Olga Ivanovna Zhemkauskene
Ecosystem of early childhood education

V modern world Information technologies and resources are developing rapidly. Including there are those that are intended for use in the system education. Today there is a rethinking of the process of education and upbringing of children in preschool education. New concepts are being developed education, new techniques and methods. In particular, new terms appear, and one of them was the concept «» .

Costs understand the concept« ecosystem» . The term was first proposed by the English ecologist A. Tensley back in 1935. He defined the ecosystem, as a biological system (biogeocenosis, consisting of a community of living organisms (biocenosis, their habitats (biotype, a system of connections) that exchanges matter and energy between them. In addition, the ecosystem is complex, self-regulating, self-developing and self-organizing system.

Absolutely any ecosystem is characterized by that the living organisms living in it interact with any other object in the same system, in a joint environment. Based on these provisions, one can draw a parallel to the concept « early childhood education ecosystem» , where biogeocenosis is preschool education, biocenosis - subjects educational-educational process, biotype - educational institutions, and the exchange of matter and energy implies interaction with each other during the exchange of information.

Center ecosystem is a child. The education and upbringing of the child in ecosystem takes place not only in preschool educational institution, but also in organizations of additional education, in library, music school, Houses. So way, concept « early childhood education ecosystem» includes a complex of pedagogical approaches, pedagogical technologies, reflected in the unity and suitability of use aimed at the formation of a comprehensively and harmoniously developed personality of the child, active, able to act independently.

To achieve the most effective results, it is necessary to create new opportunities for development preschoolers. This requires the development of new practices, new methods that meet the needs of modern society, modern information technology subject to the mandatory cooperation of teachers with parents and the public interested in quality education and upbringing of the younger generation.

It should be assumed that the prerequisites for the development « early childhood education ecosystems» says the introduction of federal state educational standard of preschool education. The developers of the Federal State Educational Standard take into account the trends of modern society, which are reflected in the federal document. Based on this document and what ecosystem cannot function if at least one of its components is missing, we can conclude that an important role in the development of children preschool age is played by the developing object-spatial environment preschool . It is subject to special requirements: accessible, safe, rich in content, transformable, multifunctional. The content of the development environment should ensure conceptual integrity educational process and equipped with environmentally friendly equipment.

Developing object-spatial environment, as part of ecosystems, should not remain within only one group, but should concern the entire space of the kindergarten. If children are included in the creation of a developing environment, then this will ensure the formation and development of their independence, creative thinking, and activity. A component for the formation of environmental consciousness is the recycling of materials. At this point, children learn the skills of non-waste use of materials.

In order for the ecological preschool education age has reached a new level, it is necessary on the territory and in the children's educational institution to expand and deepen the developing object-spatial environment. For example, in DO organize book museums, exhibitions of stones and interesting finds; on the territory to create an ecological path, a summer theater, a glade of fairy tales, mini-gardens.

The education and upbringing of children under such conditions will be aimed at obtaining, forming elementary ecological ideas, knowledge, which will be the starting point for a correct, conscious attitude preschoolers to the environment, the development of cognitive abilities.

In addition to scientific knowledge about the world around us, ecological education should be colored aesthetically, which will contribute to the formation of an aesthetic perception of nature and the world around us. The formation of ecological culture, its foundations, can take place in the form of various forms: targeted excursions, caring for plants, in specially organized situations, ecological holidays, observations, etc. The main goal is to develop in children the ability to perceive and appreciate the beautiful, understand the significance of the world around them, take care of the surrounding plants, animals, people. A well-designed early childhood education ecosystem.

Related publications:

Many materials of my colleagues from all our regions are devoted to the creation of a developing subject-spatial environment of a preschool institution.

In the Belovsky district on August 24-25, 2017, an August conference “Municipal quality assessment system.

Kindergarten as an ecosystem Today we can say that a modern child and the possibilities of its development are influenced by many factors. Among them.

Ecosystem of early childhood education“The standard of preschool education is a standard for supporting the diversity of childhood, a standard for the development of a child's personality. preschool standard.

Abstract of the lesson on the world around “Forest ecosystem. Trees" Summary of the lesson on the world around The topic of the lesson: “Forest ecosystem. Trees» Grade: 3 Type of lesson: explanation of new material Lesson purpose:.

Positive socialization of preschool children in the context of the implementation of the GEF of preschool education Annotation. The article considers preschool age as a favorable period for social development through social relationships.

Presentation "Comparative analysis of the Federal State Educational Standards for Preschool Education and the Federal State Educational Standards for Primary General Education" Slide 1 Dear colleagues, today we will discuss the issue of the continuity of preschool and primary general education Slide 2 Speaking of age.

Problems of preschool education Problems of preschool education. Undoubtedly, the period of preschool education is an important stage in the development of the child. It is at preschool age.

Project "Mini-Ecosystem of Baikal" Where there was an empty place, where there was nothing, Let everyone plant a tree and not forget it. V. Berestov. The project was developed within the direction:.

Implementation of the Federal State Educational Standard for Preschool Education: Musical Development of Preschool Children The first thing to note, having become acquainted with the Federal State Educational Standard for Preschool Education, is orientation.

Authors: Kazantseva Natalya Vitalievna, Karimova Irina Mikhailovna
Position: educator preschool age
Educational institution: MKDOU kindergarten combined type No. 2 "Firefly", Vyatskiye Polyany, Kirov Region
Locality: city. Vyatskiye Polyany, Kirov Region
Material name: Report
Topic:"Ecosystem in a preschool organization"
Publication date: 07.06.2018
Chapter: preschool education

Report

"Ecosystem in a preschool organization"

"The world surrounding the child,

- it is first of all the world of nature

with an infinite wealth of phenomena,

with inexhaustible beauty.

Here, in nature, is the eternal source of the child's mind"

V. Sukhomlinsky.

growing

ecological

Problems

encourage

intensive search for ways to comprehend the values ​​of nature, means of development

ecological

thinking

population

Continuous

ecological

education is a necessity, the awareness of which is already present not only among

specialists,

significant

Private

population.

save the planet and this desire must be developed from childhood.

ecological

education

integral

preschool

pedagogy,

age

are laid

personal

culture.Home

ecological

upbringing

is

formation

ecological

cultures:

careful

the relationship of the child to the nature around him, to things and materials of natural

origin, which he enjoys, awareness of himself and other people

parts of nature.

teachers

children's

permanent

in-depth

aimed at the implementation of specific tasks environmental education:

Communication, consolidation and enrichment of knowledge about the world around;

Formation of the habit of taking care of nature and its inhabitants;

Development of the ability to find relationships between phenomena, objects and

draw conclusions;

Raising a love for nature native land.

apply

various

environmental education of preschoolers: daily observations of phenomena

in nature and in the process of caring for plants, specially organized games

and learning situations, targeted excursions, holidays and entertainment, creative

workshops, environmental campaigns and subbotniks, experiments, experiments, etc.

In addition, classes are systematically conducted on seasonal changes in nature,

about animals living in different ecosystems, about plants growing in

different climatic zones, on the streets and parks of the native city, on the territory

children's

Attention

teachers

given

joint

children studying ecological spaces on the territory of the kindergarten.

In-depth work on the study of ecosystems (forest, meadow, reservoir, steppe, etc.)

subordinate

show

organism

natural

relationships and

unpredictable consequences. In the process of studying any ecosystem, one can

identify three levels of environmental knowledge:

Objects of nature without any connections;

Objects of nature in interconnection (thus, learning what these or those

animals,

are building

relevant

determine the value of one object for another, for example, the value of a forest for

rivers, etc.);

Processes affecting objects (first considered, seasonal

phenomena based on the action of natural factors; Secondly,

effects caused by human activity

For practical study of objects and natural phenomena on the territory

children's

teachers

specialists

educational

ecological path.

Ecological

specially

developed

equipped

route to nature. Creating an ecological trail on the territory of the kindergarten,

tried

maximum

use

wealth

trees,

shrubs, herbs, which for 40 years have been carefully preserved by more than one

generation of employees and parents. We have included in the plan of the ecological trail

different species of trees, shrubs, grasses and mosses to visualize

children distinctive features different life forms of plants.

Territory

children's

enough

recreated

fragments

natural

vegetable

communities,

characteristic

Kirovskaya

helps teachers to acquaint children with representatives of the local flora and fauna,

meadow

ecosystems.

observe

diversity

insects,

invertebrates

animals

natural

conditions

habitats, as they are associated with certain plants, features

food and accommodation.

The natural objects of the ecological trail include:

1. Trees

(holly,

Tatar),

small-leaved,

fluffy, warty, spruce, larch, mountain ash, oak, pine, cedar,

2. Shrubs - lilac, wild rose, sea buckthorn, acacia.

3. Old stumps.

4. Meadow grasses

5. Forest herbs

5. Birch grove.

6. Garden - apple, plum, cherry.

7. Anthills.

8. Log.

stylized

specially

created objects

ecological

Flower beds.

2. Alpine slide.

3. Birdhouses.

4. Bird feeders.

5.Children's weather station.

6. Rural yard.

7.Children's garden.

8. Corner of medicinal plants.

9. Corner of the forest

10. Glade of insects.

Ecological

constantly

is being updated.

the present

almost all trees of our natural zone grow. Our students have learned

recognize

contributed

observation, but also the organization of didactic games "Guess the tree by the sheet",

“Run up to the tree that I will name”, “Guess from the description”, etc.

held

"Fabulous

feeder",

pleasure

accept

parents.

feeders,

made

are placed

pleasure

site.

forget

observing birds flying to the feeders, children can name them,

determine the characteristics of their behavior, but most importantly, children understand that

the life of birds, especially in winter, when it is difficult for them to get food, depends on us.

Practical

observations

natural

conditions

process

"travels"

trail help

expand

deepen

received

classes.

pupils comprehend the inextricable unity of nature and man, come to

awareness that wildlife lives according to its own laws, doing without

human help.

The territory of the preschool educational institution is a kind of ecosystem, but it is no longer artificial

created, because all connections for natural ecosystem, not broken

and not isolated from each other. This ecosystem is sustainable, capable of

to self-renewal, as it is in its natural habitat.

Premises

children's

peculiar

eco system,

reminiscent

miniature.

exists

energy and resources, and its main inhabitants are people (educators and

children), plants surrounding them.

There are many different plants in the preschool, which are observed and cared for

preschoolers. Flowers in the premises of the kindergarten play not only an aesthetic

mood,

moisturize,

heals

highlighting useful

substances

phytoncides,

killing

microorganisms.

plants,

room,

oxygen

microorganisms.

room

chlorophytum,

Plants,

absorbing

some

technical devices. Moreover, the worse the air quality for a person, the

better for the plant. Some houseplants are used as medicines,

for example, aloe and kalanchoe, the leaves of which are applied to boils, and the juice

accept

various

domestic

diseases.from

grown

window sill of the onion we get vitamins.

One of the ecosystems in the preschool educational institution is the "Window Garden", which can

stay green all year round. Children, together with teachers, sow in it

grain crops, then observing their growth, analyzing Better conditions for

germination

quality

source

vitamins

is an onion grown on a windowsill.

dependencies

age

pupils,

are located

artificially created mini-ecosystems: the multi-tiered forest ecosystem,

meadow, desert, coast

Arctic

the opportunity to visually and easily convey to children the diversity of the environment

Purposeful

systematic

implementation

process

stimulation

cognitive

interest

is an

effective

factor of environmental education in the preschool educational institution. The team of our preschool

institutions have made some progress in this direction. wanted

stop at them:

Diploma of the laureate of the district competition "Beautiful School - 2008" II

degree in the nomination "The best territory of an educational institution"

Gratitude from the administration of the city of Vyatskiye Polyany Kirovskaya

ecological

upbringing

preschool

age.

Diploma of the 1st degree of the regional competition "Beautiful School - 2015" in

nomination "Gardens of nature".

Letter of thanks for active participation in the regional competition

environmental and civil initiatives "EcoGreen" and a special nomination

"Ecology in Literature" - in 2015.

Certificate of participation in the international game competition "Man

and nature" - 2017.

teachers

pupils

environmental

olympiads,

competitions,

publications

municipal

international level.

Kindergarten is the first link in the system of continuous environmental

education, so it is not by chance that teachers face the task of forming

preschoolers

culture

rational

nature management.

The accumulated knowledge of preschool children is not an end in itself. They

necessary as a condition for the development of emotional, moral and effective

relationship to the world.

look around

look around

premises,

named places have their own microcosm, their own ecosystem, created by artificial

or naturally. And we, people, live in this environment, next to its small

inhabitants - animals, plants. And our souls, like plants: will fall into

a seed on the ground, it will rain, the sun will warm and the seed has sprouted! Everyone

care is needed - and the tree, and the flower, and the butterfly, and the ant, and even the almighty

to a person. Care of Nature! And in order for this care to be enough for everyone, we need to

save her!

Material prepared:

Kazantseva Natalya Vitalievna,

Karimova Irina Mikhailovna

slide 1

Municipal preschool educational institution kindergarten "Topolek" r.p. Tokarevka, Tambov region

slide 2

Model of ecological upbringing and education of preschool children The purpose of ecological education: Formation of the beginnings of ecological culture in children, development of ecological consciousness, thinking, ecological culture in adults (educators, parents) who educate them. Developing environment: Ecological path, laboratory, alpine slide, artificial reservoir, flower beds, educational garden, Dr. Aibolit's corner (medicinal plants), living corners with animals: guinea pig, parrot, aquarium fish, plants; bird pole, poplar alley, orchard.

slide 3

Ecological and educational block. Tasks: -development of ecological ideas; -development of cognitive skills; - mastering the skills of caring for living beings.

slide 4

Forms and methods of work: 1. Ecological classes; 2. Circle work. Children's fantasy. 3. Lessons of thinking. Why does the tree have green needles? Where do birds sleep? How does a birch breathe? Why are the leaves blooming? 4. Excursions. Search for autumn signs. Park in winter. Meadow plants. To the pond. 5. Ecological games. - Imitation (Ecological pyramids); -Competitive ("Question-answer", etc.); - Travel games ("To the bottom of the sea", etc.); -Didactic (“Who lives where”, “Who has what kind of house”, etc.). 6. Ecological trail.

slide 5

7. Observations. Why do cats walk quietly? What do we know about the dog? What are the trees? Clouds are white-winged horses! 8. Examination of reproductions of paintings, illustrations. 9. Laboratory of a young ecologist: - conducting experiments; - Viewing collections. 10. Classes in a corner of nature. 11. Walks in the kindergarten area and beyond. 12.Modeling: Whose legs are these? Track down? Settled in the house.

slide 6

Ecological and health-improving block Tasks: formation of health and healthy lifestyle children's lives by means of nature. Forms and methods of work. 1. Traditional system health work in the fresh air (morning exercises, hardening, etc.) 2. Hiking around the site and beyond. 3. Psychological trainings involving animals. 4. Walking along the path of health (lined with cones, pebbles, twigs, chestnut seeds, shells walnuts, straw). 5. Phyto-corner. (Respiratory exercises in the corner of volatile plants.) 6. Classes in the corner of Dr. Aibolit. (About medicinal plants.) 7. Safety lessons. The road to the house (about the rules of behavior on the street). Sultry summer (of hot weather). So tasty and dangerous (about berries, fruits, vegetables). Let's go swimming! 8. Outdoor games (edible-non-edible). 9. Phytobar, rinsing the mouth and throat with decoctions of plants: chamomile, sage.

Slide 7

Slide 8

Ecological-aesthetic block Thanks to the perception in nature and art, a person discovers beauty in himself. V.A. Sukhomlinsky. Tasks: - the formation in children of the ability to see and understand the beauty of nature, to protect beautiful creations; - development of aesthetic taste in children through natural objects; - development in children of positive emotions and feelings from communication with nature.

Slide 9

Forms and methods of work: Integrated classes (isoecology, ecology and music, ecology and fiction). observations in nature. Autumn leaf fall. Fluffy white snowflakes fall. Silver frost. April, April - drops in the yard again. 3. Ecological exhibitions. Such different trees (photo). What does it look like (boughs, stones similar to any object of wildlife). Drawing winter. What can be done from natural material. Man and his good deeds on Earth. 4. Ecological entertainment and holidays. Vosenushka-autumn! Hello winter guest! The day of arrival of the rooks. Summer is red, the sun is bright! 5. Ecological actions. Beauty will save the world. Our kindergarten is a green house. 6. Collecting. 7. Day of ecological creativity. 8. Examination of reproductions of paintings, illustrations.

slide 10

slide 11

Ecological and moral block. Tasks: -formation of emotionally positive attitudes of children to nature; -accumulation of children's experience of humane treatment of plants and animals; -formation of understanding of the dependence of the state natural world from human actions.

slide 12

Forms and methods of work. 1. Ecological trainings with animals. 2. Ecological actions. We build castles for birds. Sanitary day. Plant a tree. Feed the birds in winter. We care about everything, etc. 3. Integrated classes (ecology-social world, ecology-fiction). 4. Role-playing environmental games. City construction. We rest in the forest. Green patrol, etc. 5. Lessons of kindness. How to take care of indoor plants? What should be done to avoid scaring the animals? What do you feel when you hug a tree? When have I been kind to nature? What has nature told you? 6. Conversations. 7. Discussing and playing situations, the plot of books. 8. Classes in a corner of nature. 9.Psychological training with the participation of animals.

Information about MDOU - kindergarten 446 Address: st. Bauman, 43, phone Address: st. Baumana, 43, phone MDOU works under the program "From Childhood to Adolescence" MDOU works under the program "From Childhood to Adolescence" Uses partial programs of T.N. Nikolaeva "Young Ecologist", 2003 Uses partial programs of T.N. Nikolaeva "Young Ecologist" ”, 2003 “Fundamentals of safety for preschool children” R.B. Sterkina, O.L. Knyazeva, N.N. Avdeeva, 2005 "Fundamentals of safety for preschool children" R.B. Sterkina, O.L. Knyazeva, N.N. Avdeeva, 2005

Contents of FGT Area "Safety": Area "Safety": formation of ideas about situations dangerous for a person and the natural world and ways of behavior in them; formation of ideas about situations dangerous for a person and the natural world and ways of behavior in them; familiarization with the rules of safe behavior for a person and the environment. familiarization with the rules of safe behavior for a person and the environment. Area "Cognition": Area "Cognition": sensory development; sensory development; development of cognitive research activities. development of cognitive research activities.

Purpose: formation of the foundations of ecological culture of all participants in the educational process (children, parents, teachers). environmental education tasks. environmental education tasks. study of the possibility of raising the level of ecological culture of teachers, parents, children; study of the possibility of raising the level of ecological culture of teachers, parents, children; formation of motivational readiness for testing new forms, types and content of activities; formation of motivational readiness for testing new forms, types and content of activities; use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of environmental culture; use of additional opportunities for the integration of specialists, educators, children, parents in the work on the formation of environmental culture; at the level of children: fostering love for nature through direct communication with it, the perception of its beauty and diversity; at the level of children: fostering love for nature through direct communication with it, the perception of its beauty and diversity; formation of knowledge about nature; formation of knowledge about nature; the development of empathy for the troubles of nature, the desire to fight for its preservation. the development of empathy for the troubles of nature, the desire to fight for its preservation. diagnostics of the level of knowledge, skills, relations of all subjects of education; diagnostics of the level of knowledge, skills, relations of all subjects of education; ensuring the continuity of environmental education in the system: preschool educational institution - family ensuring the continuity of environmental education in the system: preschool educational institution - family

The work is based on the following principles: local history; local history; pedocentrism (or "positive centrism"); pedocentrism (or "positive centrism"); natural conformity; natural conformity; scientific character and accessibility of concepts; scientific character and accessibility of concepts; "spirals"; "spirals"; interdisciplinarity and content integration; interdisciplinarity and content integration; from simple to complex from simple to complex

Indoors Research Center Corners of nature Mini-museums Mini planetarium Ecological theater Nature calendar Indoor plants Animals Aquariums Kitchen garden on the windowsill Pharmacy on the windowsill Library Ecological trail Garden Flowerbeds and lawns Natural and landscape features of the territory Ecological space model in the preschool educational institution Corridors and hall Music and sports hall Trees and shrubs On the group site

Methods and techniques used in environmental education DOE observation method with the connection of various analyzers, observation method with the connection of various analyzers, experiments and experiments, experiments and experiments, problem situations or conducting experiments (allowing "to discover new knowledge"); problematic situations or conducting experiments (allowing “to discover new knowledge”); verbal methods (conversation, problematic issues, stories - description, etc.), verbal methods (conversation, problem questions, stories - description, etc.), Practical activities in nature (labor in nature, ecological actions, visual activity with a reflection of nature), practical activity in nature (labor in nature, ecological actions, visual activity with a reflection of nature), game methods and games, game methods and games, practical work and search activities; practical work and search activities; excursions, excursions, project method project method

Forms of work with children classes; classes; excursions; excursions; practical activities in nature; practical activities in nature; environmental actions; environmental actions; environmental projects(pedagogical, child-parent); environmental projects (pedagogical, parent-child); holding environmental quizzes and competitions; holding environmental quizzes and competitions; production by children of environmental leaflets, posters, booklets, newspapers, mugs "Young ecologist", "Young researcher", "Young traveler" production by children of environmental leaflets, posters, booklets, newspapers, mugs "Young ecologist", traveler"

Environmental campaigns are socially significant events aimed at preserving natural objects: “Plant a tree” (for Earth Day), “Plant a tree” (for Earth Day), “Alley of graduates”; "Alley of graduates"; "Day of flowers" (planting flower alleys); "Day of flowers" (planting flower alleys); "Gift to loved ones" (growing tulips by March 8); "Gift to loved ones" (growing tulips by March 8); "Vitamins on the windowsill" (growing onions, dill, parsley for children's food, herbs for animal feed) "Vitamins on the windowsill" (growing onions, dill, parsley for children's food, herbs for animal feed) May 9), “May Bouquet” (growing flowers by May 9), “Beauty for All” (laying out new lawns, redevelopment of old ones); "Beauty for all" (breakdown of new lawns, redevelopment of old ones); "Bird Canteen" (manufacturing of feeders and feeding birds in winter), "Bird Canteen" (manufacturing of feeders and feeding birds in winter), "Forest Pharmacy" (collection of medicinal herbs), "Forest Pharmacy" (collection of medicinal herbs), “Knizhnika Hospital”, “Knizhnika Hospital”, “Cleanliness will save the world” (subbotniks on the territory), “Cleanliness will save the world” (subbotniks on the territory), “Herringbone - a green needle” (propaganda of the use of artificial Christmas trees in decorating homes), “Herringbone - Green Needle" (propaganda of the use of artificial Christmas trees in decorating homes), "Sharp Eye" (photo of beautiful places of the native land) "Sharp Eye" (photo of beautiful places of the native land) "Save the anthill" "Save the anthill" and others and others

Ecological commandments, the most important of them is “observance of silence” (as defined by L.P. Simonova), the most important of them is “observance of silence” (according to the definition of L.P. Simonova), patience (the ability to observe plants and animals for a long time), patience (the ability to observe a plant and an animal for a long time), attentiveness (children should be taught to find relationships in nature, check folk omens, predict the consequences of people's behavior), attentiveness (children should be taught to find relationships in nature, check folk signs, predict the consequences of people's behavior), thrift (to protect what is created by nature, "every bug is created by nature for something") frugality (to protect what is created by nature, "every bug is created by nature for something")

Conditions for organizing work with parents, developing the content of emotionally positive communication between children and parents in social and labor relations within the family, during the holidays; development of the content of emotionally positive communication between children and parents in social and labor relations within the family, during the holidays; creation of an ecological-developing environment for the purpose of the competence of teachers and parents in this matter; creation of an ecological-developing environment for the purpose of the competence of teachers and parents in this matter; methodological support, including work plans and summaries of activities for familiarization with nature. methodological support, including work plans and summaries of activities for familiarization with nature.

One of the forms environmental work with children and parents are projects. Tasks: development of communication skills and coherent speech, development of communication skills and coherent speech, development of research skills, development of research skills, ability to plan activities to obtain the final result, ability to plan activities to obtain the final result, increase personal confidence in each project participant, increase personal confidence in each project participant, conducting reflection (awareness of one’s activity, how the result was obtained, what difficulties were encountered, how they were eliminated, what the person felt at the same time conducting reflection (awareness of one’s activity, how the result was obtained, what difficulties were encountered, how they were eliminated, what did the person feel

Types of projects: research and experimental Properties of water Properties of water Insects in nature Insects in nature Air and life Air and life Conditions for plant life Conditions for plant life Kindergarten animals Kindergarten animals Aquarium and its underwater world Aquarium and its underwater world Wintering birds Wintering birds Our green friends Our green friends Feathered guests Feathered guests The role of plants in human life The role of plants in human life Pharmacy on the windowsill Pharmacy on the windowsill Garden on the window Garden on the window garden Eco-world of my family (our favorite garden, plants in the house, etc.) Eco-world of my family (our favorite garden, plants in the house, etc.) We invited nature into the house: Nature in the house. We invited nature into the house: Nature in the house. Aquariums in kindergarten Aquariums in kindergarten

Natural science projects Stories of stones Stories of stones What the stars will tell What the stars will tell Preservation of health Preservation of health In porridge our strength is home food In porridge our strength is home food We are similar: human movements and animal movements (games and exercises based on movements in nature) We are similar: human movements and animal movements (games and exercises based on movements in nature) Movement, sports, health Movement, sports, health

Creative projects Space adventures Space adventures Spacecraft Spacecrafts Family leisure Family leisure Journey of a boy Themes to the country of Health Journey of a boy Themes to the country of Health We put together a verse about not getting sick We made a verse about not getting sick Window of joy (holidays and traditions) in the preschool educational institution and the family) Window of joy (holidays and traditions in the preschool educational institution and the family)

Ecological education system in preschool

Ecological education of children of primary preschool age

• The task is to lay the first landmarks in the natural world, in the world of plants and animals as living beings, to provide an understanding of the initial connections in nature, an understanding of the need for one or two conditions for their life.
• The leading factor in intellectual development is a specific image of an object, actions with it, therefore, the leading activities in environmental education younger preschoolers are repeatedly repeated sensory examination of objects, objects of nature and practical manipulation with them.
• Practical modeling activities play an important role;
• The educator introduces the game as a method of environmental education. At this age, the plot game is just beginning, so the teacher selects simple and well-known images, game actions and words for IEE, through which the ecological content will be expressed.

The technology of ecological education of younger preschoolers includes the following components:

Various cycles of observations in everyday life (for aquarium fish, ornamental birds, spruce on the site in winter, autumn flowering plants, spring primroses);

Monthly observations of weather phenomena, which are accompanied by a daily calendar and dressing of a cardboard doll;

Participation in the feeding of wintering birds and observing them, which are recorded in a special calendar with picture cards with their image daily for 1-2 weeks at the height of winter feeding;

Germination of turnips in the winter and the creation of a calendar for its growth: observations of growing onions are carried out for 4-5 weeks by the educator in the presence of children and sketches are made with their help;

Joint activities of the educator with children in a corner of nature to care for indoor plants, an aquarium;

Storytelling and acting out folk tales looking at illustrations in books;

Conducting environmental classes once every two weeks;

Conducting environmental activities.

Ecological education of children of the middle group

• Children are more confident in all manifestations, possess the initial skills of independence, have more stable attention, more developed perception and thinking, better understand and reproduce the speech of an adult, and are capable of the first volitional efforts.
• An important feature of this period is the formation of a role-playing game, the great interest of children in it.

Technology of ecological education of children of middle preschool age

• cycles of observations of objects in the nature zone of the kindergarten ( aquarium fish, a decorative bird in a cage, a guinea pig living in a corner of nature, spruce, autumn flowers and spring primroses on the site);
• monthly observations of seasonal natural phenomena and the simultaneous maintenance of a calendar, including a cardboard doll, by dressing which children simulate the degree of heat and cold in one or another period of each season; these observations develop children's powers of observation, teach them to notice changes in phenomena;
• joint activities of several children and a teacher in a corner of nature, forming the ability to communicate with living beings, labor skills to maintain the necessary living conditions for them; developing the moral qualities of children, a meaningful understanding of the need for labor operations;
• feeding birds and observing them, maintaining a special calendar in January, which develops the moral qualities of children, their readiness to practically help the birds; preschoolers, in addition, acquire ideas about the diversity of birds, as well as the ability to fix these ideas on the calendar with the help of pictures;

• "garden on the window", growing two "didactic" bulbs in glass vessels (in different conditions), weekly observations of them and sketches on the calendar (observation develops, the ability to notice changes in growing plants, understand the significance of unequal conditions for their growth.
• reading throughout school year E. Charushin's short stories about animals, looking at books with his illustrations, holding a class at the end of the year dedicated to this author (this allows children to form a steady interest in observing nature, understanding that impressions can be creatively presented to other people - in the form of stories and drawings);
• reading or telling fairy tales "Little Red Riding Hood", "Doctor Aibolit", looking at illustrations in books and the subsequent inclusion of the main characters in the IOS; the use of dolls makes it easier for children to get acquainted with the ecosystem of the forest, with all its inhabitants, and with the help of Dr. Aibolit, to introduce children to an understanding of the value of health;
• weekly environmental classes, children consolidate and deepen the ideas about nature received in everyday life, or acquire new ones;
• in the classroom, the educator widely uses all types of IEE, which facilitate the assimilation of knowledge and gaming skills;
• conducting ecological leisure activities that develop a positive emotional attitude towards nature.

Ecological education of children senior group

• Children master the main movements, their relationships with adults and peers become more complex and meaningful, in the game they reflect not only actions and operations with objects, but also relationships between people.
• The mental abilities of children are improving: perception becomes more stable, purposeful and differentiated, memory and attention become arbitrary; the ability to analyze and generalize appears, figurative thinking continues to develop and logical (causal) thinking is intensively formed.
• Children better understand the speech of an adult, the symbolic designation of objects and phenomena; they begin to reason, draw conclusions, make assumptions.
• The technology of ecological and pedagogical work with children of the older group, based on the material of the previous age, develops, complicates it, i.e. is a new turn in the general system of ecological education of preschoolers - the formation of a conscious attitude to nature, to human interaction with it.

Ecological education of children of the preparatory group

• Of great importance are classes of in-depth cognitive and generalizing type.
• No less important are complex classes at which exhibitions of works of art are organized - the educator develops the aesthetic perception of children, their ability to feel and experience the beauty of nature, captured in various works.
• During the year, adults organize trips for children to the nearest ecosystems - excursions and trips to the forest, meadow, pond.
• The attitude to nature, to a favorable environment, to health is also formed during holidays and leisure activities of an ecological nature.

Diagnosis of environmental education of preschoolers

Ecological education of preschoolers involves:

• First, the formation of a conscious right attitude to wildlife;
• secondly, familiarization of children with nature;

Diagnosis of ecological education

preschoolers should be carried out taking into account their

age features in two directions:

• formation of ecological knowledge;
• environmentally sound attitude towards natural phenomena and objects.