Educational goals of the Russian language lesson. Modern lesson

Environmental education is unity ecological consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

A responsible attitude towards nature is a complex personality characteristic. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management, in active creative activities to study and protect the environment, in promoting the ideas of proper environmental management, in the fight against everything that has a detrimental effect on the environment.

Target environmental education- formation of a responsible attitude towards environment, which is built on the basis of environmental consciousness. This presupposes compliance with the moral and environmental principles of environmental management and the promotion of ideas for its optimization, active work in studying and protecting the nature of their area.

To forms of education ecological culture include the following: traditional training sessions, environmental games, environmental tales, ecological trail, workshops, experiments, etc. - those technological methods that, firstly, best meet the needs and capabilities younger age, and secondly, they allow you to change the consumer attitude of students towards nature.

Each form of organization educational process stimulates different types cognitive activity students: independent work With various sources information allows you to accumulate factual material and reveal the essence of the problem; the game creates the experience of making appropriate decisions, creativity, allows you to make a real contribution to the study and conservation of local ecosystems, and the promotion of valuable ideas.

Play is a valuable activity in its own right, providing a feeling of freedom, subordination of things, actions, relationships, allowing one to most fully realize oneself “here” and “now”, achieve a state of complete emotional comfort, and become involved in a children’s society built on free communication equals.

In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of the game.

A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, children reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.

The essence of games for development aesthetic perception nature is that children, in direct contact with natural objects(observations or closer contact - touching a plant, animal, stroking the trunk, leaves, etc.) should tell something interesting about an object of nature. These may be features appearance, features of growth, development, care or cases of careful (hard) attitude of people towards plants and animals. When playing these games, the following must be considered:

· children should have a wide range of ideas about natural objects;
· games are best carried out in a natural environment, so that children can approach a particular plant (animal), touch it, look at its condition (to develop an aesthetic, emotional perception of nature);
· the games of this block will give the best educational results if they are carried out with a small subgroup of children (5-7 children). Such an organization allows you to establish close emotional contact with children, call them to a frank conversation, gives all the children the opportunity to speak out, on the one hand, and on the other hand, it prevents fatigue and does not delay the progress of the game.

It must be emphasized that in games aimed at developing an aesthetic perception of nature, previously accumulated knowledge mental actions especially enrich and expand the sphere of feelings and experiences, giving them meaning. With such mental activity associated with nature, an emotional impulse is born, indifference and indifference are completely eliminated - mental tension increases, creative thinking, craving learn more new, super interesting and unusual things for yourself. A certain attitude towards nature as a whole and towards its specific object is created, attention to them becomes more acute, and, consequently, there is a process of emotional and psychological readiness to accept interesting and useful information about nature, i.e. a diverse interest in knowledge appears. The child becomes attentive to the natural world and everything that happens in it, takes the position of a protector and creator of beauty in nature. As a result, immediate emotional responsiveness is formed, the joy of upcoming knowledge, the excitement of meeting the unknown in nature, anticipation of unusual and wonderful encounters in this world, one’s strengths and abilities regarding the study of the surrounding nature.

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Game as a method of environmental education younger preschoolers

Introduction

Just twenty years ago there was no talk about ecology and environmental education for preschoolers. Currently, it has become one of the important areas preschool pedagogy and is implemented in many preschool institutions in the country. Almost all modern complex, basic programs There are sections on environmental education for preschoolers, and there are a number of additional programs. Regional and city conferences on environmental issues are held, special courses are taught in pedagogical universities and colleges, and environmental teachers have appeared in a number of preschool institutions.

The preschool institution today is called upon to show persistence in educating the new generation, which has a special vision of the world as an object of its constant care. Formation of environmental consciousness is the most important task preschool currently. There are a lot now environmental problems. And not only in Kazakhstan, but throughout the world. This happens because kindergarten has always paid little attention to environmental education. Current environmental situation is such that it is no longer possible to do without radical and comprehensive changes in almost all aspects of social life.

The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from objective world, begins to understand his place in the circle of close and familiar people, consciously navigate the surrounding objective-natural world, and isolate its values.

During this period, the foundations for interaction with nature are laid; with the help of adults, the child begins to recognize it as a common value for all people.

Game will help satisfy children's curiosity, involve the child in active exploration of the world around him, and help him master ways of understanding the connections between objects and phenomena. By reflecting impressions of life phenomena in images of play, children experience aesthetic and moral feelings. The game contributes to children's in-depth experience and expansion of their understanding of the world.

Recently there has been an intensive creative process in Kazakhstan. Teachers and ecologists are developing environmental education programs for children, taking into account local natural and social conditions, national traditions.

1. Theoretical backgroundusegames in environmentalraising children

Success in the environmental education of 2-3 year old children is ensured, first of all, by the teacher’s understanding of their psychophysiological characteristics. Children of this age are trusting and spontaneous, easily engage in practical activities together with an adult, react emotionally to his kind, unhurried tone, and willingly repeat his words and actions.

The leading factor in the intellectual development of a child of this age is the specific image of an object and actions with it. Words must follow actions - then the situation as a whole becomes clear to the baby and is assimilated by him. It follows that the leading activities in the environmental education of younger preschoolers are repeatedly repeated sensory examination of objects, natural objects and practical manipulation with them. Everything that can be given to children is offered to them for examination, in which the teacher includes as many senses as possible. Children take natural vegetables and fruits in their hands, stroke and examine them, squeeze, smell, taste, listen to how they creak or rustle, i.e. examine them in all sensory ways. The teacher labels each sensation with a word and asks the children to repeat after it.

The relationship between play (the leading activity of preschool children) and the process of accumulating ideas about nature is a little-researched issue, but promising. It can be assumed that finding optimal ways to include elements of role-playing games in the process of teaching and forming a system of ideas about nature in preschoolers will become effective means raising children: will ensure the improvement of methods of preschool natural history; will enrich the content and methods of independent play activities of younger preschoolers. Especially important achievement at the same time, it may be more successful in instilling in children a caring attitude towards plants, animals and the entire natural environment, which is important for solving issues of environmental education of children.

In recent decades, play activity preschoolers addressed close attention leading psychologists and educators. D.B. opened by Elkonin social nature and the mechanism of plot development role-playing game in the age-related development of the child. The researcher established the influence of gaming activities on the mental development of a preschooler, in particular on intellectual, moral and volitional development.

In the lives of children before school age play is the leading activity. Play is an emotional activity: a child playing is in a good mood, active and friendly. The effectiveness of introducing children to nature in to a large extent depends on their emotional attitude towards the teacher who teaches, gives tasks, organizes observations and practical interaction with plants and animals. Therefore, the first point, which combines two aspects of pedagogy (play and familiarization with nature), is to “immerse” children in their favorite activity and create a favorable emotional background for the perception of “natural” content.

The second significant point is related to the development of children’s attitude towards nature, which, within the framework of environmental education, is the final result. Psychologists consider play activity as a manifestation of a child’s existing positive attitude towards the content that it contains. Everything that children like, everything that impresses them, is transformed into the practice of a plot or some other game. Therefore, if preschoolers organized a game based on a natural history plot (zoo, farm, circus, etc.), this means that the resulting ideas turned out to be vivid, memorable, evoked an emotional response, and were transformed into an attitude that provoked it.

In turn, the assimilation of knowledge about nature through games that evoke emotions cannot but influence the formation of a careful and attentive attitude towards objects of the flora and fauna. And environmental knowledge, which evokes an emotional reaction in children, will enter into their independent play and become its content, better than knowledge whose impact affects only the intellectual sphere.

Play and environmental education are in some respects opposite: during play, the child is relaxed, he can take initiative, perform any actions that could make the game better or worse, but no one will get hurt, i.e. he is physically and morally not limited in this activity. Understanding nature and interacting with it require taking into account the specifics of a living organism and therefore impose many prohibitions and limit the child’s practical activities. That is why playful interaction with living beings, learning about nature in a playful way must be built according to certain rules.

The idea of including games in the learning process has long attracted the attention of educators. K.D. Ushinsky and many other leading teachers have repeatedly emphasized the ease with which children acquire knowledge if accompanied by play. Position of understanding the feasibility of using games in teaching children preschool age led researchers to the problem of developing didactic games, the purpose of which is to provide the best conditions for assimilation various concepts, development of skills and abilities. With the help of didactic games, various learning objectives: developing children’s mental activity skills, the ability to use acquired knowledge in new situations. A didactic game can be a form of organizing learning, a method of consolidating knowledge, and a means of developing moral-volitional, collectivist qualities.

Two points - the need for children to acquire knowledge about nature and mastery of ways to implement it in play - connect play activities with environmental education. R.I. Zhukovskaya saw a direct connection between knowledge and play. She identified the need for special game-activities, which were a learning stage in the development of independent role-playing games for preschoolers. Inclusion in the content of the lesson on the initiative of an adult of various structural elements games (playing with toys, creating an imaginary situation, acting out a plot, role-playing actions and relationships) will serve as a play model for children, a unique form of educational play.

There is no doubt that the more often the teacher uses the game in the classroom, the more successful and varied his findings are, the more effective their influence on independent gaming activity will be.

An analysis of the games recommended for kindergartens shows that they are extremely diverse in form and content. There are games with and without a specific plot. In the latter, game actions and rules are more clearly expressed. The basis of the plot game is the plot of some events, for the reproduction of which children are assigned the appropriate roles. An example would be the following games: “Fruit-Vegetables”, “Seeds”, “Flowers”, “Vegetable Storage”. In these games, children take on the roles of sellers, buyers, and workers.

Environmental education can also be carried out by introducing elements of role-playing games into the process of teaching younger preschoolers and developing in them a consciously correct attitude towards plants and animals, towards themselves as part of nature, towards materials natural origin and items made from them.

Joint research with I.A. Komarova showed that the optimal form of introducing role-playing games into the process of introducing preschoolers to nature are play-based learning situations. They are created by the teacher to solve specific didactic tasks included in natural history studies and observations.

Three types of IOS have been identified, the use of which has different didactic capabilities. These are IOSs built using analogue toys, dolls depicting literary characters, and various versions of the “Journey” plot.

The first type of IOS is the use of analogue toys depicting various natural objects. Exists huge amount animal toys and very limited quantity plant toys. The main point of using this kind of toys is to compare a living object with a non-living analogue. In this case, the toy helps to distinguish between ideas of a fairy-tale-toy and realistic nature, helps to understand the specifics of the living, and develop the ability to act correctly with a living object or subject. Last characteristic allows in some cases to use toys as handout, which is especially important for younger preschoolers.

Special attention should be paid to the parallel use of a toy and a living object. The toy does not replace anyone; it, like an animal (or plant), focuses the child’s attention on itself, in equally is a meaningful element of learning, which creates favorable conditions to find the differences between a toy and a living object. The use of a toy in a lesson must be in full accordance with its functional purpose: it helps to create play situations, reproduce play actions, and role-playing relationships.

So, research shows that a figurative toy can perform certain didactic function in the environmental educational process preschool education. It becomes an important attribute of classes in which children acquire knowledge about animals and plants.

The second type of IOS is associated with the use of dolls depicting characters literary works, well known to children. Teachers often use story toys: dolls, characters from familiar fairy tales (Buratino, Dunno, Parsley, etc.) to arouse interest and attract children's attention to the didactic goal of the lesson. But the role of game characters in learning is very small: they perform mainly an entertaining function, and in some cases interfere with the solution program tasks classes.

It was suggested that dolls-characters of some fairy tales, based on their literary biography, could be successfully used in nature classes. For this purpose, Cippolino, Dunno, and Carlson were chosen. The choice of these characters is not accidental.

Chippolino is very attractive to children and they like him for his courage, resourcefulness, and friendliness. In addition, its resemblance to an onion helps children to better understand the difference between a natural vegetable and its toy image. Cippolino knows a lot about vegetables, and the guys are always happy to meet him, as they are sure that Cippolino will tell them something interesting.

Carlson is, in a sense, the opposite character. He is known to the guys as a big braggart, a spoiler and a merry fellow.

It is no coincidence that Dunno bears her name. He boasts a lot about his abilities, but in fact, he is often unable to solve even the simplest issues.

It was assumed that the data fairy tale characters will be used in the classroom not for the purpose of entertaining, but as conditions that ensure the solution of didactic problems.

Thus, literary hero, brought to the lesson, is not just a cute toy that entertains the children, but a character with a certain character and form of expression. He is interesting to children because in a completely new situation he manifests himself with his typical characteristics, that is, he acts in his “role.” This is why Carlson and Dunno constantly find themselves in situations where knowledge and help from the guys are needed. Such moments are especially good because children change their position in learning: from being taught, they turn into teaching. Changing positions acts as positive factor learning - the mental activity of the children is activated. The use of a character doll based on his literary biography is an indirect form of teaching children, based entirely on the fairly strong play motivation of younger preschoolers.

The third type of IOS is various variants of the travel game: “Trip to an exhibition”, “Expedition to Africa (or to North Pole)", "Excursion to the zoo", "Journey to the sea" and much more. In all cases, this is a plot-based didactic game (or its fragments), present in classes, in observations, and in work. Essentially, all kinds of travel are the only type of game, the plot and roles of which allow for direct teaching of children and the transfer of new knowledge.

In each specific case, the plot of the game is thought out in such a way that children visit new places, get acquainted with new phenomena and objects as travelers, sightseers, tourists, visitors, etc. The teacher, taking on the role of a guide, tells and shows the preschoolers everything interesting for which they set off on their journey. In an IOS of this type, paraphernalia in the form of homemade cameras, telescopes and binoculars can be of great help.

All designated types of play-based learning situations require the teacher to prepare: thinking about the plot, play actions with toys, dolls, paraphernalia, techniques for creating and maintaining an imaginary situation, and emotional entry into the role. Learning using IOS can, in some cases, go beyond the allotted time - this is not dangerous, since a good game, creating an emotional mood in children, provides the maximum developmental effect.

2. Types of games

preschooler game literary education

They are widely used to introduce children to nature. various games. In the practice of preschool education, two groups of games are used - games with ready-made content and rules and creative games.

Games with ready-made content and rules. From this group of games, didactic and outdoor games are used to introduce children to nature.

D i d a c t i c h e s and g ry- games with rules that have ready-made content. In the process of didactic games, children clarify, consolidate, and expand their existing ideas about objects and natural phenomena, plants, and animals. At the same time, games contribute to the development of memory, attention, observation, teach children to apply existing knowledge in new conditions, activate various mental processes, enrich their vocabulary, and contribute to the development of the ability to play together. Games give kids the opportunity to operate with natural objects themselves, compare them, and note changes in individual external signs. Many games teach younger preschoolers the ability to generalize and classify.

Didactic games can be played with children both collectively and individually, making them more complex taking into account the age of the children. Complication should come through expanding knowledge and development mental operations and actions. Didactic games are carried out during leisure hours, during classes and walks.

Games-activities are conducted according to a specific program content. The teacher plays a leading role in them. Game form makes such activities entertaining; learning occurs in the process of following game rules and actions. Games and activities are held in all age groups.

Based on the nature of the material used, didactic games are divided into subject games, board-printed and verbal.

SUBJECTS and g ry- these are games using various natural objects (leaves, seeds, flowers, fruits, vegetables). Examples of such games include “Tops and Roots”, “Confusion”, “ Wonderful pouch", "Taste it", etc. In object games, children’s ideas about the properties and qualities of certain natural objects are clarified, specified and enriched.

It is good for younger children to give simple tasks (“Find a tree by a leaf”, “Test the taste”, “Find the same color”, “Bring a yellow leaf”, “Arrange the leaves in order - the largest, the smallest, the smallest”, etc.). d.), which allow children to practice distinguishing objects by qualities and properties. The tasks contribute to the formation of sensory skills and develop observation skills. They are carried out with the entire group of children and with part of it. Game exercises are of particular importance in the junior and middle groups.

Board-printed games- these are games such as lotto, dominoes, cut and paired pictures (“Zoological Lotto”, “Botanical Lotto”, “Four Seasons”, “Kids”, “Plants”, “Pick a Leaf”, etc.).

In these games, children’s knowledge about plants, animals, and inanimate natural phenomena is clarified, systematized, and classified. Games are accompanied by a word, which either precedes the perception of a picture or is combined with it (children develop the ability to reconstruct an image using a word), and this requires a quick reaction and mobilization of knowledge. Such games are intended for a small number of players and are used in everyday life. In the younger group, children most often select pictures depicting flowers, vegetables, fruits, animals in pairs or general map. IN senior group great place is given to games where children classify objects and make generalizations.

Word games- these are games whose content is a variety of knowledge and the word itself. They are carried out to consolidate children’s knowledge about the properties and characteristics of certain objects. In some games, knowledge about nature is enriched and systematized. Verbal games develop attention, intelligence, speed of reaction, and coherent speech. These are games like “Who flies, runs and jumps?”, “What kind of bird is this?”, “When does this happen?”, “In the water, in the air, on the ground”, “Necessary - not necessary”, etc.

Outdoor games nature studies are associated with imitation of the habits of animals and their way of life. Some reflect phenomena of inanimate nature. Such games include, for example, “Hen with Chicks”, “Mice and Cat”, “Sunshine and Rain”, “Wolves and Sheep”, etc. By imitating actions, imitating sounds, children consolidate knowledge; The joy gained during the game helps to deepen interest in nature.

Creative games with natural history content. Great value For children's development, they have creative games related to nature. In them, preschoolers reflect the impressions received in the process of classes and everyday life. The main feature of creative games: they are organized and conducted on the initiative of the children themselves, who act independently. During games, children acquire knowledge about the work of adults in nature (work on a poultry farm, in a pigsty, a greenhouse, etc.), there is a process of understanding the importance of the work of adults, positive attitude to him.

The independent nature of creative games does not allow the teacher to use them as a method of teaching children new knowledge, skills and abilities, but they help to identify the degree to which children have mastered certain knowledge and relationships.

The teacher should take a closer look at creative games in order to further take into account what knowledge the children have sufficiently acquired and what needs to be clarified and expanded.

During the lunchtime content of games, the teacher enriches knowledge about the work of adults on excursions, walks, showing filmstrips, and reading books. The games of younger preschoolers are especially influenced by the stories adults tell them about their work. Live communication with people arouses children’s interest in their work and helps enrich the content of games. In addition, it is necessary to create certain conditions for the development of creative games with natural history content: groups should have special sets of toys - animals, vegetables, fruits, agricultural machines, etc.

One type of creative games is construction games with natural materials (sand, snow, clay, pebbles, cones, etc.). In these games, children learn the properties and qualities of materials and improve their sensory experience. The teacher, directing such a game, gives knowledge to children not in finished form, but with the help of search actions.

Construction games can serve as the basis for setting up experiments that are organized to resolve emerging questions: why does snow form in some conditions, but not in others? Why is water liquid and solid? Why do ice and snow turn into water in a warm room?

In each age group conditions must be created for playing with natural materials at all times of the year. These are sandy courtyards, tables, rubber figures of people and animals, plywood silhouettes of houses and trees, pine cones, twigs, acorns, burdocks, metal frames used to sculpt snow figures, seals for creating “pictures” in the snow, equipment for making colored ice etc.

The value of natural material lies in the possibility of its varied use, which helps children discover more and more new properties and qualities of objects. The teacher must help students in the selection and use of natural materials.

3. Methods of teaching the game

The teacher carefully introduces the game as a method of environmental education. At this age, story play is just beginning, it is not yet the leading activity, so the teacher’s task is to select simple and familiar images, play actions and words for IOS through which the environmental content will be expressed. The best images for this purpose are the images of the fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”, “The Wolf and the Seven Little Goats”, “Zayushkina’s Hut”.

From the very beginning of the year, the teacher in both the first and second junior groups repeatedly tells and acts out fairy tales with bi-ba-bo dolls, starting with “Turnip.” The grandfather, who grew a good turnip in his garden, “comes” to classes with a “fruit and vegetable” theme (not only turnips grow in his garden, but apples and various berries grow in his garden), introduces the children to the most different fruits, participates in their examination, gives them a try, and generally treats children kindly.

The theme of domestic animals is easy to imagine with the help of Baba and Grandfather from “Ryaba the Chicken”, who, in addition to chickens, have a cow, a goat, a horse and other animals. Either Grandfather or Baba “comes” to classes, they talk about a cow with a calf, then about a goat with kids, show how they feed them with grass, hay, and water. The teacher gives the children the opportunity to participate in these operations as assistants - they feed toy (or depicted in the picture) cows and goats with hay, graze them, build barns for them, and imitate their actions and sounds. This game allows children to explore rural reality, develops their gaming skills, imagination, and consolidates their knowledge of fairy tales.

Each new game children need to be taught. Training is gradual.

In younger groups, at the first stage, the teacher plays the game together with the children. As the game progresses, he announces one rule and immediately implements it; during repeated plays, he informs additional rules. At the second stage, the teacher switches off from active participation in the game - he leads from the side: helps the children, directs the game. At the third stage, children play independently. The teacher only observes the actions of preschoolers. When interest in the game disappears, the teacher gives a new version of it.

The technology of environmental education for younger preschoolers includes the following components:

* various cycles of observations in everyday life (aquarium fish, ornamental birds, spruce on the site in winter time, autumn flowering plants, spring primroses). Each cycle includes 3-5 observations and allows children to gain the first concrete knowledge about these natural objects;

* monthly (for one week) observations of weather phenomena, which are accompanied by daily keeping of a calendar (using pictograms) and dressing a cardboard doll;

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

* sprouting onions in winter and creating a calendar for their growth: observations of growing onions are carried out for 4-5 weeks (once a week) by a teacher in the presence of children and sketches are made with their help;

* joint activities teacher with children in a corner of nature to care for indoor plants, an aquarium - children become familiar with labor operations and understand their significance for living beings;

* storytelling and acting out folk tales, looking at illustrations in books;

* conducting environmental classes once every two weeks;

* carrying out environmental leisure activities.

4. Practice of creation andusing game-based learning situationsdifferent types

Game-based learning situations with analogue toys

1. “Live and toy fish: comparison of appearance.” IOS can be used in nursery and secondary groups.

Didactic goal: to give children an idea of the structure of fish and the main parts of its body.

Children look at the fish in the aquarium, the teacher asks questions: what kind of body does the fish have? Where's the head? Where's the tail? What is he like? What do the fish have on their heads? Where is their back and where is their belly? What do fish have?

The teacher hands out toy fish to everyone, asks them to look at them from all sides, and trace the outline of the toy with their finger. Show and circle all parts of the body in turn. The teacher clarifies: “Head in front, tail in back, fins on back, tail, abdomen. Back on top, belly below. On the head there is a mouth, eyes, gill covers.” He asks how a toy fish differs from fish in an aquarium. Invites children to play with the fish themselves.

2. “Live and toy fish: comparison of behavior.” IOS for junior and senior groups.

Didactic goal: to identify with children the main differences: living fish live in water, swim independently and eat food; toy fish are not alive, they stand on a shelf, in a closet, and cannot swim on their own.

Define various ways interactions with live and toy fish: you can pick up toy fish and play with them in different ways (pretend to feed them, put them to bed, roll them, talk to them). You cannot take live fish out of the water - they will die. They need to be fed, the aquarium cleaned for them, and you can watch them.

The teacher invites the children to watch aquarium fish and asks where they live (in the water, in the aquarium). Reports that in kindergarten other fish live. He invites you to find them, tell them what kind of fish they are and where their habitat is (toy fish, they live on shelves in the closet, in the play corner).

Everyone is watching the fish in the aquarium. The teacher asks to tell what the fish do. Offers to find out: can toy fish swim? They pour water into a basin, put out toys, and observe. The teacher clarifies: fish do not swim, but lie on the water: they cannot swim on their own, since inanimate ones are toys.

Then they feed the aquarium fish and watch them eat the food. The teacher also offers to feed the fish in the basin, pour food into the toys, and observe. The teacher clarifies: they don’t eat because they can’t really eat, they are lifeless. But you can feed them pretend - cook porridge for them in the doll's corner. You can play with them - they are toys. You can hold them in your hands (after all, they are objects) and not worry about their life: they are inanimate. You can’t play with fish in an aquarium: you can look at them, you can sprinkle food on them, but you can’t take them out of the water: they are living animals - they can die.

The teacher lets the children go and says that they can play with toy fish or observe live fish on their own.

3. “Comparison of live and hatchery fish” - IOS for junior - middle groups.

Didactic goal: to clarify with children the understanding that living fish are creatures, animals.

They have a need for food, air, they are adapted to live in water - they have a smooth, streamlined, elongated body covered with scales; the head in front is pointed, passes into the body (no neck); there are many fins on the body that help move in the water; fish breathe air in the water using gills. They reproduce by giving birth to young or laying eggs. Pisces can feel - see, hear, detect an obstacle at a distance. Fish behave differently: they look for food, swim fast and slow, hide, rest, and sometimes fight. The wind-up fish is not living, it is made from artificial material, cannot eat, feel, swim, or produce offspring. She can swim if she is turned on: people have come up with a mechanism that allows the toy to move in the water.

The teacher first asks for aquarium fish, then demonstrates a wind-up fish in a basin of water. He asks to compare the fish: first say how they differ, then how they are similar. For each correct answer, children receive chips. After the children have exhausted all the knowledge, the teacher sums it up: “The most important thing: there are live fish in the aquarium. These are animals. They eat, swim, bear offspring, and are well adapted to life in water. An inanimate fish, a beautiful mechanical toy, swims in the basin. It is an item made by a person. The toy does not feel anything and cannot do anything on its own, without a factory.”

After searching for signs of similarity, the teacher clarifies: “Live and hatchery fish are similar only in appearance (in shape, structure and swimming).”

In conclusion, the children count the chips, line up in decreasing order, take turns winding up and launching the toy. The child who has the most chips does this first.

Game-based learning situations using literary characters

Younger preschoolers have many favorites, widely famous heroes fairy tales and books. A number of them are also cartoon characters. The biographical features of such literary characters can be used in natural history topics, to create situations that make it possible to clarify or expand children’s ideas, to evoke good feelings to plants, animals - to living nature. When developing IOS, it is important to use the most characteristic behavior fairy-tale heroes. For this purpose, a brief description of them is given, which will help the teacher create his own IOS.

Doctor Aibolit

Preschoolers associate the image of Aibolit with the idea of a good doctor who treats animals and takes care of them. Each doctor's office has an Aibolit doll with the famous suitcase, which contains a lot of doctor's supplies. This character can easily be included in a variety of play-based learning situations with children of different preschool ages. As part of the game actions of a “specialist doctor,” Aibolit can perform a very important (for environmental education) function - to give an example of the correct examination of his patients (that is, plants and animals - inhabitants of corners of nature), making a diagnosis (that is, determining the condition of living beings based on various external signs) and methods of treatment, writing prescriptions with various kinds recommendations.

IOS paraphernalia plays a big role in the development of the game with Aibolit: the doll itself should be medium in size, wearing a white robe and cap, glasses and a beard are desirable, symbolizing learning and kindness. Aibolit's suitcase, in addition to the traditional set, contains recipes (small blank pieces of paper), a pen, a stick for loosening the soil, a water thermometer, cotton wool, plastic scissors, a safety knife, etc. With Aibolit there should be an ambulance with green crosses on the sides (symbolizing help to nature ). The authority of Aibolit for children (due to frequent use) is very great, so IOS with Aibolit completely absorb the attention of any preschoolers. Classes with the game go better if a second adult is involved, playing the role of Aibolit.

“Aibolit examines indoor plants.”

Didactic goal: to teach children to carefully examine plants, find signs of their unhealthy condition, draw a conclusion about the lack of any conditions, find a way to improve their health, cultivate a caring attitude towards plants, understand that they are living organisms that need good living conditions.

The teacher informs the children that Aibolit has arrived at the kindergarten and is visiting the groups and inspecting the plants. It is proposed to remove the toys and restore order in order to welcome the guest. There is a knock and Aibolit is brought in by car. He says hello and says that spring has come, many plants have weakened over the winter. Therefore, he considers it his duty to help them and advise the children on how to properly care for the plants. The teacher asks the children to be present when inspecting the plants and to help him. He says: “Now we’ll see together where they stand and what they look like. You will name them, and I will check the soil, their leaves, stems, and tell you if they are healthy. If necessary, I will write out prescriptions.” Aibolit carefully examines each plant in turn, assesses the soil, the degree of illumination, and indicates signs of trouble. Can shake the plant out of the pot and inspect the root system. Finds out how often and with what water the flowers are watered, whether spraying, loosening, and fertilizing are done. Makes recommendations for each plant.

Kolobok

Kolobok, as the hero of a famous fairy tale, is interesting for two reasons: the fact that he meets various forest animals on his way, and the fact that he is a bread product, baked from flour.

“Kolobok delves into the life of forest inhabitants: the beginning of a journey.” IOS for the younger group.

Didactic goal: to give children an initial understanding of the characteristics of the life of a hare and a wolf in the forest.

The teacher draws the children's attention to the fact that a guest has come to the group - a beautiful, ruddy Kolobok. The guest says hello and wants to tell the kids an important thing: “Girls and boys, of course you know that I was eaten by a fox many times. I'm already tired of this, I decided to become smart - I don't sit on her nose anymore. It turned out that you can roll away from it the same way as from others - you just have to sing the song to the end. Let's sing together:

I, Kolobok, Kolobok:

The barn was swept, the bottom of the barrel was scraped.

I left my grandmother and left my grandfather.

I left the hare and left the wolf.

I left the bear and I left you too, fox!

I rolled and rolled, the fox only saw me! That's how I became smart and began to think: how does everyone live in the forest? I roll and roll along the path, but I don’t know anything about the forest. So I came to you. I know that all the teachers tell the little kids everything.”

The teacher invites the children to show Kolobok a picture about a hare in the forest and tell him how he lives there, what he eats, what he does in winter and summer. Everyone looks at the picture, the teacher encourages the children to make statements, supplements their answers with short explanations, addressing mainly Kolobok.

Game-based learning situations such as travel

The plot of a travel game is traditional for preschoolers, numerous variations of which are acceptable for children different ages. At the same time, their attention can be focused on different points: performing travel actions; maintain role relationships during the trip. The attention of the players can be focused on the various, including new, impressions that travelers receive during the trip. This side of the game can be successfully used in didactic purposes introducing children to nature.

Examples of games: “Zoo Babies”, “Walk in the Forest”, “Visiting an Exhibition”.

5. The role of games in environmental education of younger preschoolers

Preschool childhood is a period of play. This type of activity in childhood prevails over all other activities of the child. The game has an effect on small child developmental impact. In outdoor games, coordination of movements is improved, motor skills and abilities are developed, and strength and endurance are developed. In role-playing games, a preschooler introduces himself to the social world of adults. In an instant he can become a driver, salesman, doctor, fireman. The child puts his knowledge in the field of work and activities of adults, with the participation of creativity and imagination, into practice interesting game. Peer games become especially exciting when children distribute roles and reproduce in them not only professional actions, but also their relationships. There are also so-called didactic games that contain a specific mental task. Cut-out pictures, various desktop-printed and word games train thinking abilities children, the ability to use acquired knowledge in new situations develops their memory and attention. Didactic games most often are cooperative games, which require 2-3, or even more participants. All joint games develop sociability in the child, the ability to build relationships, and obey the rules established in the game.

An important role in children’s knowledge of natural objects is played by practical modeling actions, when the teacher depicts with his hands the shape, size, height or length of natural objects: he “draws” a round tomato, an apple, a long carrot, a large round watermelon or a head of cabbage in the air. Asks the children to do the same with their hands - movements and actions reinforce what the eyes see and what is indicated by the word.

Play brings great joy to a child because it gives him the opportunity to be active. Preschoolers really like games in the family circle. At home, you can play verbal and didactic games with preschoolers. They can be very different and fit into a variety of everyday situations. Important feature Such games provide the opportunity to develop, with their help, a preschooler’s speech and various thought processes, the ability to analyze and describe; they teach children to generalize a phenomenon, classify objects, and assign them to one category or another. (“When does this happen?”, “What is round in nature?”, “What is it?”, “What is the third?”, “Name it in one word”). In all cases it happens pleasant communication and penetration into the world of interests of a preschooler.

With children 3-4 years old, it is advisable to combine didactic games with movement. When organizing various games, an adult must remember that the child will be active and enjoy it only if the game is based on information familiar to him. In this case, he will develop speed of reaction, orientation, and the ability to use the wealth of existing knowledge. Children will be interested in playing with natural materials. While walking in the forest, children will be happy to collect cones, acorns, twigs, maple seeds, and burdocks. All this is material for crafts. Using figurines, you can act out familiar fairy tales with your child (“Kolobok”, “The Fox, the Hare and the Rooster”, etc.). Such activities develop creative abilities of a constructive and literary nature in the preschooler.

Conclusion

Advantages game-based learning before traditional viewing of slides or looking at paintings are obvious: in the background positive emotions, caused by play motives, children gain new knowledge about nature. Preschoolers master the method of play in practice by participating in the creation of an imaginary situation. Game travel in the forest, sea, Arctic, exhibition - this is a practical model correct behavior in nature, in the halls of the museum. The last circumstance has special meaning in terms of environmental education of children. It can be assumed that alternating such a model game and real walks into nature, following the same rules, will help preschoolers develop a consciously correct attitude, for example, towards the forest and its inhabitants as a single ecosystem. “For a child at this stage his mental development, writes A.N. Leontyev, - there is no abstract theoretical activities abstract contemplative cognition, and therefore awareness appears in him primarily in the form of action. A child who masters the world around him is a child who strives to act in this world.” The view of a child’s play activity as modeling the behavior of adults due to the inability to engage in the real process of their activity is the view of all leading child psychologists. With the help of didactic games, various educational tasks are solved: mental skills are formed, the ability to use acquired knowledge in a new situation. The inclusion of elements of role-playing play in the process of forming children's ideas about nature undoubtedly creates an emotional background that will provide a more effective result of knowledge acquisition. A game that evokes an emotional reaction forms in children a positive attitude towards the animal and plant world.

List of used literature

1. Nikolaeva S.N. The place of play in the environmental education of preschool children: a manual for specialists. according to planks education / S.N. Nikolaev. - M.:, 1998. - 43 p.

2. Nikolaeva S.N. Relevance of environmental education of preschool children / S.N. Nikolaev. - Lower Novgorod: Academy of Development, 1991. - 56 p.

3. Kotlyakov V. Live according to the laws of nature / V. Kotlyakov. St. Petersburg: Science and Life, 2000. No. 9.

4. Bondarenko A.K. Verbal didactic games / A.K. Bondarenko. - M.: Nauka, 1984. - 86 p.

5. Dryazgunova V.A. How to introduce preschoolers to nature / V.A. Dryazgunova, P.G. Samorukova. - M.: Education of a preschooler, 1997. - 64 p.

6. Lulich M.V. About nature for children / M.V. Lulic. - M.: Education, 1994. - 87 p.

7. Methods of introducing children to nature in kindergarten: textbook. manual for teachers schools / Ed. P.G. Samorukova. - M.: Education, 1998. - 222 p.

8. Nikolaeva S.N. How to introduce a child to nature / S.N. Nikolaev. - M.: New school, 1996. - 63 p.

9. Mukhina V.S. Developmental psychology: Textbook. aid for students higher Textbook Establishments / V.S. Mukhina. - 2nd ed. - M.: Academy, 1998. - 454 p.

10. Kozlova S.A. Preschool pedagogy: textbook allowance / S.A. Kozlova, T.A. Kulikova. - M.: Academy, 1998. - 432 p.

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A variety of games are widely used in environmental education of preschoolers. Two groups of games are used:

1. games with ready-made content and rules;

2. creative games.

Games with ready-made content and rules. From this group of games, didactic and outdoor games are used.

Didactic games - these are games with rules that have ready-made content. In the process of didactic games, children clarify, consolidate, and expand their existing knowledge about objects and natural phenomena, plants, and animals. At the same time, games contribute to the development of memory, attention, observation, teach children to apply existing knowledge in new conditions, activate various mental processes, enrich their vocabulary, and contribute to the development of the ability to play together. Games give children the opportunity to operate with the objects of nature themselves, compare them, and note changes in individual external signs. Many games lead children to the ability to generalize and classify, and evoke an emotional attitude towards nature.

Didactic games can be played with children both collectively and individually, making them more complex taking into account the age of the children. Complication should come through the expansion of knowledge and the development of mental operations and actions. Didactic games are carried out during leisure hours, during classes and walks.

Games-activities are conducted according to a specific program content. The teacher plays a leading role in them. The game form makes such activities entertaining; learning occurs in the process of following game rules and actions. Games and activities are held in all age groups.

Based on the nature of the material used, didactic games are divided into subject games, board-printed and verbal.

Subject games - these are games using various natural objects (leaves, seeds, flowers, fruits, vegetables). Examples of such games include “Tops and Roots”, “Confusion”, “Wonderful Bag”, “Taste”, etc. In object games, children’s ideas about the properties and qualities of certain objects are clarified, specified and enriched nature.

Younger children can be given simple tasks (“Find a tree by leaf”, “Test the taste”, find the same color”, “Bring a yellow leaf”, “Arrange the leaves in order: the largest, the smallest, the smallest”, etc. .), which allow children to practice distinguishing objects by qualities and properties. The tasks contribute to the formation of sensory skills and develop observation skills. They are carried out with the entire group of children and with part of it. Game exercises are of particular importance in the junior and middle groups. Older children can already identify the shades of flowers, leaves, vegetables and fruits, identify individual parts of plants, group plants by affiliation, place of growth and other characteristics.

Board-printed games - these are games like lotto, dominoes, cut and paired pictures (“Zoological Lotto”, “Botanical Lotto”, “Four Seasons”, “Kids”. “Plants”, “Pick up a leaf”, etc.).

In the younger group, children most often select pictures depicting flowers, vegetables, fruits, animals in pairs or on a common card. In the older group, a lot of space is given to games where children classify objects and make generalizations.

Word games - these are games, the content of which is a variety of knowledge available to children, and the word itself. They are carried out to consolidate children’s knowledge about the properties and characteristics of certain objects. In some games, knowledge about nature is generalized and systematized. Verbal games develop attention, intelligence, speed of reaction, and coherent speech. These are games like “Who flies, runs and jumps?”, “What kind of bird is this?”, “When does this happen?”, “In the water, in the air, on the ground”, “Necessary - not necessary”, etc.

Outdoor games of nature history associated with imitation of the habits of animals, their way of life. Some reflect phenomena of inanimate nature. Such games include, for example, “Hen with Chicks”, “Mice and Cat”, “Sunshine and Rain”, “Wolves and Sheep”, etc. By imitating actions, imitating sounds, children consolidate knowledge. The joy gained during the game helps to deepen interest in nature.

Methods of teaching the game. Every new game needs to be taught to children. Training is gradual.

In younger groups first stage, the teacher plays the game together with the children. As the game progresses, he announces one rule and immediately implements it; during repeated plays, he communicates additional rules. On second At this stage, the teacher switches off from active participation in the game - he leads from the side: helps the children, directs the game. On third stage, children play independently. The teacher only observes the actions of preschoolers.

Since middle group The way to learn the game is different. The teacher tells the content of the game, first identifying 1-2 important rules. As the game progresses, he once again emphasizes these rules, shows game actions, and gives additional rules. Thus, teaching the game at the first stage is a story about the content, familiarization with the rules during the game.

At the next stage, children play independently. The teacher watches the game, helps, corrects mistakes, resolves conflicts. When interest in the game disappears, the teacher gives a new version of it.

Creative games with natural history content. Creative games related to nature are of great importance for the development of children. In them, preschoolers reflect the impressions received in the process of classes and everyday life. The main feature of creative games: they are organized and conducted on the initiative of the children themselves, who act independently. During games, children acquire knowledge about the work of adults in nature (work on a poultry farm, in a pigsty, a greenhouse, etc.), the process of realizing the importance of the work of adults occurs, and a positive attitude towards it is formed.

The teacher should take a closer look at children’s creative games in order to further take into account what knowledge they have sufficiently mastered and what knowledge needs to be clarified and expanded.

When the content of games is poor, the teacher enriches children’s knowledge about the work of adults on excursions, walks, showing filmstrips, and reading books. Children's games are particularly influenced by adults' stories about their work. Live communication with people arouses children’s interest in their work and helps enrich the content of games. In addition, it is necessary to create certain conditions for the development of creative games with natural history content: groups should have special sets of toys - animals, vegetables, fruits, agricultural machines, etc.

One type of creative games is construction games with natural materials (sand, snow, clay, pebbles, cones, etc.). In these games, children learn the properties and qualities of materials and improve their sensory experience. The teacher, directing such a game, gives knowledge to children not in a ready-made form, but through search actions.

In each age group, conditions must be created for games with natural materials at all times of the year. These are sandy courtyards and tables, rubber figures of people and animals, plywood silhouettes of houses and trees, pine cones, twigs, acorns, burdocks, metal frames used to sculpt snow figures, seals for creating “pictures” in the snow, equipment for making colored ice etc.

Questionsfor self-control:

1.What is the role of didactic and outdoor games in the environmental education of preschool children?

2. What is the methodology for teaching natural history games?

3. What is the role of creative games in environmental education of preschool children?

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INTRODUCTION

The amazing world of nature. He greets us with a sea of sounds and smells, riddles and secrets, makes us stop, listen, look closely, and think. A field, a meadow, a quiet river, a tiny puddle left on the road or in a copse after a heavy rain has its own secrets.

Preschool childhood is the initial stage of the formation of a person’s personality, his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself, and towards the people around us is formed. A person who loves nature helps children take their first steps into an unknown country called nature. Meeting nature is always a holiday and a new step towards understanding the world.

The effectiveness of environmental education for preschool children depends entirely on the creation and proper use of a developmental environment, as well as on the systemic pedagogical work with children.

Preschool childhood is a period of play. Teachers and psychologists talk and write about this, all modern parents know this. In childhood, play prevails over all other activities of the child. That is why psychologist L.S. Vygotsky called it the leading activity of preschool childhood.

Play has a developmental effect on a small child, and its use as a means of environmental education for children is important for a number of reasons:

it makes it possible to develop the child’s cognitive abilities and speech, contributes to the development of personality, and the preservation of health;

the game brings joy to the child, so understanding nature and communicating with it, taking place against the backdrop of the game, will be especially effective;

play puts an adult and a child into a partnership;

the gaming complex includes games for the development of various analytical systems (hearing, vision, touch, smell, etc.);

environmental knowledge acquired in play and causing an emotional reaction in children will be better included in their independent play activities than knowledge, the impact of which affects only the intellectual side of the child’s personality.

Among the variety of games, a special place belongs to didactic games, which are very diverse in their content, game material, game actions, and cognitive activities.

Environmental education of preschool children involves:

upbringing humane treatment to nature ( moral education);
system formation environmental knowledge and representations ( intellectual development);
development of aesthetic feelings (the ability to see and feel the beauty of nature, admire it, the desire to preserve it);
participation of children in activities feasible for them to care for plants and animals, to protect and protect nature.

Environmental education of children should be considered, first of all, as moral education, because the basis of a person’s attitude to the natural world around him should be humane feelings, i.e. awareness of the value of any manifestation of life, the desire to protect and preserve nature, etc.

Ecological culture cannot develop without awareness of the currently existing environmental situation. Understanding global, planetary problems, environmental problems of Russia (one’s own country) and orientation in the environmental problems of one’s region and place of residence create concern and concern, give the teacher an outlook and an incentive to carry out a variety of pedagogical work. This is a universal human, civil foundation - the beginning of the ecological culture of any person, which determines his ideological position and the nature of his behavior. Against this background, it is easy to comprehend the goals and objectives of environmental education of preschoolers.

It is easier for children to master ideas of an ecological nature if play-based learning situations and elements of role-playing games are included in the processes of learning about nature. Comparing an animal with an analogue toy and at the same time “playing” with the latter allows children to form their first ideas about living things and lay the foundations for proper handling of them. The use of literary and fairy-tale characters (Chippolino, Dunno, etc.) introduces a gaming core into the learning process, creates conditions for the merging of gaming and educational activities, which increases the mental activity of children.

A noticeable influence on the study of the problem of determining the content and methods of environmental education was made by the works of S. N. Nikolaeva, N. A. Ryzhova, L. D. Bobyleva, V. I. Veresov, V. I. Ashikova and S. G. Ashikova, T A. Klimova, N. A. Tarankova, Zh. L. Vasyakina and others.

Researchers such as I. R. Koltunova, N. N. Kondratyeva, L. M. Manevtsova, P. G. Samorukova spoke about the need and possibility of developing systematic knowledge about nature in preschoolers.

Most of the research on the theory and methodology of environmental education for preschool children is related to the development of programs (L. P. Molodova, L. I. Egorenkov, S. N. Nikolaeva, V. N. Veresov, V. G. Ashikov and S. G. Ashikova, S.N. Nikolaeva, N.A. Ryzhova, I.N. Belavina, T.A. Babakova, L.D. Bobyleva, L.P. A.A. Pleshakov, V.I. Zebzeeva, B.T. Nigmatov, I.T. Gaisin, 3. A. Khusainov, R.Ya.

the purpose of the course work: to study the influence of various types of games and game-based learning situations on the process of environmental education of preschool children.

The object of the study is the process of using games and game-based learning situations in the environmental education of preschool children.

The subject of the study is games and play-based learning situations as a means of environmental education for children.

Considering the object, subject, goal, we focused on solving the following problems:

Determine the significance of the game in the process of environmental education of children of middle preschool age;
To develop and test a methodology for using game-based learning situations in environmental education.

Research hypothesis: we believe that targeted work on environmental education of children will be successful if a variety of games and play-based learning situations are used in the process of this education.

To solve the problems posed in the study, the following research methods were used: analysis of psychological, pedagogical and methodological literature; diagnosing preschool children; observation; individual contact with children; experimentation.

The scientific novelty and theoretical significance of the study is determined by the fact that the study contains the conditions for the use of game-based learning situations that contribute to the environmental education of children of middle preschool age.

The practical significance of the study is determined by the fact that it makes it possible to improve the pedagogical process in the environmental education of children.

1.3 Game as a method of environmental education

Play, the most important activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral - strong-willed qualities, the game fulfills the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children’s games in the following way: “Play is important in a child’s life, it has the same significance as the activity of work and service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the education of a future leader occurs, first of all, in the game...”

Teachers and psychologists pay attention great attention gaming activity, because it performs a number of important functions in the development of human personality.

Play, as an independent children's activity, is formed during the upbringing and education of a child; it contributes to their mastering the experience of human activity. Play, as a form of organizing a child’s life, is important because it serves the development of the child’s psyche and personality.

A child’s play activity is always generalized because the motive is not a reflection of some specific phenomenon, but the action itself, as a personal relationship.

The game is an alternative to reality, used to correct the child’s condition and behavior. But still, the main function of the game is developmental: it increases intelligence, promotes the sensory perception of the world and the emotional well-being of the child.

The game develops and pleases the child, makes him happy. In the game, the child makes his first discoveries and experiences moments of inspiration. The game develops his imagination, fantasy, and, consequently, creates the ground for the formation of an initiative, inquisitive personality.

Play, among all other activities, is of paramount importance in preschool childhood.

Environmental education of children of the fifth year of life must be built on a play basis - with greater inclusion of different types of games in the pedagogical process.

There are different types of games typical for children. These are outdoor games (games with rules), didactic games, dramatization games, constructive games. Creative or role-playing games are of particular importance for the development of children aged 2 to 7 years. They are characterized by the following features:

The game is a form of active reflection by the child of the people around him.
Distinctive feature The game is also the very method that the child uses in this activity. The game is carried out comprehensive actions, not separate movements(as, for example, in work, writing, drawing).
A game like any other human activity, has public character, so it changes with change historical conditions people's lives.
The game is the form creative reflection child of reality. While playing, children bring a lot of their own inventions, imaginations, and combinations into their games.
Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of a child’s cognitive and moral abilities and strengths.
In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.

It is very important that educators use elements of role-playing games as much as possible: an imaginary situation, role-playing actions and dialogues, simple plots in which some toys are played out. In the independent play of preschoolers, these elements are interconnected in a single game process. Researchers have proven that at the first stage of children's play activity, the necessary knowledge about the surrounding reality should be formed. The teacher teaches them to carry out play actions with objects, build role-playing relationships, and develop the storyline of the game.

The use of role-playing games in the environmental education of children is based on a number of theoretical positions expressed by famous researchers, teachers and psychologists. Thus, according to A.V. Zaporozhets, play is an emotional activity, and emotions influence not only the level of intellectual development, but also the child’s mental activity and his creative capabilities. The inclusion of elements of plot-role-playing play in the process of forming children's ideas about nature creates an emotional background, thanks to which preschoolers will quickly learn new material.

It is known how multifaceted the game is; it teaches, develops, educates, socializes, entertains and provides relaxation. But historically, one of its first tasks is training. There is no doubt that the game, almost from the first moments of its emergence, acts as a form of education, as a primary school for reproducing real practical situations in order to master them, in order to develop the necessary human traits, qualities, skills and habits, and develop abilities.

Game learning has the same features as games:

free developing activity, undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the process of activity itself;
creative, improvisational, active in nature activity;
emotionally intense, elevated, adversarial, competitive activity;
activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;
an activity that is imitative in nature, in which the professional or social environment of a person’s life is simulated.
an activity isolated by place of action and duration, within the framework of space and time.

The most important properties of the game include the fact that in the game children act as they would act in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.

A huge role in instilling in children a consciously correct attitude towards nature belongs to play-based learning situations.

1.4 Game-based learning situations in the environmental education of children of the fifth year of life

Job description