seeds using the open method, then observed the vegetative growth of one plant, its flowering and fruiting. Already at the stage of seed germination, the children of the experimental group were twice asked to express their thoughts about what would happen to the seeds next: would they change or not; if they change, how. It was difficult for the preschoolers to make the first assumption: they expressed themselves differently (it will change, it won’t change, it will become bigger, a leaf will grow). But the children’s second assumption largely corresponded to the observed phenomena: everyone argued that the seedling would change, and the majority pointed to the possibility of quantitative changes—an increase in organs. Some children suggested the appearance of a flower. Subsequently, twice more the children were given the opportunity to predict the course of plant growth and development. From the materials it is clear that through the experience of observing and learning the laws of plant transformation, preschoolers showed more and more accurate and detailed foresight, relating mainly to quantitative rather than qualitative changes. Children speak similarly when it comes to animals. The appearance of new organs (comb and beard in a cockerel, horns in a kid, etc.), according to children, indicates the growth of animals. An important aspect in understanding changes in living beings is the characteristic of the time parameter of their growth and development. It is known that the idea of ​​time is formed with difficulty in preschool children. The strictly defined temporal extent of biological processes is poorly understood by preschoolers, which is noted by all researchers. At best, children say that the transformation from a cub to an adult takes a long time. They can more easily time the birth of young fish (especially in birds) at a certain time, linking this with the presence of the necessary conditions (warmth in the spring). Tatyana Nikolaevna Druzhinina asked rural children of senior preschool age how long a chicken incubates an egg and when the chicks hatch. Children who repeatedly witnessed this process answered differently: a chicken incubates an egg for a day, three days, a month, for a long time, I don’t know. In the methodology of T.V. Khristovskaya contained the following task: the children had to indicate how long it takes for a plant with cucumbers to grow from a seed. For this purpose, several special strips of different scales were made: on one, equal divisions indicated hours, on the other, days, on the third, weeks. For preschoolers in the senior and preschool groups, the experimenter first explained what was shown on the stripes and how to use them. Then the children were asked to alternately move cards depicting different stages of growth and development of a cucumber along a selected time strip, thereby determining how many hours, days or weeks it would take for such a plant to grow. According to the researcher's observations, many children in the older group did not understand the task: they chose the clock strip and manipulated it. As it turned out later, they associated the word “clock” (the concept of time) with an object known to them – a clock. The children of the school preparatory group completed the task better, who consciously chose a strip - days or a strip - weeks, and showed on them how long it would take until leaves, flowers, and fruits appeared. The researcher notes that, despite the wide range of answers, in a number of cases children’s spontaneously formed ideas about the time of growth and development of a particular annual plant came close to the real assessment of the length of the process. In general, conducted by researcher T.V. Christ's experiment confirmed: the time parameter of natural changes in nature is difficult for preschool children to understand and requires the development of special techniques for targeted learning. The final goal of the experiment is to establish the nature of spontaneously developing ideas in preschoolers about the growth and development of living beings, the degree of their dynamism. How do children imagine the transformation of plants and animals as they grow: in the form of an abrupt change of individual states or in the form of a smooth gradual process of change? This was revealed to a greater extent by visual material , which was presented to children in tasks. All researchers asked them to arrange pictures depicting the stages of development of individual animals and plants in the required sequence. In one task, Tatyana Nikolaevna Druzhinina, examining rural children in an individual experiment, asked them to listen to a short story: “The dog Zhuchka gave birth to a puppy, he was named Druzhok. The artist depicted in pictures how Druzhok grew and became an adult dog. The artist gave these pictures to us. But here's the problem! We had many more pictures of dogs, and now we can’t find Druzhka among them. Help me find him. Find all the pictures that show how Buddy grew up, and put them in order.” Thus, preschoolers had to solve two problems: first, to separate the pictures with the image of Druzhka from the pictures with the image of other dogs, and then put them in the correct sequence (the transformation of a puppy into an adult dog). The materials show: the children of the senior and preparatory school groups easily coped with the task. Separating Druzhka's images from the other dogs was not difficult. When laying out a sequential series consisting of five stages of dog growth and development (newborn puppy, one month old, three month old, six month old, adult dog), only the adolescent stage (six month old puppy) caused difficulty. Of the 50 children examined, 10 children of 5 years of age and 3 children of 6 years of age missed this stage. The task with chickens turned out to be more difficult: in 10 pictures the development cycle was presented twice - from egg to adult chicken (intermediate stages - hatched chick, week-old and teenager). The children in the school preparatory group completed the task (laying out two rows - from an egg to an adult chicken) much better than the older ones. Several children had difficulty identifying the juvenile stage (it was confused with an adult chicken) and laying out the second row. Of the older group, only two were able to complete the entire task correctly. The greatest difficulties, as well as for 5-year-old children, arose with identifying the teenage chicken (12 children) and laying out the second row. However, some made mistakes at all other stages. Similar results were obtained by T.V. Christ's. In her experiment, children of senior preschool age laid out a sequential series of growth and development of a herbaceous plant (using the example of poppy). Some children in the senior and preparatory groups completed the task correctly; the majority confused the intermediate stages or skipped them. Thus, all this confirms the earlier conclusion that children are well versed in the initial and final stages of development, but do not understand how one stage passes into another. Materials from various ongoing studies allow us to conclude that familiarizing children with dynamic representations can influence the formation and development of special – unified – spatio-temporal representations, reflecting sequential changes in an object that occur in certain time intervals. Necessary conditions the formation of such ideas is systematic observation and synchronous reflection of changes in the observed object in the calendar - a sequentially filled in graphic model, and also requires periodic discussion of the results of observations, generalization of them, summing up the work done. From this it should be concluded that the idea of ​​​​the growth and development of plants and animals develop successfully in conditions where preschoolers can regularly observe living beings. It is easier to organize monitoring of plant growth and development. Researchers have found that systematic familiarization of children with the growth and development of plants can be carried out both in the winter-spring period, growing various crops from seeds or bulbs in the kindergarten premises, creating a vegetable garden on the window, and in the summer, working on the beds and flower beds of the kindergarten ( if conditions permit it).

Links to sources 1. Nikolaeva S.N. Education of ecological culture in preschool childhood. Methods of working with children of the preparatory group of kindergarten: A manual for teachers of preschool educational institutions. –M., 2002.2.Nikolaeva S.N. Methods of environmental education in kindergarten. Working with children in the middle and senior groups of kindergarten. –M., 2004.3.Nikolaeva S.N. Methods of environmental education for preschool children: Tutorial for students pedagogical educational institutions. –3rd ed., revised. –M.: Publishing Center “Academy”, 2005. –224 p. 4. Nikolaeva S.N. We cultivate love for nature from childhood: Recommendations for teachers, parents and tutors. – M., 2004.5. Nikolaeva S.N. Familiarization of preschoolers with inanimate nature (Nature management in kindergarten): Methodological manual. – M., 2003.6. Nikolaeva S.N. Theory and methodology of environmental education for children. –M.: Publishing Center “Academy”, 2002. –336 p. 7. Nikolaeva S.N. Environmental education of younger preschoolers: A book for kindergarten teachers. – M., 2004.8. Nikolaeva S.N. Young ecologist: program and conditions for its implementation in kindergarten: Program for environmental education of preschoolers. –M., 2004.9. Poddyakov N.N. The problem of development of mental activity in preschool children // Development of thinking and mental education of preschoolers. –M.: Pedagogy, 1985. –p. 1410.

Poddyakov N.N. Preschooler thinking. –M.: Pedagogy, 1977. –p. 230

Chepurnaja Valentina Aleksandrovna, Municipal budgetary preschool educational institution "the Kindergarten of No. 28", the tutor

[email protected] child and development of ecological representations.The summary:Efficiency of ecological education of preschool children depends entirely on creation and correct use of the developing ecological environment, and also from regular work with children. The given theme is difficult in understanding for children, but rather interesting by that allows to study the period of growth and development of living beings to get acquainted with the nature and its inhabitants in more details. The special attention involves that the question on the formation of dynamic representations is insufficiently investigated, and differs complexity of application of techniques in various conditions. Keywords:ecological representations, the senior preschool children, development of dynamic representations, researches in ecology.