Design of an ecology corner in a kindergarten. A corner of nature as the main object of environmental education for preschool children

Municipal budget preschool educational institution general developmental kindergarten with priority implementation of artistic activities aesthetic development children No. 16 “Topolek”

Nikolaevsk-on-Amur, Khabarovsk Territory

Creation Requirements

ecological room, laboratory

in a preschool and corner

in a kindergarten group

prepared by senior teacher

One of important conditions implementation of an environmental education system in a preschool institution is proper organization and ecological development environment. Developmental concept subject environment developed, which defines it as a system of material objects of a child’s activity, functionally modeling the content of the development of his spiritual and physical appearance; an enriched environment presupposes the unity of social and natural means of ensuring a child’s varied activities.

As already noted, there is currently a certain contradiction between natural need child in communication with nature as a living being and his alienation from nature, which plays a negative role from the point of view environmental education. This alienation can be partially overcome through a developing subject environment. This process must correspond to the goals of creating a developmental subject environment as such, that is, contribute to the development of the child as a whole, his formation as an individual, and satisfy his needs in various types of activities. The main task is to create conditions for the formation of elements in the child ecological culture, environmentally literate behavior, implementation of new ideas about the universality and intrinsic value of nature.

Let us turn to the methodological manual Environmental Education in kindergarten. According to the author, environmental education has already become an integral part of preschool pedagogy. That is why teachers have many questions. - How to create effective system environmental education in kindergarten, based on an integrated approach? - How to ensure that the ideas of environmental education are implemented through different types of child activities: experimentation, observation, work, play, musical, visual, physical activity?

Goal: to provide the basics of modern environmental education for preschoolers and practical recommendations: how to create a developmental environment (ecological room, laboratory, living corner, mini-museums, ecological path, etc.); what techniques to use when working with children; why does a preschool institution need “ Ecological passport».

Developmental environment for environmental education:
ecological complexes in preschool educational institutions

From the point of view of environmental education, the environment in a preschool institution should contribute to:

- child's cognitive development(creating conditions for cognitive activity, experimenting with natural materials, systematic observations behind objects of living and inanimate nature; developing interest in natural phenomena, searching for answers to questions that interest the child and posing new questions);
- environmental and aesthetic development(attracting the child’s attention to the surrounding natural objects, developing the ability to see the beauty of the surrounding natural world, the diversity of its colors and shapes; preference for natural objects over artificial objects);
- child's health(use of environmentally friendly materials for interior decoration, toys; assessment ecological situation territory of a preschool institution; competent design, landscaping of the territory; creating conditions for excursions and outdoor activities);
- formation moral qualities baby(creating conditions for regular care of living objects and communication with them, cultivating a sense of responsibility, desire and ability to preserve the world around us nature);
- formation of environmentally literate behavior(skills in rational environmental management; caring for animals, plants, environmentally conscious behavior in nature);
- greening various types child's activities ( creating conditions for independent games, experiments with natural materials, the use of natural materials in art classes, etc.).

Currently, preschool institutions differ from each other in material capabilities, in the initial level of greening of the developing subject environment, and in the areas of activity of the teaching staff. These circumstances explain the need for a variable approach to the organization of a developmental subject environment, which must correspond to the goals and objectives of a particular teaching staff at this stage of work.

Any developmental environment consists of a variety of elements, each of which performs its own functional role. From the point of view of environmental education, we can distinguish traditional and non-traditional elements of a developmental subject environment for preschool institutions. The table lists functional roles various elements of the developmental subject environment and their use for conducting a variety of activities.

Elements of a developing subject environment

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Another question that is sometimes discussed is: is an ecological room needed at all in a kindergarten? Maybe it’s enough to have living corners in groups? Teachers of preschool institutions who have already created such an element of the environment are unanimous in their opinion: an ecological room creates a special, unique environment, evokes positive emotions, helps to relax, unwind and at the same time makes any activity in this room very attractive for the children. The very fact that you need to go to the environmental room, go outside your group, affects the child’s attitude towards classes. He tunes in to the perception of something unusual, especially since the appearance of the ecological room is really sharply different from everything that the child sees around him every day. At home, preschoolers constantly talk about what they did in the environmental room, what they liked most there, and invite their parents to visit. The children constantly ask to be taken to the environmental room as often as possible and given the opportunity to make independent observations. Some kindergartens noted that such premises also facilitate faster adaptation of newly admitted children who like the unusual environment. They are very eager to go to kindergarten, “to see the environmental room” (as older children explain their desire). Of course, not all preschool institutions can allocate large premises for an environmental room, but if desired, you can always find a way out of the situation, as they did, for example, in some preschool educational institutions, by transforming some utility rooms.

Optimally (depending on size), the room is divided into a number of functional zones.

Training area should be well lit, and therefore, as a rule, a part of the room near the windows is allocated for it. Here there is a table for the teacher and small tables, sitting at which children can draw, sculpt, work with teaching aids. Our work experience has shown that even such a seemingly insignificant detail as the arrangement of furniture affects the relationship between children and the teacher, so the arrangement of tables should not copy school class. They can be arranged in a circle or in a “P” shape, that is, in such a way that the teacher works not “on”, but together with the children. This is important for the implementation of the principles of cooperation pedagogy and a dialogue form of learning. Preschoolers are at the tables only if they are doing certain practical work. During other activities (for example, reading literary works, work with the box of sensations, games) preschoolers sit comfortably on sofas, armchairs, low soft chairs or on the floor (on the carpet). Such areas should also be provided when decorating the premises.

Collections area designed to introduce children to various natural objects, to develop their skills in classifying objects according to various signs, sensory skills. The collection material also serves as visual material. Collections are located in special cabinets or on shelves at a level accessible to a child’s gaze (very often, teachers place collection materials at the level of perception of an adult, not a child). The following aspects should be considered when collecting samples:

Availability of objects for collection. Kindergarten collections should include, first of all, samples that preschoolers and their parents can collect - stones, various plant seeds, dry leaves, branches, dry bark of trees, shrubs, samples of sand, clay, various soils, river and sea shells, etc. .p.

Diversity . In the collection area, objects of both living and inanimate nature are represented to one degree or another (as far as possible).

Local history aspect. Collections should include natural objects the area where the preschool is located. This will allow the teacher to use in their work objects that are already familiar to children, which they will be able to look at from new positions. Local material forms the basis, the basic core of the collections.

Regional aspect . Collections can be replenished by material brought by preschoolers and their parents from various regions of our country and other countries that they visit during various travels and vacations. Any brought object can serve as an excellent reason to start a conversation about countries, customs, nature, peoples of the Earth, that is, contribute to the formation of the foundations of global thinking.

Environmental aspect. Its implementation contributes to the formation of the foundations of environmental thinking in preschoolers. This is also important from a bioethical point of view. There is no need to include butterflies and beetles collected and dried by children and parents in the collection objects. Currently, some preschool institutions give parents a number of tasks for the summer: collect collections flowering plants meadows, forests, leaves different types trees, insect collections. In this case, the following argument is put forward as a justification: for collections, children collect not rare, protected, but widespread species. However, from the point of view of developing in a child a careful, respectful, emotional attitude towards nature and the perception of himself as part of it, it is important to educate him specifically on the objects of his immediate environment, that is, on commonly occurring species, and not just rare ones, which he (quite likely) will not encounter in your life in general. In addition, dry herbarium samples, as a rule, do not always contribute to the formation of correct ideas about plants in a child. The author’s work experience has shown that even primary and secondary school students (not to mention preschoolers), who are excellent at identifying plants from herbariums and drawings, often find it difficult to identify the same plants in a forest or meadow. In addition, the herbarium requires certain storage conditions, which are difficult to provide in a kindergarten. If we take into account the state of the herbarium in some kindergartens (yellowed, dusty specimens, the flowers of which have long lost their original color), then we can conclude that working with such material in a kindergarten is unlikely to yield good result. Flat plants that have lost their color, smell and often shape, plants torn out from their natural environment or motionless bees pinned on pins, butterflies with drooping wings are not able to evoke in a child positive emotions and a desire to take care of natural objects. In one of the kindergartens, while studying the topic “Living and inanimate nature“The children did not agree with the teacher, who showed collections of insects as objects of living nature; they did not want to recognize “living nature” in dead beetles. At the same time, observing live butterflies and beetles in the park, they accurately answered the question.

Thus, in our opinion, it is better to start introducing children to trees, grasses, and animals directly in nature, and to reinforce the material, use good drawings, photographs, videos, and slides.

Safety. Any object in the collection area must be safe for children - both from the point of view of various mechanical damage (for example, stones should not have sharp edges, their sharp edges can be tapped with a hammer), and from the point of view of health (the materials used bird feathers and other objects must be clean, non-allergenic, etc.). Stones, sand samples, seeds, plant inflorescences (that have fallen to the ground) should be collected away from areas frequented by dogs and cats.

Relaxation zone is a corner with a variety of indoor plants, aquariums, an alpine slide, and a fountain. Designed primarily for children's recreation, independent play and for developing plant care skills. It is not recommended to place animals in this area (except aquarium fish), as this distracts preschoolers from their studies. The relaxation area can include fountains, treated hemp, and logs of various sizes that serve as chairs and tables.

Library area - a corner containing colorful books, encyclopedias for children, periodicals(ecological magazines “Svirel”, “Svirelka”, “Kindergarten”). It is not recommended to place it in a corner methodological manuals for teachers, as is sometimes done. All pedagogical literature better placed in methodological office. There may be dolls in the library area - fairy tale characters, which are used in ecology classes, globes, children's atlases. The technical complex is also located here - a TV, a video recorder, a tape recorder (music center) or player, an overhead projector, a projector for slides, the slides themselves, videos, audio cassettes, records (it all depends on the capabilities of the kindergarten).

On the walls of the ecological room are hung a physical-geographical (not political!) map of the world, Russia, the region, maps of ecological paths, and nature calendars. Various models can be exhibited in the room, including a model of the territory of a preschool educational institution, and three-dimensional nature calendars.

Decoration of an ecological room should serve as an example of safe design of premises, contribute to the development of environmentally conscious behavior of children and adults in everyday life. From this point of view, it is best to use only natural materials, excluding, if possible, artificial flowers that are environmentally unfavorable (primarily synthetic).

Laboratory

The laboratory is created for the development of children cognitive interest, increasing interest in research activities and contributes to the formation of the foundations of a scientific worldview. At the same time, the laboratory is a base for specific play activity child (work in the laboratory involves turning children into scientists who conduct experiments, experiments, observations on various topics). IN lately sociologists note that television and many books form in children the idea of ​​scientists as half-crazed geniuses who are secretly doing something unsafe for all humanity. Thus, American experts, as a result of surveys, found that most people (including children) imagine a scientist as an eccentric man with glasses, with tousled hair (bald option), in a white coat, with a carton of milk and a loaf of bread in his bag. His surroundings are tables with a huge number of different test tubes, flasks with substances that periodically explode (something like a sorcerer’s “workplace”). And in our country, unlike in previous years, the image of a scientist began to differ little from the image created in the same films. Experts are sounding the alarm: ideas about scientists obtained from films make this profession unattractive for children, and they consider science on a par with magic and witchcraft, and it is far from harmless. Therefore, it is extremely important from childhood to form in preschoolers respect and interest in the profession of scientists (regardless of whether they themselves become scientists in the future). The research that preschoolers conduct in the laboratory gives them a completely different image of scientists, develops respect for scientific work and trust in science.

Several types of laboratories can be distinguished: a laboratory in a separate room, in an environmental room, in a group (mini-laboratory), a laboratory on the territory of a kindergarten.

Laboratory design

Many kindergartens convert ordinary utility rooms into a laboratory. It is advisable that the laboratory have water taps and sinks. This will allow children to wash their hands immediately after classes, and teachers to quickly tidy up tables and equipment. A sign with the name and logo is posted on the laboratory door. Children and their teachers can come up with the logo and name of the laboratory. Setting up a laboratory does not require large additional costs. Depending on the size of the room, the laboratory may have either only small tables or tables with chairs. Racks (shelves) for equipment and materials are also located here. You can place boxes with plants on the windowsills for observation. Artificial plants should be avoided when decorating a laboratory. You can hang portraits of famous scientists on the walls.

Equipment

Waste materials, in particular packaging materials different sizes and forms for conducting experiments: cups varying degrees transparencies from yogurt, sour cream and other dairy products, ice cream, cake boxes, etc., plastic spoons for bulk materials, sticks, cocktail straws (new), filter paper (such as blotting paper or napkins). It is good to involve children and parents in the selection of equipment. In this case, the process of designing a laboratory itself will have an educational value (implementation of the slogan “Waste into income!”). For teacher demonstrations of individual experiments, transparent plastic cereal jars are suitable. Magnifying glasses are a must. As additional equipment you can purchase microscopes, barometers, thermometers, hourglass, binoculars, sets for playing with water. It is important to remember that the microscope should not be too difficult to use; special microscopes for children are best suited, which are usually accompanied by various preparations for research. The more expensive the microscope, the more difficult it is to prepare preparations for it. It is enough to have five microscopes per subgroup. A set of equipment for a specific lesson is prepared for each child by the teacher in advance and placed on an individual small tray or oilcloth.

Materials for work

In the laboratory it is convenient to store natural materials intended for various studies: sand, clay, stones, plant seeds (not samples of collections, but mass material for organizing classes).

Features of conducting classes in the laboratory

As already indicated, when children come to the laboratory, they become “scientists” and study various natural objects and phenomena. During the experiments, they put on white coats, for example, from old men's shirts, and receive identification badges that are attached to their chests. On such a badge, made of a paper rectangle or circle, the child’s last and first name is written, for example: “ Scientist Stepanov Misha." You can design appropriate icons for different types research: “Water Explorers” (water droplet), “Air Explorers” (balloon).

Corners in groups

Traditionally, preschool groups create living corners containing indoor plants and one or two species of animals. In experimental preschool institutions, working under the “Our Home is Nature” program, small complexes of three corners have been created.

1. Experimental corner. In this corner there is material with which the child can independently study (play, experiment). The composition of the material varies depending on the topic of environmental studies. Thus, during classes on the block “Sand, clay, stones,” the child is given the opportunity to independently experiment, play with these materials, examine them with a magnifying glass, and repeat experiments that he conducted under the guidance of a teacher in environmental class, build houses and cities from stones, etc. Thus, the teacher, together with the parents, collects a variety of natural material, which is then placed in sufficient quantity in the experimental corner. The organization of such a corner gives each child the opportunity to independently study each topic, since the time for collective classes in the environmental room is limited, and many preschoolers express a desire to continue experimental work.

2. Corner of nature, This corner contains natural objects for care and observation. As a rule, this is an aquarium, a cage with parrots or a golden hamster. Books, illustrations containing information about these animals, and items for caring for them are also placed here. Keeping animals and growing plants in groups allows the teacher to organize long-term observations and use the same objects for different purposes. Great influence The child is also influenced by the opportunity to constantly communicate with a living being and care for it.

3. Exhibition corner. Since classes in the program involve children drawing, sculpting, making appliqués, the groups accumulate large number works Regardless of the quality of the work, all the children’s drawings and crafts are exhibited in the group, and the best are selected for the exhibition of the entire kindergarten. This approach is psychologically comfortable and extremely important for increasing the child’s motivation and creating a desire to improve his work. In addition, photographs of children and parents communicating with nature, and children with the inhabitants of the living corner are periodically hung in the corner.

Questions and tasks

1. For what purposes and objectives is greening the developing environment necessary?

2. What elements of the developmental subject environment can be included in ecological complex? Do you have such elements?

3. What zones are highlighted in the environmental room?

4. Analyze the development environment of your institution and, if necessary, supplement it with corners of nature, exhibition corners in a group, art galleries, mini-museums, etc.

Literature

1. Environmental education in kindergarten. M.: Karapuz, 2000.

2. Mini-museums in kindergarten. Preschool education № 22, 2002.

3. Vegetable garden in kindergarten. Hoop No. 5, 2002. How to become a collector. Game and children No. 24, 2004.

4. Developmental environment of preschool institutions. M.: Linka-Press, 2004.

5. Environmental education and developing subject environment of kindergarten. Environmental education: at school, before school, outside school No. 2, 1999.

6. Greening the developmental subject environment. Preschool education № 3, 1999.

7. Let's talk about nature. Preschool education No. 7, 2000 (materials about the living corner and conducting classes in it).

8. Mini-museums in preschool educational institutions. Hoop No. 1, 2000.

9. Aquarium in kindergarten. Preschool education No. 7, 2001.

10. Alpine slide in kindergarten. Hoop No. 5, 2001.

11. How to raise Einstein (laboratory at a preschool educational institution). Hoop No. 5, 2004.

Dadashova M.V.
Educator

MBDOU "Voloshka"

Noyabrsk,Tyumen region, Yamal-Nenets Autonomous Okrug, Russia

One of the important conditions for the implementation of an environmental education system in a preschool institution is the correct organization and greening of the developmental environment. The concept of a developing subject environment was developed by S.N. Novoselova, who defines it as a system of material objects of a child’s activity, functionally modeling the content of the development of his spiritual and physical appearance; an enriched environment presupposes the unity of social and natural means of ensuring a child’s varied activities. As already noted, at present there is a certain contradiction between the child’s natural need to communicate with nature as a living being and his alienation from nature, which plays a negative role from the point of view of environmental education. This alienation can be partially overcome through the greening of the developing subject environment. This process must correspond to the goals of creating a developmental subject environment as such, that is, contribute to the development of the child as a whole, his formation as an individual, and satisfy his needs in various types of activities. The main task is to create conditions for the formation in the child of elements of environmental culture, environmentally literate behavior, and the implementation of new ideas about the universality and intrinsic value of nature.
From the point of view of environmental education, the environment in a preschool institution should contribute to:

• cognitive development of the child (creating conditions for cognitive activity, experimenting with natural materials, systematic observations of objects of living and inanimate nature; developing interest in natural phenomena, searching for answers to questions that interest the child and posing new questions);
• ecological and aesthetic development (attracting the child’s attention to the surrounding natural objects, developing the ability to see the beauty of the surrounding natural world, the diversity of its colors and shapes;
• preference for natural objects over artificial objects);
• child health (use of environmentally friendly materials for interior design, toys; assessment of the environmental situation of the territory of a preschool institution; competent design, landscaping of the territory; creation of conditions for excursions and outdoor activities);
• formation of the child’s moral qualities (creating conditions for regular care of living objects and communication with them, cultivating a sense of responsibility, desire and ability to preserve the natural world around them);
• formation of environmentally literate behavior (skills rational environmental management; caring for animals, plants, environmentally conscious behavior in nature);
• greening various types of child activities (creating conditions for independent games, experiments with natural materials, using natural materials in art classes, etc.).

Currently, preschool institutions differ from each other in terms of material capabilities, the initial level of greening of the developing subject environment, and the areas of activity of the teaching staff. These circumstances explain the need for a variable approach to organizing a developmental subject environment, which must correspond to the goals and objectives of a particular teaching team at this stage of work.
Any developmental environment consists of a variety of elements, each of which performs its own functional role. From the point of view of environmental education, we can distinguish traditional and non-traditional elements of a developmental subject environment for preschool institutions. The table lists the functional roles of various elements of the developmental subject environment and their use for conducting a variety of activities.

ELEMENTS OF DEVELOPMENTAL SUBJECT ENVIRONMENT

All of the above elements can be combined into an ecological complex of a preschool institution. The core of such a complex is an ecological room, a corner of nature ( winter garden), laboratory and corners in groups. Currently, environmental complexes have been created in many preschool institutions in the country. All of them are different from each other, but they perform the same role - they increase the effectiveness of environmental education. Let's consider individual elements ecological complex.
ECOLOGICAL ROOM
Ecological room (ecological class, nature room, nature friends room, ecological living room)- a relatively new element of the developmental subject environment. The names of this element of the environment may be different in different preschool institutions. Sometimes the question arises: is it possible to use the word “class” in a preschool institution? It seems to us that it is not the name itself that is important, but the content and form of the work for which it is intended. If the word "class" does not entail a mechanical transfer to kindergarten school option training (which is unacceptable), then it can also be used. IN in this case for a child, “class” is a designation of a special room, different from a group room. Moreover, as experience shows, positive attitude children's attitude towards the environmental class is transferred to their attitude towards school (“there are classes there too”). In addition, the purpose of creating an environmental class (room) in a kindergarten, unlike a school one, is not only education, its tasks are much more diverse.
Another question that is sometimes discussed is: is an ecological room needed at all in a kindergarten? Maybe it’s enough to have living corners in groups? Teachers of preschool institutions who have already created such an element of the environment are unanimous in their opinion: an ecological room creates a special, unique environment, evokes positive emotions, helps to relax, unwind, and at the same time makes any activity in this room very attractive for children. The very fact that you need to go to the environmental room, go outside your group, affects the child’s attitude towards classes. He tunes in to the perception of something unusual, especially since the appearance of the ecological room is really sharply different from everything that the child sees around him every day. At home, preschoolers constantly talk about what they did in the environmental room, what they liked most there, and invite their parents to visit. The children constantly ask to be taken to the environmental room as often as possible and given the opportunity to make independent observations. Some kindergartens noted that such premises also facilitate faster adaptation of newly admitted children who like the unusual environment. They are very eager to go to kindergarten, “to see the environmental room” (as older children explain their desire). Of course, not all preschool institutions can allocate large premises for an environmental room, but if desired, you can always find a way out of the situation, as they did, for example, in some preschool educational institutions, by transforming some utility rooms.
Optimally (depending on size), the room is divided into a number of functional zones.
Training area should be well lit, and therefore, as a rule, a part of the room near the windows is allocated for it. Here there is a table for the teacher and small tables, sitting at which children can draw, sculpt, and work with teaching aids. Our work experience has shown that even such a seemingly insignificant detail as the arrangement of furniture affects the relationship between children and the teacher, so the arrangement of tables should not copy the school classroom. They can be arranged in a circle or in a “P” shape, that is, in such a way that the teacher works not “on”, but together with the children. This is important for the implementation of the principles of cooperation pedagogy and a dialogue form of learning. Preschoolers are at the tables only if they perform a certain practical work. During other types of activities (for example, reading literary works, working with a box of sensations, games), preschoolers sit comfortably on sofas, armchairs, low soft chairs or on the floor (on the carpet). Such areas should also be provided when decorating the premises.
Collections area designed to introduce children to various natural objects, to develop their skills in classifying objects according to various characteristics and sensory skills. The collection material also serves as visual material. Collections are located in special cabinets or on shelves at a level accessible to a child’s gaze (very often, teachers place collection materials at the level of perception of an adult, not a child). The following aspects should be considered when collecting samples:
Availability of objects for collection. Kindergarten collections should include, first of all, samples that preschoolers and their parents can collect - stones, various plant seeds, dry leaves, branches, dry bark of trees, shrubs, samples of sand, clay, various soils, river and sea shells, etc. .p.
Diversity. In the collection area, objects of both living and inanimate nature are represented to one degree or another (as far as possible).
Local history aspect. The collections should represent natural objects of the area where the preschool institution is located. This will allow the teacher to use in their work objects that are already familiar to children, which they will be able to look at from new positions. Local material forms the basis, the basic core of the collections.
Regional aspect. Collections can be replenished by material brought by preschoolers and their parents from various regions of our country and other countries that they visit during various travels and vacations. Any brought object can serve as an excellent reason to start a conversation about countries, customs, nature, peoples of the Earth, that is, contribute to the formation of the foundations of global thinking.
Environmental aspect. Its implementation contributes to the formation of the foundations of environmental thinking in preschoolers. This is also important from a bioethical point of view. There is no need to include butterflies and beetles collected and dried by children and parents in the collection objects. Currently, some preschool institutions give parents a number of tasks for the summer: collect collections of flowering plants of the meadow, forest, leaves of different types of trees, collections of insects. In this case, the following argument is put forward as a justification: for collections, children collect not rare, protected, but widespread species. However, from the point of view of developing in a child a careful, respectful, emotional attitude towards nature and the perception of himself as part of it, it is important to educate him specifically on the objects of his immediate environment, that is, on commonly occurring species, and not just rare ones, which he (quite likely) will not encounter in your life in general. In addition, dry herbarium samples, as a rule, do not always contribute to the formation of correct ideas about plants in a child. The author’s work experience has shown that even primary and high school(not to mention preschoolers), who are excellent at identifying plants from herbariums and drawings, often find it difficult to identify the same plants in a forest or meadow. In addition, the herbarium requires certain storage conditions, which are difficult to provide in a kindergarten. If we take into account the state of the herbarium in some kindergartens (yellowed, dusty specimens, the flowers of which have long lost their original color), then we can conclude that working with such material in a kindergarten is unlikely to give a good result. Flat plants that have lost their color, smell and often shape, plants torn out from their natural environment or motionless bees pinned on pins, butterflies with drooping wings are not able to evoke in a child positive emotions and a desire to take care of natural objects. In one of the kindergartens, while studying the topic “Living and Inanimate Nature,” the children did not agree with the teacher who showed collections of insects as objects of living nature; they did not want to recognize “living nature” in dead beetles. At the same time, observing live butterflies and beetles in the park, they accurately answered the question.
Thus, in our opinion, it is better to start introducing children to trees, grasses, and animals directly in nature, and to reinforce the material, use good drawings, photographs, videos, and slides.
It is also not recommended to buy ready-made collections of insects and stuffed animals. Firstly, a child must understand from childhood that demand creates supply: how more collections bought, the more animals are caught, and often the largest, most beautiful, rare species predominate among them. This is just an example of the fact that even from specific action child - desire to have a collection beautiful butterflies- the life of insects common in countries far from him depends.
In a number of environmentally oriented preschool institutions, they strive to create entire landscapes from stuffed various animals, dried trees, and shrubs. Experience shows that children themselves feel the artificiality of such a situation and ask questions: “What, they killed this bird to show us?” (statement by a 6-year-old girl about a stuffed black grouse in one of the kindergartens). With this approach, the child has the opportunity to become more familiar with representatives of the local fauna and flora, but from the point of view environmental education the teacher receives a negative result. Stuffed animals and collections of animals are best studied in local history museums, preference should be given to children’s communication with living beings in nature or with domestic animals.
Safety. Any object in the collection area must be safe for children - both from the point of view of various mechanical damage (for example, stones should not have sharp edges; their sharp edges can be tapped with a hammer) and from a health point of view (bird feathers and other objects used should be clean, non-allergenic, etc.). Stones, sand samples, seeds, plant inflorescences (that have fallen to the ground) should be collected away from areas frequented by dogs and cats.
Relaxation zone is a corner with a variety of indoor plants, aquariums, an alpine slide, and a fountain. Designed primarily for children's recreation, independent play and for developing plant care skills. It is not recommended to place animals (except aquarium fish) in this area, as this distracts preschoolers from their studies. The relaxation area can include fountains, treated hemp, and logs of various sizes that serve as chairs and tables.
Library area - a corner where colorful books, encyclopedias for children, periodicals (environmental magazines “Svirel”, “Svirelka”, “Kindergarten”) are collected. It is not recommended to place teaching aids for teachers in a corner, as is sometimes done. It is better to place all pedagogical literature in the teaching room. In the library area there may be dolls - fairy-tale characters that are used in ecology classes, globes, and children's atlases. The technical complex is also located here - a TV, a video recorder, a tape recorder (music center) or player, an overhead projector, a projector for slides, the slides themselves, videos, audio cassettes, records (it all depends on the capabilities of the kindergarten).
On the walls of the ecological room are hung a physical-geographical (not political!) map of the world, Russia, the region, maps of ecological paths, and nature calendars. Various models can be exhibited in the room, including a model of the territory of a preschool educational institution, and three-dimensional nature calendars.
Decoration of an ecological room should serve as an example of safe design of premises, contribute to the development of environmentally conscious behavior of children and adults in everyday life. From this perspective, it is best to use only natural materials, excluding, if possible, artificial flowers and environmentally unfriendly building materials (primarily synthetic).

LABORATORY
The laboratory is created to develop children's cognitive interest, increase interest in research activities and contribute to the formation of the foundations of a scientific worldview. At the same time, the laboratory is the basis for the child’s specific play activities (work in the laboratory involves turning children into scientists who conduct experiments, experiments, and observations on various topics). Recently, sociologists have noted that television and many books form in children the idea of ​​scientists as half-crazed geniuses who are secretly doing something unsafe for all humanity. Thus, American experts, as a result of surveys, found that most people (including children) imagine a scientist as an eccentric man with glasses, with tousled hair (bald option), in a white coat, with a carton of milk and a loaf of bread in his bag. His surroundings are tables with a huge number of different test tubes, flasks with substances that periodically explode (something like a sorcerer’s “workplace”). And in our country, unlike in previous years, the image of a scientist began to differ little from the image created in the same films. Experts are sounding the alarm: ideas about scientists obtained from films make this profession unattractive for children, and they consider science on a par with magic and witchcraft, which is far from harmless. Therefore, it is extremely important from childhood to form in preschoolers respect and interest in the profession of scientists (regardless of whether they themselves become scientists in the future). The research that preschoolers conduct in the laboratory gives them a completely different image of scientists and develops respect for scientific activity and trust in science.
Several types of laboratories can be distinguished: a laboratory in a separate room, in an environmental room, in a group (mini-laboratory), a laboratory on the territory of a kindergarten.
Laboratory design
Many kindergartens convert ordinary utility rooms into a laboratory. It is advisable that the laboratory have water taps and sinks. This will allow children to wash their hands immediately after classes, and teachers to quickly tidy up tables and equipment. A sign with the name and logo is posted on the laboratory door. Children and their teachers can come up with the logo and name of the laboratory. Setting up a laboratory does not require large additional costs. Depending on the size of the room, the laboratory may have either only small tables or tables with chairs. Racks (shelves) for equipment and materials are also located here. You can place boxes with plants on the windowsills for observation. Artificial plants should be avoided when decorating a laboratory. You can hang portraits of famous scientists on the walls.
Equipment
Waste materials, in particular packaging, of various sizes and shapes for conducting experiments: cups of varying degrees of transparency from yoghurt, sour cream and other dairy products, ice cream, cake boxes, etc., plastic spoons for bulk materials, sticks, cocktail straws (new), filter paper (such as blotting paper or napkin). It is good to involve children and parents in the selection of equipment. In this case, the process of designing a laboratory itself will have an educational value (implementation of the slogan “Waste into income!”). For teacher demonstrations of individual experiments, transparent plastic cereal jars are suitable. Magnifying glasses are a must. As additional equipment, you can purchase microscopes, a barometer, thermometers, hourglasses, binoculars, and kits for playing with water. It is important to remember that the microscope should not be too difficult to use; special microscopes for children are best suited, which are usually accompanied by various preparations for research. The more expensive the microscope, the more difficult it is to prepare preparations for it. It is enough to have five microscopes per subgroup. A set of equipment for a specific lesson is prepared for each child by the teacher in advance and placed on an individual small tray or oilcloth.
Materials for work
In the laboratory it is convenient to store natural materials intended for various studies: sand, clay, stones, plant seeds (not samples of collections, but mass material for organizing classes).

Features of conducting classes in the laboratory
As already indicated, when children come to the laboratory, they become “scientists” and study various natural objects and phenomena. During the experiments, they put on white coats, for example, from old men's shirts, and receive identification badges that are attached to their chests. On such a badge, made of a paper rectangle or circle, the child’s last and first name is written, for example: “Scientist Stepanov Misha.” You can design appropriate icons for different types of research: “Water Explorers” (water droplet), “Air Explorers” (balloon).

CORNERS IN GROUPS
Traditionally, preschool groups create living corners containing indoor plants and one or two species of animals. In experimental preschool institutions working under the “Our Home is Nature” program, small complexes of three corners have been created.
1. Experimental corner. In this corner there is material with which the child can independently study (play, experiment). The composition of the material varies depending on the topic of environmental studies. Thus, during classes on the block “Sand, clay, stones,” the child is given the opportunity to independently experiment, play with these materials, examine them with a magnifying glass, repeat the experiments that he conducted under the guidance of a teacher in an environmental class, and build houses and cities from stones etc. Thus, the teacher, together with the parents, collects a variety of natural materials, which are then placed in sufficient quantities in the experimental corner. The organization of such a corner gives each child the opportunity to independently study each topic, since the time for collective classes in the environmental room is limited, and many preschoolers express a desire to continue experimental work.
2. Corner of nature. This corner contains natural objects for care and observation. As a rule, this is an aquarium, a cage with parrots or a golden hamster. Books, illustrations containing information about these animals, and items for caring for them are also placed here. Keeping animals and growing plants in groups allows the teacher to organize long-term observations and use the same objects for different purposes. The possibility of constant communication with a living being and caring for it also has a great influence on the child.
3. Exhibition corner. Since the program involves children drawing, sculpting, and making appliqués, the groups accumulate a large amount of work. Regardless of the quality of the work, all the children’s drawings and crafts are exhibited in the group, and the best are selected for the exhibition of the entire kindergarten. This approach is psychologically comfortable and extremely important for increasing the child’s motivation and creating a desire to improve his work. In addition, photographs of children and parents communicating with nature, and children with the inhabitants of the living corner are periodically hung in the corner.

Topic: Nature corner in kindergarten, as the main object of environmental education in a preschool institution.

Today there is no more relevant and more important task than environmental education. Ecology (from the Greek oikos - house, dwelling, homeland + logos - concept, teaching).

In its main and original meaning, it is one of the biological disciplines, a science that studies the numerous connections of organisms inhabiting the earth, both among themselves and with environment.

Environmental education is enough new area preschool pedagogy, the theoretical and practical development of which is currently underway. The formation of the ecological culture of the population, the beginning of its formation falls on the first seven years of a child’s life.

Preschool childhood is a crucial period of a person’s life: the foundations of a correct attitude towards the surrounding world (nature, things, people) are laid. value orientation in it. The work on environmental education of children of this age has great opportunities and perspective.

We know that man lives and reproduces at the expense of nature, but for thousands of years we have conquered it, mercilessly killed animals, and cut down forests. Now the hour has come when we need to stop. A person needs clean air, crystal clean water, organic fruits and vegetables. To replace us something new is coming generation, and ours main task– instill a love for nature and the skills of caring for it. After all, as adults, we often remember our childhood. Much, of course, is forgotten, but what is connected with nature remains forever in memory. Nature leaves deep trace in the soul of a child, with its brightness it influences his feelings. The world is huge, but the child is still small and his experience is limited. Therefore, it is necessary to introduce him to nature gradually, to create conditions so that the child develops a correct idea of ​​it. To do this, it is not necessary to take children out of town, but you can introduce them to their native nature in the garden, on the plot, in the vegetable garden, in the flower beds.

The child needs to be taught so that he does not look madly at nature, but sees and understands natural phenomena, the connection between them.

The initial elements of ecological culture are formed on the basis of the interaction of children under the guidance of adults with the subject - natural world that surrounds them: plants, animals, their habitat, objects made by people from materials of natural origin.

Today, humanity has reached a point where the question is acute: “To be or not to be a person on Earth?” it largely depends on us, on what generation we raise. By 2015, data shows world fund wildlife, tens of thousands of species of plants and animals may disappear and we will face a catastrophic depletion of the Earth's living nature. According to some scientists, one species of plants and animals becomes extinct every hour. People must understand the direct connection between the existence of animals, plants and the prosperous existence of humans.

That's why great attention should be given to environmental education of children. All living things are connected with human life and carry within them the aesthetic. Moral, religious attitude towards plants and animals. Understanding the natural world can teach people to live in harmony and harmony with their environment to keep the planet habitable in the future.

In solving the problems of introducing children to nature and nurturing a love for it, the nature corner of the kindergarten will help. Where indoor plants and some animals are kept.

Children see the inhabitants of this corner of nature every day, which makes the teacher’s work easier: under the guidance, the children systematically observe and care for living beings. In the process of caring for them, children gain an understanding of the diversity of flora and fauna on earth, how plants and animals grow and develop. What conditions need to be created for them? The teacher teaches children to carry out comparative analysis– comparing animals, finding similarities and differences between them, common and different in plants – helps to notice interesting features appearance, behavior. When looking at plants, children are drawn to the beauty of flowers and leaves, to how the plants in the group and a well-maintained aquarium decorate the group room.

Therefore, a corner of wildlife has educational value for children. They become inquisitive, kind, and sensitive towards others.

A corner of nature contributes to the formation best features Children's character is hard work, respect for the work of adults who protect and multiply natural resources. It is also difficult to assess the educational significance of a corner of nature - children learn to observe and think logically. A corner of wildlife promotes the development mathematical abilities- “Let’s count the fish?”, “How many paws does a cat have?” etc., the formation of fine arts and skills, the development creativity- drawing, modeling, appliqué, design and manual labor on natural themes. Working in a corner of nature promotes development fine motor skills(loosening the soil, replanting plants, etc.), which further contributes to learning to write.

In the process of systematically caring for plants and animals, children develop an interest in nature. All this helps to raise a harmoniously developed personality.

In a corner of nature you can keep various animals, familiarity with which is provided for in the program, and yet their number should be limited. This is related to that. What most of Children must do the work of organizing the life and care of animals themselves, or with a little help from a teacher.

Requirements for the selection of inhabitants of a corner of nature:

Animals are selected that are harmless, unpretentious, and must have been examined by a veterinarian and issued a conclusion. The conditions for their maintenance should be simple, and their care should be simple and accessible to children.

Seasonal animals must be selected that are typical for a certain class, characteristic of a given area and interesting for observation.

Inhabitants should be placed taking into account their biological characteristics and needs.

You need to replenish a corner of nature gradually. As children get used to the inhabitants and learn to care for them.

After observation, animals must be released, with the exception of those Who live permanently in a corner of nature.

Plants should be easy to care for and safe for the life and health of children.

Plants should be visually bright, attractive, able to attract and hold the attention of children.

Requirementsto the placement and maintenance of a corner of nature:

A corner of nature not only serves as an object for studying plants and animals, but also serves as a decoration for the development environment. It should be placed at children's level, in a well-lit place, so that all objects are clearly visible and accessible for care.

The corner of nature must be kept clean - the plants are watered regularly, the soil is loosened, the leaves are wiped once a week. Plant feeding is carried out biological substances. The processing tool must be kept in a specially designated place, clean. Substances for feeding plants should be kept out of the reach of children. The corner of nature should not clutter up the playroom; drafts and direct sunlight should not be allowed.

Thus, when placing inhabitants in a corner of nature, you should first of all ensure that their biological features and needs.

All inhabitants of a corner of nature in a kindergarten can be divided into permanent and temporary. The first ones live in a corner all year round(houseplants, fish, etc.), the latter are included in the group for short time– these are plants and animals of the local region. The vital activity of which is especially interesting and vividly manifested in certain seasons (primroses in the spring, insects, etc.).

Accommodation requirements indoor plants:

Considering psychological characteristics children, according to the program, the amount of knowledge, skills and abilities for the care and maintenance of natural objects in each age group changes significantly. Children junior group know 2-3 names of plants, and for the preparatory group they name up to 15 plants, describe them, identify them medicinal plants, know their use.

Indoor plants of a corner of nature are its permanent inhabitants. In order for plants to decorate a group room, it is important to know and take into account the factors influencing their growth and development. When placing indoor plants, you need to take into account their biological characteristics, formed under the influence of natural climatic conditions.

Tropical plants - Lianas, Epiphytes, exotic orchids need an abundance of light, but do not like direct sunlight, they require high humidity, but sudden changes in air temperature are not desirable. They do not have a rest period and their growth continues continuously.

Subtropical plants - Aspidistra, Saintpaulia, etc. need regular watering, are accustomed to changes in air temperature, and have a dormant period.

Desert Plants – Cacti, succulents consume very little water, prefer bright sun and heat, easily tolerate changes in air temperature, and have a period of rest.

When placing indoor plants, you must remember that their well-being depends on light, heat, air humidity and watering.

It is forbidden:

Allow sudden changes in air temperature - leaves dry out and fall off

Place plants near heating systems - there high temperature and low air humidity.

Place around entrance doors and ventilation holes - drafts are harmful to plants.

To successfully grow indoor plants, you need to choose the right soil mixtures. In the kindergarten, fertilizing and processing of plants is carried out only with biological substances, which should be stored in a separate cabinet, inaccessible to children.

Requirements for placing the aquarium:

An aquarium is the most accurate model of a reservoir, designed for keeping and breeding plants and animals aquatic environment, as well as to monitor the life and development of the water system.

The aquarium is placed in a well-lit place. But not in straight lines sun rays. Before charging, the aquarium is thoroughly treated with soda, the sand is calcined in the oven and allowed to cool. Water for the aquarium is taken to stand for 3-4 days.

Requirements for keeping birdsin a corner of nature:

In a corner of nature they keep a canary or budgies.

The birthplace of budgerigars is Australia.

The most convenient cages for keeping parrots are those made of plexiglass and stainless steel rods. Such cells are clearly visible, they transmit a lot of light and are hygienic. The cage should have a removable bottom for easy cleaning. There should also be a drinking bowl, a feeder, and a perch for perches.

Older children and preparatory group They make up the grain mixture on their own, treat the cage, change the water, and care for the birds.

Methods of environmental education for preschool children:

Broadcast environmental knowledge- This initial stage developing the right attitude towards the world around us. This transfer is carried out according to the program, using various methods – observations, children’s work in a corner of nature, games using objects in a corner of nature, special classes.

Observation.

Among various methods environmental education of preschool children important place should be given to observation. Its essence lies in sensory knowledge natural objects in understanding them through various shapes perceptions – visual, auditory, tactile, olfactory, etc.

Prominent psychologist S. L. Rubinstein considers observation as the result of meaningful perception, in the process of which development occurs mental activity. On the one hand, observation is a source of knowledge, on the other hand, it itself requires the presence of certain knowledge as the starting points of observation.

Three points are important for making observations:

Availability of natural objects

Determining the Content of an Observation

Search for their appropriate organization and optimal forms and methods of including children in them.

Labor in corner nature .

The ecological approach to the organization of labor in nature is that it should be considered as a process of creating conditions for living beings - the inhabitants of a corner of nature. The focus should be on the plants and animals being cared for: their condition and well-being, the conditions in which they are currently located.

The work of caring for plants and animals is the implementation of those components of the environment that are currently missing, or are insufficient, or are not of the quality required by the plant or animal in accordance with their biological needs.

Working in a corner of nature is, first of all, humane treatment to all living things that surround the child, this is an understanding of the prosperous or unfavorable state of the inhabitants of a corner of nature, this is sympathy and pity, this is the desire for them to feel good. And only secondarily, labor in nature is correct actions and operations with items and equipment.

In organizing work in a corner of nature, it is necessary to clearly distinguish three stages:

Observation – inspection of living objects, identifying their condition and well-being, missing conditions for full life and necessary labor operations

Labor activity in the set and volume that were determined during the inspection

Final observation, allowing to assess the usefulness of the habitat for living objects.

Game .

Preschool childhood is a period of play. Games in childhood take precedence over other activities of the child. The game has a developmental effect on the child.

Known. What games are there? different topics and stories. Games with natural content, which are based on his knowledge in this area, occupy a significant place.

Classes.

A corner of nature helps solve the problems of environmental education and develop the skills of caring for living beings.

The solution to such problems is carried out mainly outside of class, but special classes are organized to clarify and systematize knowledge.

The classes have a specific didactic purpose and a clear structure presented in the outline.

There are several types of activities that are fundamentally different from each other. didactic tasks, the logic of construction, the course of organization and implementation:

Primary – introductory – conversation

Generalizing

In-depth - educational

The role of the teacher in environmental education of preschool children

The teacher is in charge a figure in the environmental education of children, a bearer and conductor of environmental culture. Mastering the methods of environmental education and specific technology, the teacher creates an enriched green area in the group. Monitors the environmental and health conditions of children’s living conditions, carries out constant cooperation with them in all types of activities and gives them an environmental example correct behavior, interacting with all living objects that are near children.

To teach children to love and take care of plants and animals. The teacher must possess these qualities himself. When caring for the inhabitants of the corner, the teacher must remember that his attitude towards them is a model that children imitate.

Working with parents.

An important aspect in the system of environmental education is working with parents. General meetings should be held annually parent meetings on the issue of environmental education. At them it is necessary to explain to parents what role in the development of personality, moral education child, play the skills of a caring, careful attitude towards all living things, talk about environmental issues health work, about the benefits of hiking and excursions. Invite parents to actively participate in events organized on the basis of the kindergarten - “Plant a tree”, Green world on the window." Organize joint activities(garbage collection, digging in and fertilizing trees, landscaping, etc.). Invite parents to special classes, participation in exhibitions, environmental holidays, games and quizzes to enrich environmental knowledge.

Only in this way, step by step, can we instill in children careful, loving relationship to the surrounding world.