BBK 74.102 P11
PROGRAM "OUR HOUSE - NATURE":
Block of classes "I and Nature" / The text is published in the author's edition. - M .: "KARAPUZ-DIDAKTIKA", 2005. - 192 p .: ill.
ISBN 5-9715-0004-X
The book contains a variety of information about the program "Our Home - Nature". The first section discusses the author's approaches to creating a program. The second section is devoted to the structure, content of the program "Our home is nature", the third - to the peculiarities of the organization of the system of work in kindergarten (pedagogical models, work with parents, cooperation of preschool educational institutions with other institutions, etc.). The fourth section provides methodological recommendations for conducting classes in the first block of the program "I and Nature". For each topic, options for various types of child activities are offered: experimentation, observation, play, reading, visual, musical activity.
The materials of the book will help to organize an effective system of work on environmental education in kindergarten, including conducting classes.
For teachers of preschool institutions, institutions of additional education, primary school teachers, teachers and students of pedagogical universities, colleges, staff of education departments of reserves and anyone who wants to make environmental education effective and interesting for children and adults.
The book uses photographs from the author's archives taken in educational institutions in Moscow (preschool educational institutions # 000, 1622, 1775, 1908, 1934, 2333), Volgograd (primary school-kindergarten # 1, preschool educational institutions # 28, 295, 302 ), Volzhsky (preschool educational institution No. 66), Syktyvkar (pre-school educational institution No. 000), Barnaul (pre-school educational institution No. 000), Nalchik (primary school-kindergarten No. 48), Ufa (preschool educational institution No. 000, "Snow White"), Togliatti (preschool educational institution No. 000,141), Izhevsk (preschool educational institution No. 000), Sterlitamak (pre-school educational institution No. 3), Balashikha (pre-school educational institution No. 42), Belgorod (pre-school educational institution No. 70), the city of Zaraysk (preschool educational institution # 1) and on Lake Baikal.
©, layout, design, illustrations; 2005.
© 000 "KARAPUZ-DIDAKTIKA"; 2005.
It is necessary to teach so that people, as far as possible, acquire knowledge not from books, but from heaven and earth, from oaks and beeches, that is, they know and study the very things, and not only other people's observations and testimonies about things.
Jan Amos Comenius
Dear Readers!
Many of you are already familiar with the Our Home - Nature program. It first appeared in the early 90s and since then has been actively used by preschool institutions of the country as an additional program approved by the Ministry of Education of the Russian Federation.
Any program is the fruit of the author's thoughts and searches, a reflection of his worldview, including the ecological one. That is why in the first and second sections of the book you will find information about ecology, environmental education, its current state and other problems that have determined our approach to setting goals, selecting the content of the program, and developing its methodological support.
After choosing a program, the staff of a preschool institution is faced with the problem of its implementation: how to create an effective system of environmental education? The answers to these questions are included in the third section. And finally, the fourth section will help you organize your work on the “I and Nature” block of the program. It provides guidelines and materials for organizing work with children. By combining different activities for your child, you will create your own class notes. The text of the program itself in a short version (explanatory note, content of blocks) is given in the "Appendix". Methodological materials for the remaining blocks of the program are given in separate books of the educational-methodical set.
Currently, preschool institutions operate in all regions of the country under the program "Our Home - Nature", many teachers have studied at the author's seminars, and a great deal of experience has been accumulated in its implementation. But the most important thing that the educators themselves say is that children really like to study the secrets of nature: to travel with a drop of water, to catch invisible air, to write letters to animals, to experiment with pebbles. Preschoolers are convinced that we are not alone on Earth, that plants and animals live next to us that need love and care. Many teachers note that after classes on the program, the behavior of children changes, their attitude to the world around them. No less important is the fact that the worldview of the teachers themselves and the parents is becoming different. Actually, this is the goal of environmental education.
The author hopes that this book will increase the number of educators who are passionate about environmental education. Indeed, our future largely depends on the relationship between man and nature!
Good luck in your work!
Ecology and environmental education
Ecology - "the science of home"
Translated from the ancient Greek language, "ecology" is the science of home, dwelling ("oikos" - home, "logos" - science). Having emerged in the last century as a part of zoology, ecology was defined as the science of the relationship of living organisms with the environment and with each other. Now this direction is called biological or classical ecology. As society developed, this science acquired more and more social significance and in our century has gone beyond the natural sciences. In the middle of the XX century. ecology has become widely known among all people, regardless of their specialty. It has become a science that should help people survive, make their living environment acceptable for existence. Unfortunately, society realized this when the negative consequences of the consumer attitude of people to nature were already felt, when there were practically no corners of untouched nature left on the planet, when the state of the habitat had a negative impact on the health of a huge number of people.
In recent years, new areas of ecology have been rapidly developing - social ecology, which considers the relationship between society and nature, applied ecology (or nature conservation), human ecology, and others. Scientists have ceased to be limited to the consideration of the "organism - environment" problem and moved on to the study of the "man - nature" problem.
The existence of various areas of ecology should be taken into account when selecting the content of environmental education for preschoolers. In addition, one should not forget about the worldview value of ecology, its connection with all aspects of life - history, culture, geography, etc. At the same time, one should not blur the boundaries of this concept, applying it as a fashionable direction without any reason grounds. Nowadays, the word "ecology" has become extremely popular, and, as a rule, it is used in combination with such words that are not very pleasant for us, such as "catastrophe", "danger", "crisis". In addition, this concept has acquired a new meaning, often completely far from its original meaning, in the expressions “ecology of the soul”, “ecology of music”, “ecology of speech”, “ecology of culture”. Of course, each of these terms carries its own semantic load, but the word "ecology" is often used only for the sake of fashion, beautiful sound. So, dealing with the problems of the "ecology of the soul" (that is, the problems of morality, morality), teachers touch upon a very important educational aspect - the formation of the personality, including the child's attitude to nature and the world around him. But ecology as a science has nothing to do with it. Undoubtedly, the moral principle is very important for the ecological education of a child, but this is only one of its aspects, albeit a very significant one. Moreover, not all laws of nature are moral from the point of view of people. A person may have excellent moral qualities, but, not knowing the laws of nature, he will commit anti-ecological acts. For example, following the laws of human morality, a child, trying to save a chick that has fallen from the nest, takes it in his hands. After that, in most cases, the chick dies. Consequently, moral qualities must be combined with elementary ecological knowledge, only then human behavior towards nature will be ecologically expedient. You can often hear the expression "bad (good), terrible ecology." However, it should be remembered that ecology as a science cannot be good or bad. (We do not say "bad" physics or mathematics!) You can only assess the ecological situation, the situation (normal, bad, dangerous, safe, etc.).
Environmental information is increasingly included in our lives, but we do not always have enough knowledge to properly assess it. Sometimes the usual information about the amount of various emissions into the environment or a warning about increased air pollution on calm days causes panic and many different rumors that do not relate to the real situation. At the same time, we live near sources of environmental hazards, not knowing about their impact on our health, we grow vegetables near highways, where there is a lot of pollution from transport emissions, we swim and fish in rivers next to sewage pipes, we cultivate our gardens a large number of pesticides, we create landfills near houses and do many other things, which in no case should be done. At the same time, we believe that only the government can influence the state of the environment, but not ourselves, and that nothing depends on us. This point of view is largely due to the fact that for a long time in most educational institutions there was no place for ecology. Moreover, it was precisely the consumer attitude to nature that was brought up, the desire to conquer and improve it at your own discretion. Adults brought up in such positions find it very difficult now to change their views on the environment. Hope is for the younger generation, which we must educate in a new way.
Transcript
1 Preschool education P. 61 N. Ryzhova Ecological education of preschoolers from the standpoint of a new paradigm Currently, there is a certain contradiction between the goals and objectives of ecological education of preschoolers and its content. It also manifests itself in the choice of objects and techniques. The essence of the contradiction is as follows: the declared goals and objectives of environmental education are based on a new environmental paradigm (bio (eco) centrism), and the selection of content and methods is often made on the basis of the old anthropocentric paradigm. This problem, as it seems to us, is the most urgent precisely for the preschool pedagogical system. For many years, as we have already said, an anthropocentric, essentially consumerist approach prevailed in our society, according to which man was considered the measure of all things, the "lord and master" of nature, capable of changing it to meet his needs. Many researchers, including I. N. Ponomarev, note the need for a transition to a new paradigm of the system of views, which is based on bio (eco) centrism. Its essence: when solving any problems, priority is given not to socio-economic, but to natural factors. The ultimate goal of the new paradigm is also man, but not directly, but indirectly, through the preservation of his environment. GA Yagodin noted: “We have to ask ourselves eternal questions over and over again: who are we? Children of nature or its masters? Why did you come to this world? Consume or create? " The main differences between traditional and new approaches are shown in table. 1. Table 1 Ecocentric or biocentric Anthropocentric paradigm Man is a part of nature (Eco = I) Peace for man (Ego = I) Measure of things uniqueness of life Measure of things a person Coordination of needs with Technocratic calculation of the benefits of nature, environmental requirements, its utilitarian value Respect for all forms life Man is the "master", "king" of nature As already noted, in the system of continuous environmental education, it is the preschool link that to the greatest extent still retains traditional approaches. For the first time, the question of the need to abandon the prevailing stereotypes in the environmental education of preschoolers was raised by us in 1997. In the left column of Table. 2 gives examples from the methodological literature on the environmental education of preschoolers (old
2 paradigm), on the right, possible interpretations of these examples from the standpoint of a new paradigm (biocentrism). So, how does the old paradigm manifest itself in the content of environmental education? 1. The stereotype “man is king, master of nature” is most typical for methodological and fictional children's literature of the ies. And only in the second half of the 90s, he began to gradually disappear from it. In accordance with this Table 2 Old (traditional) paradigm New (biocentric) paradigm Nature (forest) gives us berries, mushrooms, Nature “home” for living beings, therefore we must protect it, including humans; intrinsic value of nature Wood gives us wood. What is the value of spruce? The pine tree is of great national economic importance. The tree is the "home" for animals; its connection with other plants, importance for air purification, aesthetic, cognitive value, role in human life Edible and inedible mushrooms, poisonous The role of mushrooms in the cycle of substances (in the closest examples in a garden, park, forest) and in the life of other organisms (connections with trees, animals) Help nature, improve it, increase wealth Take into account the laws of nature, act within their framework, help primarily organisms that live in a changed environment, next to us Marmots do not do much harm to plants Marmots feed on plants Harmful and useful organisms, dangerous and edible, beautiful and ugly The role of each organism in nature (on individual examples), their place in the food chain, intrinsic value Emphasis on growing cultural Emphasis on communication with natural plant objects Cutting branches, collecting herbarium, trapping Organization of observations of wild animals for collections and directly in nature, without causing harm to observations in kindergarten In terms of the approach, a person is represented by a measure of things, and objects of the surrounding nature are assessed from the point of view of danger or usefulness for people; it is assumed that a person can change nature to create the most comfortable conditions for his life, without taking into account natural laws. 2. The stereotype “harmful and useful animals, plants”. The classification of living organisms ("harmful, dangerous and useful"), which is still widespread in the ecological education of preschoolers, reflects the consumerist approach to nature. As a result, preschoolers already at a subconscious level form a negative attitude towards predators, poisonous plants, mushrooms. Children often find themselves in a difficult situation: first, they are told about the dangers of poisonous
3 mushrooms, and then that all mushrooms need to be treated with care. Let's look at specific examples. So, the author of one of the manuals notes that many parents often say: “This snake is poisonous, it must be killed”, “The tiger is a terrible, bloodthirsty beast,” adding: “And it would be pedagogically correct to explain that both animals are on the verge of extinction, which, due to their rarity, cannot cause significant harm. " The same author rightly points out that there are no harmful and useful animals in nature, harmful and useful ones exist in relation to humans ", but then he also divides animals into harmful and useful ones (" Toads are useful to feed on worms, harmful beetles, bugs, caterpillars, naked slugs ... "). Similar contradictions are found in the book by MM Markovskaya, which is very necessary for kindergartens, "A Corner of Nature in a Kindergarten" For example, the author does not recommend catching butterflies, since there are few of them left in cities and suburban areas, however, beetle caterpillars do harm to the plants, ”she also suggests placing them in the cage together with the plants and making observations. That is, children receive information that butterflies need careful treatment, and at the same time that caterpillars (the stage of development of a butterfly!) Are harmful, so they need to be destroyed. This is one of the many paradoxical examples of the manifestation of the old paradigm. From the point of view of ecology (and not agriculture), plant leaves, caterpillars (butterflies), birds are links in the same food chain, and each of them performs its own role in nature. Below are quotations from programs, lecture notes and methodological recommendations of various authors, confirming the widespread use of the terms “harmful and useful” in preschool pedagogy (the author's comments are given in brackets). "Indeed, not only flowers are useful, but also herbs, so they do not need to be plucked!" (and if not useful? In addition, it is not clear what is meant by flowers, and what is meant by herbs, because all herbaceous plants have flowers); "Useful plants in the northern forest are plantain, horse sorrel, wormwood" (generally incorrect, because these plants have nothing to do with the northern forest). “What are the benefits of the woodpecker and other birds?”; "... Such a small insect is of great benefit"; “Can you pluck the heather? He can't be a honey plant! " (A logical continuation of this phrase, if the plant is not a honey plant, then it can be plucked.) "Aphids not only deplete plants, suck out juices, but also pollute the leaves with their secretions, as if they stifle plants" (already from the choice of words it is clear how the author himself relates to this insect, clearly not approving of its existence at all. Accordingly, this phrase will cause the same negative attitude towards aphids in a child). One of the articles offers questions for an ecological quiz about the use of plants: it is recommended to make a canvas for sleeping from linden bark; forest leaves, berries to use for food; the participants
4 games must name animals that are somehow related to the production of drugs (maral antlers, badger fat, etc.). (Such information is undoubtedly useful from the point of view of ensuring the safety of human life, but it is hardly worth calling such a quiz ecological.) How did the expression “harmful and useful natural objects” appear? We consider useful animals, which we can use for our purely utilitarian purposes. Those who create any inconvenience to us, we awarded the label "harmful". All "harmful" animals, plants, in one way or another, compete in the struggle with man for resources, cause damage to crops, etc. In one of the natural science anthologies, for example, it is argued that not all birds of prey are harmful, but only those that feed other birds (humans also hunt these birds). But their brethren, eating wood mice, voles, are recognized as useful, since the latter destroy (!) The fruits and seeds of trees and bushes falling to the ground ”. This approach is anti-ecological, and it is not immediately possible to understand what negative influence it has on the formation of ideas about nature in children. As a rule, many predators also fall into the category of "harmful" (wolves that attack sheep; foxes that steal chickens; eagles that steal chickens, etc.). Such a classification is legitimate from the point of view of agriculture, but not environmental education, especially children of preschool age. For children 3-6 years old are very susceptible to the words "bad", "good". So, our survey showed that they identify the word “harmful” with the words “bad”, “bad”, “disobedient”, because children themselves sometimes hear in their address: “What are you harmful! And when will you only correct yourself - and will behave normally ?! " Sometimes for "harmfulness" is punished physically. This means that "harmful" animals, in the minds of preschoolers, are also to blame and must "correct themselves", "become good"; otherwise “they will be punished” (this is how the children of one of the groups preparatory to school reasoned). As a result, preschoolers make quite logical conclusions: the fewer "harmful" animals, the better, so they do not need careful treatment and protection. An illustrative example illustrating the possible negative consequences of such a consumerist approach is described by B. Ryabinin: the boys shot a crow with a slingshot. What for? To "execute her as a predator (this bird steals chicks, eggs, therefore, harmful)." Children learned about the “harmfulness” of crows from teachers. The author condemns this approach, noting that "the harmfulness and usefulness of this or that creature will be clear to the child when his consciousness becomes stronger." Another example from modern life: a five-year-old girl on a walk catches beetles, earthworms and, holding them in her palm, runs to her dad with the question: are they good or harmful? As it turned out, the girl was going to crush all the "harmful" insects that she heard about in kindergarten. So, by the time they enter school, children have already formed ideas about the wolf and other predators as "bad, evil" animals, and about hares and other herbivores, "good,
5 kind ". From this, the children draw conclusions: a bad wolf is not needed, it can be killed, and therefore there is no point in guarding. Of course, in people transformed by humans, there are competitors “pests” with whom they have to fight, because in artificial communities there are no laws regulating the balance in nature. Calling insects, birds "pests of agriculture", we must remember: in natural conditions they play the role assigned to them, they are necessary to maintain natural balance. For example, in natural conditions, the house moth performs an important function (it processes wool, fur of dead animals, that is, it participates in the circulation of substances). When a moth spoils our fur coats, it just honestly fulfills the role that nature has assigned to it. How does she know that there is a non-natural object in front of her? Pay attention: all "pests" live next to us only because we ourselves create favorable conditions for them and provide them with food, water, and habitat. Why do we have to constantly (but unsuccessfully) fight the Colorado potato beetle on agricultural land, but under natural conditions it does not reproduce in such an amount? Because, firstly, in natural conditions it has the so-called. "Enemies" (animals, viruses) that limit its number. Secondly, nowhere in nature you will find such single-species plantings as a potato field; usually, several different plant species grow in one area, with which different insects are also associated. Not limited in food, in the absence of natural "enemies", the Colorado potato beetle quickly develops new territories. Why do cockroaches, mice start in homes, and in many cities there is a sharp increase in the number of rats and crows? Because we, people, create comfortable shelter conditions for them, food (food waste, garbage in landfills, etc.). Under natural conditions, the number of all these animals is also regulated by the laws of nature (limited amount of food, "enemies", disease). Thus, we must clearly distinguish between two environments: in one of them, artificial, created by man, the laws of nature are not fully valid. Therefore, the number of many dangerous and undesirable animals for us, which we call "harmful" (cockroaches, rats, mice), should be regulated by people themselves. But in a different environment in natural ecosystems, all these species live according to the laws of nature and play their own role in maintaining balance on the planet. Therefore, in natural conditions, it makes no sense to divide them into harmful and useful. 3. Another stereotype of preschool pedagogy, the need for a careful attitude to natural objects, their protection is explained only from the point of view of their use by man. The expressions “Forest is our wealth, because it gives us berries, mushrooms, nuts”, “Nature is our wealth because it gives us ...” as arguments for the need to respect nature, 82% use
6 interviewed by us teachers of preschool institutions working in the field of environmental education. Other communities of the river, lake, sea are considered from the same positions: “The White Sea is a treasure house ... But its main wealth is fish” (this approach is correct from the position of a fisherman, but not an ecologist; all the inhabitants of the sea, their connections with each other). If we follow this logic, then the swamps, the role of which in maintaining ecological balance is very great, do not need our protection. Undoubtedly, we must explain to children how natural resources are used, what they mean to humans, but first of all we should talk about the intrinsic value of nature. Many teachers propose to conduct classes "to familiarize themselves with useful medicinal plants, with their appearance, collection conditions and the main list of diseases from which they cure." In our opinion, information on the treatment of specific diseases with specific herbs is of interest to teachers themselves and is not very interesting for 4-6-year-old children. In the best case, at the end of such classes, it is suggested to take good care of medicinal plants (again, because we need them). For example, one of the authors, as an explanation of the need for a respectful attitude to nature, offers the following option: “Why does man need nature? That's right, she feeds a person, dresses, puts on shoes, and provides everything necessary for life. " The need to preserve plants is justified only by their benefits for people: there are fewer and fewer flowering plants, but they "decorate our Earth, make people happy." As a result of such "ecological education" in children, a consumer attitude towards the world around them is formed, the idea of the need to respect only those objects of nature that are of practical importance, and the non-necessity of such an attitude towards objects "useless" for him, which contradicts the idea of the intrinsic value of all species without exception. A striking manifestation of this attitude is, for example, the following statements of children: “Birches are needed in the city, because they can be cut down, you will get stumps on which you can rest” (answer to the question “What are trees in the city for?” By a six-year-old girl); "Wolves are bad, evil, they need to be driven out of the forest, they do not need to be protected, only hares should be protected from wolves"; “Only rare plants need to be protected, and there are many daisies, you can collect them as much as you want,” etc. 4. Another stereotype is also very widespread: the division of natural objects into beautiful and ugly, dangerous and harmless. In this case, the attitude of the educator himself to this or that object is of great importance. So, in the summary of an environmental lesson in one of the kindergartens, it is stated that "jellyfish should not be touched, because they burn!" (this, of course, needs to be said, but from the point of view of ecological education, children should know that jellyfish fulfill their function in the sea community).
7 The emotionally colored negative attitude of an adult towards certain objects is well traced in many works on the ecological education of preschoolers and has an extremely negative effect on the perception of these objects (spiders, snakes, toads, frogs) by children. The teacher's negative attitude towards frogs (and towards the swamp) is manifested, for example, as follows: “Let's invite the frogs to move to the swamp, they have no place in the lake! Unfortunately, I hear the croaking of frogs ... ”(excerpt from the lesson on ecology). Therefore, in the methodological set “Invisible strings of nature” developed by us, it is the frog that is taken as an object for studying the relationship of the Animal with the environment. A classic example is the suspicious attitude of a person towards a cuckoo: she seems to be cute, but she has one bad trait of throwing her own eggs into other people's nests, as if throwing her children. Condemnation of the cuckoo Can be felt in many class notes. True, sometimes they try to “balance” its shortcomings with advantages: “The cuckoo not only lays eggs in other people's nests, but also eats such caterpillars, which, apart from her and the oriole, are not eaten by any other bird. After all, there are furry ones among them. And the cuckoo eats them all in a row: (by the way, caterpillars are mentioned again, and after all, beautiful butterflies grow from the furry ones). Now, if the cuckoo changed its "immoral" behavior and began to build nests and incubate, as it should be for a respectable mother, her offspring, then she would meet all the criteria of an ideal bird. In fact, the cuckoo only occupies its ecological niche in nature and instinctively does what best contributes to its preservation as a species. Tossing eggs into other people's nests is just a gimmick created by natural selection. It really plays a big role in the survival of this species and cannot be assessed as good or bad, especially since the cuckoo actually creates optimal conditions for the development of its chicks and, from this point of view, is an almost ideal mother. Almost all environmental education programs and guidelines limit children's acquaintance with the kingdom of mushrooms to the study of edible and poisonous ones, which is important from the point of view of child safety, but in no way reflects the role of fungi in the cycle of substances in the formation of soil. Thus, most of the 5-6 years old children we interviewed have already formed a negative attitude towards poisonous mushrooms and plants, which is expressed in the definitions of “bad”, “evil”, “unnecessary”. Forty-eight percent of preschoolers consider it necessary to take good care only of edible mushrooms (especially aspen mushrooms, boletus mushrooms), explaining that they are "tasty, healthy, beautiful, we really need them, they can be fried with potatoes." And only 9% of preschoolers noted that "fly agarics are needed in order for the animals to be treated." None of the children knew why mushrooms grow on stumps, on old, dry trees. But after classes under the program "Our home is nature" (block "Soil is a living earth"), the views of preschoolers changed dramatically. They realized that the visible part of the mushrooms is only part of this.
8 living organism; that fungi decompose dead remains, turning them (along with other destructive organisms) into soil; that they are by no means coincidental with certain plants, as they help each other to survive: fungi will disappear, and plants and their companions may also die. And from this point of view, it does not matter at all whether the mushrooms are edible or poisonous. Any of them must be treated with care. Teachers often allow themselves, in the presence of children (who have not yet formed their own attitude to objects of nature), expressions such as: “Fu, what disgusting! How unpleasant, leave him (her) now! " As already noted, this usually refers to frogs, snakes, earthworms. To the question "Why don't you like certain animals?" most of the educators we interviewed answered: "They are wet, slippery, naked, unpleasant, etc." However, in the presence of children, your emotions need to be contained. In children of this age, the emotional rejection of the animal often turns into a practical plane: an ugly worm needs to be crushed. And from the point of view of ecological education, it is extremely important to form a caring attitude towards all living things in the child, without exception, regardless of whether he likes it or not. The perception of the beauty of nature, of course, enhances the emotional attitude of the child towards it and therefore is an extremely important educational moment. However, from the point of view of environmental education, it is necessary to make it clear to the child that the appearance of any organism is the result of its adaptation to life in certain conditions, to teach to understand beauty as a manifestation of expediency, to realize the need for the existence of any organism, regardless of our likes and dislikes. It is not necessary to love all animals, all plants, but it is necessary to respect all forms of manifestation of life. As a positive example, it is false to cite Pchelintseva's program "The Enduring Values of a Small Motherland" (Ivanovo), which notes that "there are no harmful animals in nature, each performs its own important function, it is necessary to show the importance of foxes, wolves, lynxes in nature." However, in general, as experience shows, it is extremely difficult for teachers to deviate from the prevailing stereotypes that reflect the traditional approach. So, one of the authors rightly points out: "in nature it is not only good or bad", but immediately adds: "A butterfly is good, because it is beautiful, pleases children, pollinates flowers, but bad, because caterpillars of butterflies eat leaves" (the question arises: is it bad for whom? Man, his garden? And in nature, the number of caterpillars is regulated by natural processes). Value judgments in relation to natural objects should be excluded from the environmental education of preschoolers. From the standpoint of biocentrism (ecocentrism), living organisms cannot be good or bad, useful or harmful. They have equal to
9 people have the right to exist, each of them plays its own, exclusive role in nature. Value judgments can only be used to characterize human actions in relation to the natural world, animals cannot do good or bad, their behavior is determined by biological laws. Undoubtedly, elementary knowledge about medicinal, poisonous, edible plants, mushrooms is necessary, but this information should not form the core of ecological knowledge. Children should get the idea that all organisms, without exception, need to be treated with care, regardless of the degree of danger or usefulness to humans. Our goal is to show a child that any living organism is included in a complex chain of natural relationships and its loss can cause unpredictable consequences. 5. There are other stereotypes in preschool environmental literature, for example, "to improve nature", "help nature", "multiply its wealth." This has a right to exist, but only if, in parallel, the child is given information about the need to comply with the laws of nature. In practice, however, the desire to "improve" nature often turns into negative consequences. The idea of the need to improve nature, to increase its wealth reflects the approach from the position of “man is the master of nature”. This stereotype is perhaps the hardest thing to part with. It is difficult to comprehend and acknowledge the fact that the wild nature lives by its own laws, it does well without a person. Sometimes his desire to "help" turns into unpredictable consequences, since this help does not take into account natural laws. Along with this stereotype are such widespread statements as "It is good to plant trees (plants)," what ^ plants to plant. After all, it is no secret that many of them die, because the requirements of these plants to the living conditions were not taken into account. Thus, in an effort to "improve" nature, man imported alien species of plants and animals to new habitats, believing that this would benefit the enrichment of flora and fauna. Now the negative consequences of such "improvements" have become generally known: new species began to displace the local ones, upsetting the natural balance, capturing large territories. When the Australians planted thorny hedge plants around their houses, they were sure that they were doing a good deed, but time passed, and the “thorn” began to “move away” from human habitation, independently populating the neighborhood. And people were forced to fight with a plant that was carefully planted not so long ago. The same thing happened with rabbits. In the absence of predators, they bred in such numbers that the locals began to wage a grueling struggle with them. Australians brought wonderful cats to their country.
10 pets loved in other countries. But for the nature of Australia, this love turned into a tragedy: cats began to exterminate local animals, ruin bird nests. Result: Many native species are endangered, and authorities are issuing regulations to restrict the freedom of movement of cats at night. Well, you ask, should we not teach children to help nature? No, this is not so, we are responsible for those who have tamed! We need to help the animals and plants living next to us, take care of them: these can be trees near our house, flower garden plants, city birds starving in winter in a word, those whose well-being depends on us, our actions. Caring for living organisms, taking care of them have a huge emotional impact on the child. But at the same time, he must understand: in the wild, human help, if it is really necessary, must be well thought out. The survey shows that the majority of senior preschoolers and junior schoolchildren are convinced that all trees must be looked after, and the question "How do trees grow in a forest?" Many of them are confused. Another example. Walking through the forest, a child follows the laws of morality, he seeks to help him, picks up, returns to the nest. However, according to the laws of nature, the chick after contact with a person is doomed to death: adult birds will no longer accept it, now considering it “alien”. In nature, many rules and laws cannot be evaluated from the point of view of human morality. In the years of famine, some birds of prey having only two chicks, the elder slaughters the younger to death. From the point of view of man, this is terrible, but from the point of view of nature, it is expedient. For the survival of the species, it is better to have one strong chick in the offspring than two frail ones who cannot have their own offspring. Therefore, the moral education of a child must be combined with elementary knowledge about nature. Very often the help provided to nature does not take into account its laws. So, as an aid, children are offered the cleaning of autumn leaves in parks, in plots and even in the forest (!), While from the point of view of ecology it is important to show the role of these leaves in the cycle of substances. Another example. When hanging birdhouses in the forest, park, educators do not take into account either the optimal number of them for a given territory, or the need to be placed at a certain distance from each other. Experts believe that the reason for the death of squirrels in many forest parks in Moscow is the "help" that people provide to these animals, feeding them food unusual for squirrels. Surprisingly, an ancient Chinese fairy tale can serve as an excellent illustration of all of the above. Discuss it with the children. Why the seagull died The inhabitants of the principality of Lu have never seen the sea. But it so happened that a sea gull flew into their principality. She was not at all like those little colorful birds that fluttered with songs in the forests of the principality of Lu. The strange bird was caught and brought to the prince. Prince
11 saw a seagull, was surprised and said: There are no such birds on earth. So this is a heavenly being. And therefore I order everyone to treat this bird as a being of divine origin. " The seagull was placed in the best temple. Three times a day the princely musicians came to the temple and performed more pleasantly in honor of the divine being. But the sea gull had never heard a gong or a drumbeat before. And every time the musicians hit the gongs and beat the drum, the seagull's heart skipped a beat. Three times a day the servants brought her fragrant pineapples on a golden tray. But the seagull was used to eating common fish ... and she did not touch them. Three times a day they brought her the best princely wine in a silver jug. But the seagull could only drink sea water ... From constant fear, from hunger, from thirst, the sea gull died. The servants reported this to the prince, and he, saddened, exclaimed: “Didn't I delight the ears of a divine being with the playing of my best musicians? Didn't I feed him wonderful food? Didn't he give him hundred-year-old wines? Why didn't it want to live? " The prince did not understand that the poor seagull had died from inappropriate worries. For if a person cannot be treated like a bird, then a bird cannot be treated like a person. Thus, we must clearly distinguish between the actions of people in the environment and in natural conditions. A child should understand from childhood that it is possible to “improve nature” and “help” it only in a human-changed environment: in a city, a village, a park, at a kindergarten site, in a living corner. The well-known expression of A. Saint-Exupéry is suitable for such a situation: "We are responsible for those whom we have tamed." Under natural conditions, any activity, including "help", should be built taking into account the laws of nature itself. Manifestation of the old paradigm in the choice of methodology The old anthropocentric paradigm is quite vividly presented in many methodological recommendations on the environmental education of preschoolers. For example, the choice of objects for observation is often based on the traditional view of "man is the measure of all things." The consumerist approach in this case is especially paradoxical: living organisms are harmed, sometimes they are even destroyed to solve the problems of ecological education. For example, it is often recommended to cut the branches of various trees for observation. In one of the manuals, a summary of the lesson "Comparison of tree branches and shrubs" is given, one of the tasks of which is to foster a "careful attitude towards trees and shrubs." To conduct the lesson, the teacher will need "branches of trees and shrubs brought from the forest": poplar, linden, birch, elderberry, currant cm in size (one branch per
12 of each child!) And large branches of deciduous and coniferous trees with a length of cm in vases. The observations are illustrated by the poem "We collected branches in the forest, brought them to kindergarten ..." ". In another manual it is recommended to use "models of live or dried insects, in particular dried bees (!)" For acquaintance with insects. The same authors suggest, when acquainting preschoolers with "wild flowers" (snowdrop, bell, lily of the valley, chamomile, etc.) to collect bouquets of fresh flowers, which "will be a good addition to the holiday." In some kindergartens, you can even find transparent containers with formalin, in which a prepared frog swims, by the example of which children should, apparently, get acquainted with the internal structure of amphibians. The “man is the measure of all things” approach is also manifested in the collection of collections of living objects, the use of stuffed animals, etc. Perhaps, in terms of cognitive activity, collections of butterflies, beetles, stuffed animals, birds give a child a more realistic idea of animals than acquaintance with pictures ... However, from the standpoint of ecological education based on a new biocentric paradigm, from the standpoint of bioethics, such an approach should be excluded from the practice of kindergartens and replaced by observations in wildlife, watching slides, videos. In addition, ecological education presupposes, first of all, the formation in a child of an emotional, careful attitude towards objects of living nature, the ability to see their beauty, and not a detailed knowledge of the characteristics of each type of animal. Thus, in the ecological upbringing of preschoolers, it is necessary to change the old, traditional anthropocentric paradigm to a new biocentric one, which predetermines the rejection of a number of stereotypes formed in previous years. Nature should not be viewed only from a utilitarian point of view. First of all, it is necessary to show children its uniqueness, beauty and versatility (nature is the life environment of all creatures, including humans; the object of cognition, the satisfaction of his ethical and aesthetic needs; and only then the object of human consumption). We must protect nature not because it gives us something, but because it is valuable in itself. N. RYZHOVA, Doctor of Pedagogy, Center for Preschool Childhood named after A. V. Zaporozhets
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Ryzhova Natalia Alexandrovna. Environmental education in preschool institutions (Theory and Practice): Dis. ... Dr. ped. Sciences: 13.00.01: Moscow, 2000 276 p. RSL OD, 71: 00-13 / 238-2
Introduction
CHAPTER I. ANALYSIS OF THE CURRENT STATE OF THE PROBLEM 11
1.1. Formation of environmental education for preschoolers in Russia 11
1.2. Analysis of modern programs 18
1.3. A new paradigm of environmental education for preschoolers 31
1.4. Options for determining the goals and objectives of environmental education 43
CHAPTER II. THEORETICAL FOUNDATIONS OF ECOLOGICAL EDUCATION OF PRESCHOOLERS 51
1. Specificity of the preschool level in the system of continuous environmental education 51
2. Principles for the selection of the content of environmental education for preschoolers 59
11.3. Reflection of the directions of ecology in the content of environmental education of preschoolers "74
11.4. Purpose, structure and content of the program "Our home is nature" 81
CHAPTER III. CONDITIONS FOR IMPLEMENTATION OF ECOLOGICAL EDUCATION IN PRESCHOOL INSTITUTIONS 96
111.1. Pedagogical models of the organization of environmental education 96
111.2. Environmental education in the program "Origins" 105
3. The main components of the environmental education system - in a preschool institution 109
CHAPTER IV. PEDAGOGICAL EXPERIMENT 185
GUL. Organization of experimental work Ї85-
IV.2 Diagnostics of the results of environmental education of preschool children 195
IV.3. The ecological component in the basic characteristics of the personality of a preschool child 220
CONCLUSION 225
REFERENCES 231
APPENDICES 255
Introduction to work
The relevance of research.
Modern problems of human relations with the environment can be solved only on condition of the formation, ecological
* W geological outlook of all people, increasing their ecological culture. Today, more and more countries, including Russia, are joining the implementation of the Concept of Sustainable Development (70, 122, 167, 199), according to which humanity must coordinate its activities with the laws of nature, change the consumer attitude towards nature to recognize its intrinsic value. An important condition for the transition of modern society to sustainable development is environmental education. The Concept of Sustainable Development of Russia emphasizes the need to form by all available means the environmental outlook of Russian citizens, primarily children. With the adoption of the laws of the Russian Federation "On the protection of the environment and natural environment" (64) and "On education" (63), the prerequisites for the legal basis for the fj logical education of the population. The “Decree of the President of the Russian Federation on Environmental Protection and Sustainable Development” (taking into account the Declaration of the UN Conference on Environment and Development signed by Russia), the relevant Government decrees elevate environmental education to the category of priority state problems. These documents imply the creation in the regions of the country
systems of continuous environmental education, the first stage of which
swarm is preschool. It is at preschool age that
the foundations of a person's worldview, his attitude to the environment is formed
to the world.
The beginning of the formation of a system of continuous environmental education in Russia was laid by the materials of the International Conference UNESCO and UNEP in Tbilisi in 1977 (166) and the Tbi-lisi-t-10 congresses in Moscow (1987 and 1990). Environmental education, including preschoolers, is recognized in our country as a priority in general
4 development in general. In recent years, a large number of specialists from preschool institutions have been dealing with this problem, a number of new programs have been created. However, a unified approach to the goals and objectives of environmental education of preschoolers as the first stage of the system of continuous environmental education, the selection of its content has not yet been developed; there was no single concept, system of organization, the problem of criteria and diagnostics of results was poorly developed, the ways and conditions of environmental education in preschool educational institutions were not defined. There is a contradiction: the goals, objectives, content of environmental education of preschoolers are determined from the standpoint of the new, ecocentric paradigm, while the content and methodology are determined from the old, anthropocentric one. This contradiction complicates the functioning of the preschool level as an integral part of the environmental education system.
Research problem consists in resolving the contradiction between the needs of society in the formation from early childhood of a personality capable of building their relations with the outside world, taking into account the laws of nature, living in relative harmony with it, and the lack of a single concept, the system of environmental education in preschool institutions, which is the first stage of the system of continuous environmental education.
Object of study- the education system in preschool institutions.
Subject of study- environmental education: goals, content and process in the system of preschool institutions.
Purpose of the study- to develop the theoretical foundations of environmental education for preschoolers and determine the conditions for its implementation in preschool institutions.
5 Hypothesis. Environmental education in preschool institutions will be effective if;
it is considered as a special, self-valuable stage of the system
continuous environmental education and as part of the development of general
culture of the child, and not as a propaedeutic stage of school eco courses
logical orientation;
$?
-
for its implementation, a system of certain conditions is created;
the principle of continuity with the school is implemented, but at the same time, when selecting content and methods, the psychophysiological characteristics of a preschooler and the specificity of preschool institutions are taken into account;
diagnostics of the results of environmental education is aimed at identifying the effectiveness of specific programs and methods, and not at determining the level of knowledge of a preschooler;
in the basic characteristics of a preschooler, an ecological component is highlighted.
Research objectives:
identify trends in the formation of environmental education of preschoolers as a new direction of preschool pedagogy;
to develop a concept of environmental education for preschoolers, including the definition of goals, objectives, content (selection principles, basic new with guidelines, content components), expected results and options for diagnosing results;
develop variable modalities for organizing work on environmental education in preschool institutions and identify the most effective of them;
to determine the conditions for the implementation of environmental education in preschool institutions;
to conduct a pedagogical experiment and approbation of the author's program in preschool institutions of various types.
Research methods:
historical and conceptual analysis of literature on preschool pedagogy, ecology, psychology, content and methods of environmental education of preschoolers, schoolchildren, teachers, students;
observation method - conducting observations in preschool institutions in order to assess their activities in the field of environmental education;
study of work experience in the field of environmental education;
method of conversation - purposeful conversations with employees of preschool institutions and educational authorities;
survey method - polls of teachers in the form of questionnaires and interviews; children - in the form of interviews;
study of the products of children's creativity (drawings, applications, crafts, etc.);
pedagogical experiment in preschool institutions of various types.
The scientific novelty of the research is:
in determining the current state and trends in environmental education as a new direction of preschool pedagogy;
in substantiating the theoretical provisions of environmental education for schoolchildren and the conditions for its implementation in preschool institutions of various types;
in the development of a number of diagnostic techniques and a diagnostic card for a child;
in identifying the ecological component of the basic characteristics of the child's personality as the expected results of environmental education.
7 ,
Theoretical significance. The concept of environmental education of preschoolers has been developed, taking into account various areas of modern ecology, its worldview value, psychological and physiological characteristics of a preschooler, the nature of the continuity of the environmental education system. The conditions (the “ecologist” model, the “educator” model, the system of components of environmental education in a preschool institution) for the implementation of the concept have been substantiated; the ecological component in the basic characteristics of the personality of a preschool child is highlighted.
Practical significance,
1. The main ideas of the concept of environmental education preschool
nicknames implemented:
in the author's program for environmental education of preschoolers "Our home is nature", approved in 1995 by the Ministry of Education of the Russian Federation, and its methodological support (methodological manuals, educational and methodological kits; books and games for children and parents);
in the basic program of child development "Origins", recommended for use in preschool institutions of the capital by the Moscow Committee of Education (direction on environmental education);
in the "National Strategy for Environmental Education of the Russian Federation";
in the Action Plan of the “National Strategy for Biodiversity Conservation”.
2.
Developed and tested methodological recommendations for
teachers based on an integrated and activity-based approach: by
organization of a developing subject environment, on the organization of a system of work
you are with children, family and various institutions; according to the state assessment ok
environment, as well as a number of practical materials: “Environmental
passport of a preschool institution ", diagnostic techniques, diagnostics
preschooler's sky card; maps for monitoring the activities of teachers, con
classes with children and others.
8 On the defense is made the following provisions: 1. The concept of environmental education for preschoolers, based on:
on the theoretical positions of domestic psychologists (A.V. Zaporozhets, L.S.Vygotsky, N.N. Poddyakov, S.L. Novoselova and others) and the results of studies of teachers in the field of environmental education of preschoolers (P.G. Samorukova, S. N. Nikolaeva, EF Terentyeva, N.N.Kondratyeva and others);
on the concept of the system of continuous environmental education (AN Zakhlebny, ID Zverev, IT Suravegina, etc.);
on the concept of "sustainable development" (the interdependence of man and nature; recognition of the intrinsic value of nature, the change of the anthropocentric paradigm to the ecocentric one).
The main provisions of the concept:
environmental education of preschoolers is a unique, intrinsic, specific and integral step in the system of continuous environmental education;
the specificity of the preschool level as the first stage of the system of continuous environmental education is determined by the psychological, physiological characteristics of the preschool child, which is taken into account when selecting the content and methodology;
when selecting the content of environmental education for preschoolers, three groups of principles are taken into account: general didactic, specific for environmental education; specific for a given age: scientific character, accessibility, consistency, regionalism, continuity, humanity, integration, activity, constructivism, integrity;
The 9 main content lines of environmental education for preschoolers are the diversity of the surrounding world, interconnections in nature and the cyclical nature of phenomena and processes. In the content of environmental education of preschoolers, as well as in the content of environmental education of schoolchildren, there are four main components: cognitive, value, normative, activity, which at this stage have their own specifics.
the basic characteristics of the personality of a preschool child include an ecological component as a reflection of the expected results. Diagnostics of the effectiveness of environmental education of preschoolers is aimed, first of all, not at diagnosing their knowledge, but at diagnosing the results of the implementation of a specific program by the teaching staff, and includes quantitative and qualitative assessment methods.
2. The implementation of the concept presupposes certain conditions: the creation of a work system in a preschool institution, which includes a number of interrelated components (greening the developing subject environment, greening various activities of children, working with parents, training and retraining teachers, assessing the environment, coordinating work with other institutions ). There are various options for implementing the concept of environmental education. The “ecologist” model, which assumes close cooperation of all employees of the preschool institution with the coordinating role of the teacher-ecologist, is more effective than the “educator” model, when the environmental education of preschool children is carried out only by the educator.
Approbation the results were carried out continuously as they were obtained. The materials of the work were reported at numerous all-Russian and international meetings and conferences tions (Russian from the Dutch Conference on Environmental Education (Pushchino, 1994), the Russian-American Seminar (Obninsk, 1994), the All-Russian Congress of Nature Conservation (Moscow, 1995), the International Conference on the Environmental Education of Children (Moscow, 1995), the All-Russian Meetings on the Environmental Education of Preschool Children VOOP (Moscow, 1995, 1997, 1999), Inter-
international conferences on environmental education (Petrozavodsk, 199 5; St. ), conferences on environmental education of the International Environmental Fund (Moscow, 1997), at seminars on environmental education for teachers in Moscow (lecture cycles at the Polytechnic Museum, 1998), in Germany within the framework of the project "Child in the City" (1998, 1999), International a working meeting on developing a strategy in the field of environmental education in the CIS countries (Moscow, MNEPU, 1999), a conference "Ecology of the Moscow Region-99", a conference of mayors of Russian cities "Sustainable Urban Development" (Moscow, 1999), the V International Conference on Environmental Education (Zelenograd , 1999), International conference "Domestic and foreign experience of education in the field of the environment" (St. Petersburg, 1999), All-Russian copyright seminars arah Center "Preschool Childhood" them. And V. Zaporozhets (1998-2000) and others.
The dissertation consists of an introduction, four chapters, a conclusion, a bibliography and annexes.
Formation of environmental education for preschoolers in Russia
For the first time, the problems of environmental education in our country were discussed in 1977 at the Tbilisi Intergovernmental Conference on Environmental Education (166). It was at this conference that the importance of environmental education and the need to form a system of continuous environmental education of the population were especially pointed out. However, the issues of preschool education were not touched upon at the conference. In general, the development of environmental education (upbringing) as a new direction of preschool pedagogy began much later than the environmental education of schoolchildren and students, and is currently in its infancy. Especially rapid development of this direction is observed in the 90s. A number of partial environmental programs appear (a partial program is understood as a program that $ * provides one or several directions of the child's development), environmental issues are included in the content of individual sections of complex programs: "Development", "Childhood", "Rainbow" (complex programs ensure the holistic development of the child ), into the basic program for the development of a preschool child "Origins". Numerous methodological developments of both specialists and teachers themselves are published, All-Russian and regional competitions are organized for the best organization of work on environmental education of preschoolers. So, since 1995, such work has been regularly carried out by the All-Russian Society for Nature Conservation. Conferences are devoted to this problem.
As already emphasized, an increasing number of preschool institutions in almost all regions of the country are beginning to deal with issues of environmental education. The word "ecology" is becoming popular in preschool education, however, poor methodological support and the lack of training of teachers in this area often lead to the misuse of the concepts "ecological", "ecology", to meaning
W telny discrepancies in the understanding of the goals, objectives, content and methods of environmental education. A number of kindergartens follow the simplest path, renaming the traditional classes to familiarize preschoolers with the world around them, nature, and educating the child's moral qualities into "ecological" ones. Moreover, in many developments there is a misinterpretation of ecology itself, there is a number of biological, geographical, ecological errors that wander from work to work.
Specificity of the preschool level in the system of continuous environmental education
The concept developed in the process of research is based on the theoretical provisions of Russian psychologists: L.S. Vygotsky, LA Wenger, V.V., Davydov, AV. Zaporozhets, S.N. Novoselova, N.N. Poddyakova, D.B. Elkonin and others (32, 35, 36, 37, 44, 45, 65, 66, 77, 93, 137, 138, 139, 154, 155, 156, 174, 220) and the results of studies of a number of teachers who determined the possibilities of preschoolers in the field of environmental education and familiarization with nature: N.F. Vinogradova, N.N. Kondratyeva, S.N. Nikolaeva, P.G. Samorukova, E.F. Terentyeva, IA Khaidurova and others (25, 26, 27, 28, 90, 91, 131, 130, 132, 133, 152, 176, 192, 193, 202, 203). Psychologists distinguish a number of ages in human development, each of which represents a qualitatively special stage of mental development and is characterized by a multitude of changes that together make up the uniqueness of the structure of the child's personality at this stage of his development (45). L.S.Vygotsky defined age as a definite epoch or stage of development, as a well-known, relatively closed period of development, the significance of which is determined by its place in the general cycle of development, and in which the general laws of development find each time a qualitatively unique expression. For this study, it is especially important the author's assertion that during the transition from one age stage to another, new formations appear that did not exist in the previous period, the very course of development is rebuilt and changed.
In a number of works, the primary school is considered as the first stage of the system of continuous environmental education. Comparison of the preschool and primary school levels showed that environmental education in primary school cannot replace that in preschool institutions. They are inextricably linked, complementary, but not mutually exclusive. Preschool age differs from others in the characteristics of the living conditions and requirements that are presented to the child at this stage of his development, the characteristics of his relationship with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a set of certain physiological characteristics.
Currently, different authors define the age at which a child's environmental education should be started in different ways. So, M.A.Shargaev (215) believes that it is necessary to begin ecological education and upbringing of a person with his uterine development, and children should be taught, starting even not from infancy, but much earlier. R. Levina (105) notes that the environmental education of preschoolers can begin from the moment they enter a preschool institution, that is, from 2-3 years old. YL program. Va-syakina's "Gossamer" (21) is designed for children from 2 years of age. In principle, with a fairly broad interpretation of the term "environmental education", we can talk about its application in relation to young children. However, in our opinion, there are significant differences in the content and methodology of environmental education for older and younger preschool children, primarily due to their psychophysiological capabilities. Until the age of three, the child's thinking is mainly associated with direct perception, he thinks only about what he perceives at the moment. At a young age, when a child learns the world, it is important that the scope of his activity must include objects of nature (indoor plants, animals, natural material), which he could observe, care for, emotionally empathize with them. Already children of the younger and middle groups need to be introduced (using specific examples) to elementary interdependencies, for example, the connections of a living organism with the environment (houseplants, animals need food, water, light, heat, etc.). In existing programs for familiarization with the outside world for children of primary preschool age, a lot of attention is paid to the issues of familiarization with nature. Therefore, by the age of 5, a child develops a number of ideas about the environment and attitudes towards it, which can serve as the basis for environmental education at an older age. It is at the age of 5-7 years that we can talk about a more in-depth study and perception of nature, which is due to the psychophysiological characteristics of children of this age. And V. Zaporozhets noted that children of senior preschool age are no longer limited to the knowledge of certain specific facts, but strive to penetrate the essence of things, to understand the connection between phenomena. It becomes possible to form representations and elementary concepts that can become the core of the knowledge system. It has been proved that at the age of 5-7 years, a child undergoes a transition to thinking in general concepts, develops the ability to compare objects according to representation, generalize them according to general characteristics, formulate their thoughts verbally, and develop certain judgments. The ability for logical generalized thinking appears. Psychological and pedagogical studies of many authors prove the possibility of mastering by older preschoolers various relationships, dependencies that exist in nature. Thus, the studies of S.N. Nikolaeva showed that children 5-7 years old are characterized by especially great opportunities for learning the various dependencies of nature. The author believes that the formation of ecological ideas can go on throughout the entire preschool age, but in the younger preschool age children can trace only single connections, while in the older, with consistent work, they can understand the connections of a complex of signs. The works of I.A. Khaidurova and Z.P. Plokiy showed that with a special organization of observations, older preschoolers can trace and understand the chains of biocenological connections within the plant community. E.F. Terentyeva also points out that older preschoolers are able to establish more complex (multi-link) links, chains of links, some biocenotic links within a forest community, meadow, reservoir, the reasons for the departure of birds, the connection of a complex of signs, the dependence of the life of plants and animals simultaneously on a number of factors. That is, they are already forming fairly correct and complete pictures of the nature around them. As the authors of "Fundamentals of Preschool Pedagogy" (145) note, the formation of new methods of generalization is quite accessible to the preschooler, since it occurs on the basis of expanded objective activity. In this case, the concepts themselves first appear in a sensory-objective form.
Pedagogical models of the organization of environmental education
Areas of the ecologist's work:
Participation in the choice of programs, methods and their adaptation to the conditions of the kindergarten;
Preparing and conducting classes with children in an ecological room, laboratory, living corner, in group rooms, on an ecological path, participation in the preparation of kindergarten holidays;
Active participation in the development of the concept and the creation of a developing subject environment;
Selection of plants, animals for the ecological complex, group premises;
Preparation of visual material, selection of literature;
Coordination of the work of specialists: music director, teacher of art, physical education;
Coordination of the work of educators: drawing up a weekly program for educators on a specific topic and monitoring its implementation;
Participation in the diagnosis of the results of the experiment;
Working with parents;
Consultations for preschool teachers in the field of environmental education;
Registration of the "Environmental passport of a preschool educational institution", environmental certificates of plants, animals of the ecological complex;
Dissemination of work experience (open classes, generalization of material);
Directions of work of the music director:
Conducting musical lessons that enhance the child's emotional perception of nature;
Coordination of music lessons with the topics of the ecologist, teacher of visual arts;
Development of scenarios, preparation of dramatizations, ecological holidays;
Selection of musical compositions (sounds of nature, classical works, songs about nature) to the ecologist's program;
Musical accompaniment of environmental games (including the inclusion of musical tasks in such games), plastic sketches, staging of dances (for example, the dance of flowers, "Rainbow", etc.);
The use of folklore elements for environmental education (folk holidays, nursery rhymes, songs, etc.). Directions of the ^? And the_work_ of the medical officer:
Recreational work with children;
Participation in the assessment of the developing subject environment and the ecological situation in the area of the preschool institution from the point of view of the state of children's health;
Eco-health education of parents;
Directions of the teacher's work in fine arts:
Consolidation of materials for environmental studies in the process of drawing, application, modeling;
Illustrating books (fairy tales, stories) by children - both published and their own;
Assisting the ecologist in the production of visual aids, equipment, decorations, costumes for environmental holidays, performances;
Joint training with an ecologist;
Participation in the creation of an art gallery, exhibition corners in groups;
Selection of works of art for the environmentalist program;
Coordination of its program with the program of the ecologist;
Participation in diagnostics, in particular, based on children's drawings;
The use of folklore elements for environmental education (folk painting, clay toys, etc.).
Areas of work of a physical education instructor:
Inclusion in classes of certain physical exercises, outdoor games (imitation of movements, plants) in agreement with the ecologist; participation in ecological and recreational work: preparation and conduct of hikes on the ecological path, excursions, including with parents; participation in ecological holidays (sports and ecological);
Coordination of its program with the program of the ecologist to identify points of contact;
A swimming coach takes part in ecological holidays (for example, "The Wizard of Water"), some experiments (with inflatable toys - the theme "Air", outdoor games on the water (the theme "Water");
Characteristics of the program "Our home is nature" author - Natalya Alexandrovna Ryzhova: Doctor of Pedagogy, Candidate of Biological Sciences, scientific supervisor of the "We and Nature" project (early ecological education) of a joint pilot project of the Moscow Department of Education.
Modern problems of human relations with the environment can be solved only if all people have an ecological worldview, increase their environmental literacy and culture, and understand the need to implement the principles of sustainable development.
It is in preschool age that the foundations of a person's worldview are laid, his attitude to the world around him and a system of values are formed.
Environmental education is viewed not as a separate line of work of a preschool institution, but as an integral part of a child's daily life.
The main goal of the program "Our home is nature" is to educate from the first years of life a humane, socially active, creative person who is able to understand and love the world around him, nature and treat them with care.
The necessary prerequisites for the implementation of this program are the organization in the kindergarten of work to familiarize children with the world and nature (which is currently part of any main kindergarten program), the greening of all types of children's activities, the creation of an environment for children to communicate with nature, the training of teachers , cooperation of children, parents and teachers, developing learning based on the examples of the immediate environment.
Particular attention is paid to the formation of a holistic view of nature and the place of man in it. Children form the first ideas about the relationships existing in nature and, on this basis, the beginning of an ecological worldview and culture, a responsible attitude to the environment, to their health.
Since ecology is, first of all, the science of the relationship of living organisms with each other and the environment, the emphasis is on the development in children of elementary and completely scientific ideas about the relationships existing in nature (especially in older preschool age). Children learn to understand how closely natural components are interconnected, and how living organisms depend on their environment.
Man is seen as an integral part of nature. This approach allows you to bring children to an elementary understanding of the problem of human relationships with the environment and the consequences of human activities.
Great importance is attached to the moral aspect: the development of ideas about the intrinsic value of nature, an emotional positive attitude towards it, the ability to see the beauty and uniqueness of nature, the development of the first skills of environmentally competent and safe behavior in nature and in everyday life, including resource conservation. Children also acquire initial skills that allow them to participate in feasible practical activities for the protection of the nature of their native land.
Environmental education is seen as an integral part of general education. The program focuses the educator on a systematic approach to environmental education. The implementation of the program is based on the integration and activities of the child.
The program has an emblem in the form of a house - nature, which partly explains its name. (picture 1)
The program contains a basic component, which is concretized taking into account local conditions: ecological-geographical, national-cultural. It consists of a number of blocks, each of which, in turn, includes a set of topics. All sections are related to each other, and the concluding topics are a summary of the previous ones.
The program "Our home is nature"
1 ... Block of classes "I and nature"
Learning component ... What is "nature". Sun (light and heat), water, air (wind), plants, animals, soil as components of nature. The value of nature in human life. Child as part of nature. The relationship of various components of nature (soil, water, plants, animals, etc.).
Educational component ... A child's awareness of the importance of nature in human life and the formation of a careful attitude towards the world around him, the formation of cognitive interest, the ability to see the beauty of nature, an emotional attitude towards it.
Block of classes "Water"
Learning component. Water in nature, reservoirs, precipitation (rain, snow, dew, hail). The main properties of water: transparent, colorless, odorless and tasteless, dissolves some substances (in experiments). Various states of water (ice, water, steam). Acquaintance with the water cycle in nature (the journey of the droplet). Water in the life of land plants, animals (including indoor plants and animals in the corner of nature). Aquatic plants, animals. Their adaptability to life in water. Human use of water. Water in our house, the need to save water.
Water pollution and the impact of this factor on the life of plants and animals. Water and our health.
Educational component. Conscious, careful attitude to water as an important natural resource. Economical use of water in everyday life. Environmentally conscious behavior while relaxing on the banks of water bodies. Aesthetic perception of water in nature (the beauty of rivers, lakes, dew drops, sparkling snow).
3. Block of occupations "Air"
Learning component ... The importance of air in the life of humans and other living organisms. The air is around us. Air properties. Wind is the movement of air. The role of wind in nature and human life. Waves, hurricanes, storms. Air as a habitat for living organisms. Flying animals (birds, insects). The spread of plant seeds by the wind. Features of the structure of seeds carried by the wind (on the example of individual plants). Clean and polluted air. The role of plants in maintaining clean air. Sources of pollution: cars, factories, factories. Clean air and our health.
Educational component. Knowing the sources of air pollution, understanding the health hazards of polluted air and understanding the need to avoid polluted places (do not play in crowded places, near garages, near businesses, etc.). Planting plants in the streets, in kindergarten and at home, caring for them, understanding the role of plants in air purification. Fostering a negative attitude towards air pollutants.
4. Block of classes "Sun"
Learning component. The sun is a source of light and heat. The change of night and day. The role of light in the life of plants and animals (on the example of indoor plants and animals in the corner of nature). Nocturnal animals, animals living underground in the absence or lack of light, their features. Seasonal changes in nature. Animals living in cold and heat conditions, their features. Natural zones: tundra, taiga, deciduous forests, steppes, deserts, etc. The role of the Sun in human life. Legends and tales about the Sun. The sun and our health.
Educational component. Caring for animals in the corner of nature and indoor plants in terms of providing them with light and warmth. Emotional relationship to the Sun. The beauty of nature under different lighting conditions (sunsets, sunrises).
5 ... Block of classes "Stones, sand, clay"
Learning component. Sand properties: flowability, looseness, water permeability. Sand and clay around us. Clay properties: density, plasticity, viscosity.
How does a person use sand (construction, hourglass, etc.) and clay (dishes, building materials, Dymkovo toys).
Animals and plants of the desert and other sandy and clayey habitats, the adaptability of living organisms to life in such conditions.
A variety of stones (rocks, minerals) in nature. Acquaintance with the collection of stones. Distinctive features of stones (hard, not crumbling). Precious and building stones. Mountains and their inhabitants. Caves, volcanoes.
Educational component. Development of the aesthetic taste of children (acquaintance with samples of folk clay toys, stone products). Fostering respect for natural materials and objects made from them. Formation of an emotional, caring attitude towards plants and animals.
6. Block of studies "Soil"
Learning component. Soil as the top layer of the earth: "living earth". Inhabitants of the soil (for example, an earthworm, a mole), their features and role in the formation of the soil. The importance of soil for plant life, including those grown by humans. Man and soil. The need for soil protection.
Educational component. Developing skills in caring for plants in a group, at home, on the territory of a kindergarten (digging, loosening the soil in the beds, applying fertilizers, caring for indoor plants). Formation of respect for the soil and its inhabitants. Understanding the importance of soil animals in nature. Rules of conduct for the cultivation of plants and soil.
7. Block of studies "Plants"
Learning component. A variety of plant species in nature. Trees, shrubs, grasses, their characteristic features. Parts of plants (root, trunk, leaves, etc.).
The relationship of plants with insects and other animals. Plants are food for animals and humans. Plant development (for example, 1-2 plants of the immediate environment). Influence of light, heat, water on plant life. Wild, cultivated, indoor, medicinal, poisonous plants, primroses. Why plants need protection. Rules of conduct in relation to plants.
Educational component. Fostering an aesthetic attitude towards plants, the ability to admire them and treat them with care. Understanding the role of plants in nature and in human life. Formation of plant care skills. Rules for handling unfamiliar plants and the ability to distinguish between poisonous plants.
8. Block of studies "Animals"
Learning component. The main distinguishing features of animals. The diversity of the animal world. Acquaintance with some representatives of birds, animals, insects, fish, amphibians, reptiles, molluscs. Their distinctive features. The value of external features in the life of animals. Animal nutrition, modes of movement. Habitat, "dwelling" of animals (hollow, nest, burrow). Seasonal changes in animal life. Reproduction of animals by the example of 1-2 species inhabiting the territory of the region, region. Man and animals.
Educational component. Fostering a respectful attitude towards animals, understanding the need for the existence of all species without exception, the incompetence of their division into "harmful" and "useful", beautiful and ugly. Formation of skills in caring for pets, inhabitants of the living area. Understanding the need to protect not only the animals themselves, but also their "home", habitat. Rules of conduct in relation to animals while staying in nature. Helping animals that live near us.
9. Block of classes "Forest"
Learning component. Forest as an example of community. The relationship of living organisms with each other (plants and animals, plants and plants, animals and animals). The relationship between living nature and lifeless (water, light, heat).
Forest as a "home" for plants and animals. Different types of forests and their features (coniferous, broad-leaved, tropical, etc.). The consequences of the destruction of trees (the disappearance of animals, plants, anthills, fungi, etc.). Forest and man. The value of the forest as a part of nature; its role in human life. Forest and our health. The reasons for the disappearance of forests on Earth. Forest protection.
Educational component. Respect for all forest dwellers, adherence to the rules of behavior in the forest, understanding the consequences of ecologically illiterate behavior (making fires, destroying trees, collecting plants for bouquets). Ability to see the beauty of the forest.
10. Block of classes "Man and nature"
Learning component. Generalization of the knowledge gained in the process of studying the previous blocks. Nature as a habitat, a "home" of man, animals and plants. The relationship of modern man with nature. The facts of the negative and positive impact of man on nature. Extinct animals. Red books. Examples of rational use of nature by man. Creation of reserves. Protection of rare species of animals and plants. Ancient people and nature. How to live in friendship with nature.
Educational component. Consolidation of the rules of environmentally competent and safe for human health behavior in nature and in everyday life and resource saving skills. Aesthetic perception of nature. Participation together with adults in practical nature conservation activities, ecological holidays, including Earth Day.
And so, the implementation of the program involves the construction of a developing environment by the teacher and an integrated approach to the organization of work. Children acquire environmental knowledge and skills not only in specially organized classes to familiarize themselves with the world around them, but also during walks, excursions, games, reading books, classes in visual and physical activities, in music classes, etc.
Much attention is paid to the joint and independent activities of children with adults: observation, experimentation, theatrical, musical activities, etc. The teacher is supposed to use the program creatively: he himself, taking into account the time allotted for classes, as well as the level of development of children and his training, can choose a certain amount of information. In addition, individual blocks can serve as an addition to the main and additional programs. However, the greatest effect is achieved with systematic work with children in all blocks.
Thus, we can conclude that the program is built on the principles of developmental education and is aimed at the development of the child's personality as a whole: the ability to compare and generalize one's own observations, to see and understand the beauty of the surrounding world; to improve the speech of preschoolers, their thinking, creativity, culture of feelings.
Priority in teaching is given not to simple memorization and not to the mechanical reproduction of knowledge, but to understanding and assessing what is happening, the joint practical activity of the educator, parents and children. The ultimate goal of the program is not the child's assimilation of biological (ecological) knowledge, but the formation in him of the foundations of ecological culture, the ability to empathize with nature and the desire to preserve it.
The program "Our home is nature" N.A. Ryzhova: can be used by preschool institutions of both general developmental type, supervision and recovery, and correctional. It has been developed and tested as part of a scientific experiment on environmental education of preschoolers on the basis of various types of institutions. The program is recommended by the Ministry of Education and Science of the Russian Federation. This program is designed to work with children from 2 to 7 years old.
1. Ryzhova "our home is nature"
2. https://nsportal.ru/sites/default/files/2015/04/22/nash_dom_priroda.doc