Education is ecological preschoolers and schoolchildren in Russia. Development of environmental education

The environmental problem of nature and man at the moment is relevant. In addition, the impact on the environment of human society is taking a serious scale. Only the joint activity of people, which takes place on the basis of full awareness of all the laws of nature, can save the planet. Man must understand that he is a part of nature, and it is on him that the existence of other living beings depends. To understand the significance of human activities, environmental education must begin with preschool age.

Importance of ecological education of preschool children

Pre-school institutions have moved to new federal standards of education, which imply the formation of ecological culture among children . The new generation should objectively look at the economic activities of man, take care of nature. The ecological education of preschoolers presupposes the formation of such skills.

Psychological and pedagogical characteristics of ecological development

Pre-school childhood is important for the further development of the child. It is in the first seven years of life that a child's personality develops, his mental and physical parameters are constantly being improved, and a fully-fledged personality is being formed. In the preschool period, the foundation of interaction with the living world is laid. Ecological education of preschool children implies the formation of the value of a living world, this task is decided by the kindergarten teacher.

History of development of ecological education

Teachers at all times have placed an important place in nature as a means of developing and educating preschoolers. The Polish teacher J. A. Kamensky believed that the living world is a real source of knowledge, a way of developing the child's mind, a means of influencing the senses. Russian educator KD Ushinsky proposed "to introduce children into the natural world", communicating useful and important properties of the living world, while forming the communicative skills of children.

Pre-school ecological education has acquired special significance since the middle of the last century. It was at this time that methodologists and teachers singled out as the main method - the formation of knowledge in preschoolers about the world around them. The development of ecological education among toddlers in preschool institutions continued in the 70-80s of the 20th century. At the end of the 20th century, new methods of teaching appeared, and the attention of methodologists and educators was again drawn to the ecological education of preschool children. The content of pre-school education became more complicated, new theoretical knowledge was introduced into it. New educational standards that would contribute to the effective mental development of preschool children were thought out.

Psychologists A. Wenger, N. Poddyakov, A. Zaporozhets theoretically substantiated the importance of ecological education of children, the importance of accessibility of visual-shaped education.

The theory of ecological education received the maximum push at the end of the last century. A new educational space became impossible without constant ecological education. In the Russian Federation, a special concept for permanent environmental education was developed, with the primary link in this system being the area of pre-school education. This period is characterized by the emotional perception of the children of nature, the accumulation of ideas about various types of life. It is up to 5-6 years is the formation of the primary basis of ecological thinking, the laying of the initial elements of ecological culture.

Author's programs created by psychologists and teachers are aimed at forming in the kids an aesthetic attitude to the surrounding reality and nature.

Examples of programs for preschool children

The program of S.G. and V.I. Ashikovs "Semicvetik" is aimed at the cultural and ecological education of preschool children, the formation in them of a rich, self-developing, spiritual personality. According to the authors of the methodology, it is ecological education and upbringing of children that teaches them to think, to feel the world around them, to perceive the value of the living world. The program presupposes the joint activity of preschool children and adults in the kindergarten, family, children's studios.

As you learn, preschool children expand their horizons, they create moral and aesthetic qualities. It is the ability to perceive the beauty that exists in nature, successfully implements the ecological education of children. The program contains two main topics: "Man", "Nature". Section "Nature" introduces the four kingdoms that exist on Earth: plants, minerals, animals, man. In the framework of the theme "The Man" the kids are told about the devotees of culture, national heroes who left a good trace on Earth.

The program "Our house is nature"

Environmental education and upbringing of preschoolers is also possible under the program of E. Ryzhova "Our house is nature". It is aimed at the formation of a creative, active, humane preschooler of 5-6 years, who has a holistic view of the surrounding nature, understanding the place in it of an ordinary person. Such an ecological education of pre-school children helps kids to get a detailed idea of the relationship in nature, acquire initial ecological knowledge. Educators teach their wards to be responsive to health, the environment. The program presupposes the development of initial skills of competent and safe behavior in everyday life and nature in preschool children, practical participation of children in the environmental work of their region.

The program assumes 10 blocks. Everyone has their own upbringing and teaching components, in which develop different skills: careful attitude, caring, the ability to see beauty. More than half of the program is associated with inanimate nature: soil, air, water. Three blocks are completely dedicated to living nature: plants, ecosystem, animals. There are sections on the interaction of nature and man in the program. The methodology of environmental education also has support in the form of developments in the development of a developing environment in the DU, and there are special recommendations for conducting classes.

The author places special emphasis on the danger of waste produced by mankind. In order for the kids to be interested in the classes, a special place is given to ecological tales, unusual stories about wildlife.

The Young Ecologist Program

This course was created at the end of the last century by S. Nikolaeva. The first theory and methodology of environmental education, proposed by the author, has two subprograms. One part is devoted to the ecological development of preschool children, and the second part involves the improvement of the qualifications of kindergarten teachers. The program has a full theoretical justification, the methods of ecological education used are indicated. Particular attention is paid to the practical part, involving the children in caring for plants and animals. Kids, doing various experiments, find out what conditions are necessary for the growth and development of plants. They learn about the structure of the solar system, the laws of nature. Environmental knowledge, according to the idea of the author, should become a means of forming love for nature, the inhabitants of our planet.

Ecological education of schoolchildren has become popular in many regions of the Russian Federation. Thanks to the joint work of environmentalists and teachers, there are techniques that take into account social and natural local conditions that allow preserving national traditions.

Methodologists engaged in pre-school education understand the importance of inculcating ecological culture from the younger preschool age.

Observation in environmental education

Any education, including environmental, involves the use of certain methods. The upbringing and comprehensive development of preschool children is carried out in a variety of ways. The most effective way is to introduce children to nature. Kids are interested in all natural phenomena: snow, rain, rainbows. The teacher should develop the habit of observing natural phenomena. It is in his job to bring up love for observation, the formation of skills for caring for animals and plants. The teacher should explain to his charges the importance of caring for living organisms, intolerance to damage to plants, animals. The essence of observation is the cognition of natural objects with the help of visual, tactile, olfactory, auditory sense of smell. By observation the educator teaches children to distinguish different signs of natural objects, orient themselves in connection with living and inanimate nature, distinguish between animals and plants.

Supervision presupposes an activity organized by the teacher, aimed at prolonged and active study of the phenomena of nature by children.

The goal of observation is development of skills, additional education. The ecological direction in many pre-school institutions has been chosen as a priority, which is a direct confirmation of its importance and relevance.

Psychologist S. Rubinshtein believes that observation is the result of comprehension of the natural phenomenon seen by the child. It is in the process of observation that education, environmental perception of what is seen. KD Ushinsky was sure that it is the visibility that characterizes the process of observation that gives him such efficiency and effectiveness. A variety of exercises offered to kids 4-6 years of age, based on observation, contribute to the development of logical thinking, observation, concentration. It is difficult to imagine without supervision any pre-school education: ecological, moral, artistic.

Teacher EI Tikheyeva believed that it is the activities that imply observation that help to shape the speech of the toddlers. In order for the educator to achieve the goal, he uses special methods that allow him to organize an active perception of pupils. The teacher asks a question, which involves exploring, comparing, establishing the connection between different phenomena and vows of living nature. Thanks to the inclusion of all children's senses in the work, observation allows you to fully understand the necessary knowledge. This process implies concentration of attention, and therefore, the educator is obliged to clearly control the volume, time, content of the study.

It is through observation that preschoolers learn about nature, remember its objects. Specific, vivid, memorable images, the child perceives faster. It is this knowledge that he will use in his later life: during lessons, during hikes.

What is the significance of observation for the ecological education of preschool children?

This method demonstrates to the kids the naturalness and diversity of the living world, the relationship between its objects. With the systematic use of observation, children learn how to look at details, notice the slightest changes, and develop their observability. Such a technique allows to form aesthetic taste in toddlers, to influence their emotional perception of the world. The educator works with children using different kinds of supervision. Recognizing observation is used to:

• To form a representation in children about the diversity of the world of animals and plants;
• To learn to recognize objects of nature;
• To acquaint with the features, qualities of the object of nature;
• To form ideas about the development, growth of animals and plants;
• To know the features of seasonal natural changes

In order for the method to be as effective as possible, the educator prepares additional handouts. Creating applications from individual parts, modeling animals, help realize the knowledge that was obtained by the preschooler during the observation.

Long-term observation is suitable for children 5-6 years. The children analyze the growth, the development of the plant, distinguish the changes, reveal the similarities and differences between the initial and final species of the plant.

Long-term observations suggest a detailed study of the relationship between plants and their habitat, as well as an analysis of morphofunctional fitness. Without the constant supervision and assistance of the caregiver, such an option of observing the results will not bring.

Modern preschool education: ecological, moral, artistic, chooses the preschool institution itself. Some kindergartens allocate for each group the direction of development, or use in work several directions.

If in the preschool center the emphasis is placed on the ecological development of the kids, a program is selected. It involves setting clear goals and objectives. The goal is set specifically, taking into account the age features and physical development of children.

The tasks should take into account the cognitive nature, the focus on the thinking activity of preschool children, the need to seek answers to specific questions posed by the educator in the course of classes.

Studies carried out by child psychologists have confirmed the importance of the systematic nature of environmental education. Children who have become acquainted with a living and inanimate world in 3-4 years, adapt to schooling more quickly, do not have difficulties in communicating with peers, have good speech, memory, attention. Knowledge gained in kindergarten, preschool children deepen, supplement, systematize at the lessons in primary school. GEF, introduced into preschool education, suggests the formation of elementary concepts in children about objects of living nature.

To achieve this result, various methods for the ecological education of children are proposed.

Observation Techniques for Preschoolers

Weekly course of familiarization of children with seasonal natural changes was created by SN Nikolaeva. The author suggests every month for one week to observe the weather:

1. Daily analyze the weather.
2. Consider trees and shrubs, the cover of the earth.
3. Watch the animals that are in the living corner of the kindergarten.
4. Daily fill calendars of nature.

The technique of SN Nikolaeva assumes the displacement of "weeks of observation" every month for one week. As a result, a weather map is compiled, according to which the children analyze the changes in the animal and vegetable world. During the observation of the weather, the children identify specific phenomena, determine their intensity. When studying the weather, they pay attention to three parameters: determine the state of the sky and the type of precipitation, the degree of heat or cold, the presence or absence of wind.

Such daily observations of changes occurring in the weather, the educator organizes variously, lively, so that the interest of the children does not decrease, but grows. This "ecological week" is an excellent chance to instill love for nature, to form ideas about the seasons, their characteristics.

Conclusion

The information about the environment that will be received by the kids during the simplest observations, conclusions, experiences, will help children understand the diversity of the living and nonliving world. Classes of ecological orientation, taking into account the physiological, psychological characteristics of preschool age, will help kids to get acquainted with natural phenomena, understand their importance, purpose. A child who, from an early age, is accustomed to love, appreciate nature, will never cut down trees and shrubs, torture animals, and tear flowers. Ecological education is an important part of preschool education. Various methods developed by children's psychologists and environmentalists, help to educate in future first-graders love of trees, flowers, birds, animals, fish. In many pre-school institutions for environmental education created their own living corners. Care for their inhabitants contributes to the formation of ecological culture.