Environmental education in kindergarten. H

The purpose of the program is to educate from the first years of life a humane, socially active, creative person, able to understand and love the world nature and take good care of them. "Nature is our home" is an author's program that ensures continuity in the environmental education of preschoolers with elementary school in the subjects "The World Around", "Natural Studies". Designed to work with children 5 and 6 years old (senior and preparatory groups for school), it can be used by preschool institutions of both a general developmental type, supervision and rehabilitation, and correctional.

Structural and content characteristics

Particular attention is paid to the formation of a holistic view of nature and the place of man in it. Children form the first ideas about the relationships existing in nature and, on this basis, the beginning of an ecological worldview and culture, a responsible attitude towards the environment, and their health. Man is seen as an integral part of nature.

The program contains a basic component, which is specified taking into account local conditions - ecological-geographical, national-cultural - and orients the educator towards a systematic approach in the environmental education of older preschoolers. The program attaches great importance to the moral aspect: the development of ideas about the inherent value of nature, an emotionally positive attitude towards it, the development of the first skills of environmentally competent and safe behavior in nature and everyday life. Children also acquire initial skills that allow them to participate in feasible practical activities to protect the nature of their native land.

The program consists of a number of blocks, each of which includes a set of topics.

In the first block "I and nature" children get acquainted with various, accessible to their understanding, components of the environment.
Subsequent blocks provide additional information about each component (“Air”, “Water”, etc.). Then they are considered in relation.
The final block "Man and Nature" is a generalization in relation to the previous ones.

Each block has two parts: teaching (initial information about nature) and educating component (understanding the meaning of nature, its aesthetic assessment, respect for it).

"Our home is nature"- a program that orients the teacher to transfer to children a minimum of environmental knowledge that will help them understand the need to behave environmentally competently in nature, noting the importance emotional attitude to it, the need for a reasonable combination of the spiritual and intellectual development of the child.

The program reflects initial knowledge from the field of three main areas of ecology: bioecology (or general ecology), social and applied ecology. In accordance with the program, children receive ideas about the relationships in nature, which help them acquire the principles of an ecological worldview and culture, a responsible attitude towards the environment and their health. The following issues of biological ecology are reflected in the program "Our Home - Nature".

Living and non-living nature. Features of living organisms, their diversity, distribution. Connection appearance, structure (for animals - and behavior) of living organisms with the characteristics of the habitat, their adaptability to this environment. Diversity of habitats (water, land-air, air, soil).

Habitat for animals and plants. Communities ( ecosystems), their diversity, close connection of components.

The program includes a number of issues of social ecology:

people and environment; nature around me; how I use natural resources;
how do I influence nature;
my health and environment;
my environmental safety;
what will happen to me if I treat nature illiterately;
What can I do to improve my environment.

This contributes to the child's awareness of his place in the world around him, the development of environmentally competent behavior skills.

The program provides for the acquaintance of children with some of the consequences of environmentally illiterate actions of people, with how to behave environmentally competently not only in the forest, but also in their city, village, home. A preschooler should know that it is impossible to play near the road, not only because of the possible collision with a car, but also because of the danger of inhaling exhaust gases, that walking near a landfill is dangerous to health.

The program reflects the following issues from the field of applied ecology:

how to behave in nature;
why you need to take care of it;
how to save natural resources;
why living organisms and their communities need our protection;
why all living organisms without exception should live on Earth;
what are nature reserves; What are the Red Books for?

It is important that children understand the need to preserve all living organisms on Earth, regardless of our attitude towards them.

Ecological knowledge becomes the basis of ecological education. A certain system of values is formed in a child, an idea of a person as a part of nature, about the dependence of his life, health on its state. Ecological education is closely connected with the development of the child's emotions, the ability to sympathize, be surprised, empathize, take care of living organisms, perceive them as brothers in nature, be able to see the beauty of the world around (and the whole landscape, and a single flower, and a drop of dew, and a little spider) .

Much attention in the program is paid to the practical activities of children jointly with adults: conducting observations, experiments, games, etc. Children receive environmental knowledge and skills not only at specially organized classes to get acquainted with the outside world, but also during walks, excursions, reading books, art and music classes.

Subject-developing environment

The implementation of the program involves the construction of a developing environment by the teacher in accordance with the methodological recommendations of the author.

Educational and methodological support

The program has full educational and methodological support: released methodological developments presented in the NA book series. Ryzhova: "Sorceress-Water", "Invisible Strings of Nature", etc. The program is recommended by the Ministry of Education of the Russian Federation. In notebooks for children, tasks are given that they can perform within the framework of various blocks. These tasks are grouped by topic. The notebooks also contain cards from which didactic aids are made together with the children.

Results of approbation of the program

The materials of the kit have been tested in preschool institutions of the country and received a positive assessment. Creative use of the program by the educator is supposed. Many class notes, at the request of the employees of the preschool educational institution, are written in detail, but they can be supplemented, divided into several parts, depending on the nature of the work. It is only important that all additions correspond to the subject of the classes and be environmentally literate. It is necessary to remember about the local history aspect of education, to teach on the examples of the environment of the immediate environment, the nature of the native land.

Zebzeeva V.A. Development of elementary natural-scientific ideas and ecological culture of children: a review of preschool education programs. - M.: Sfera, 2009.

BBK 74.102 P11

PROGRAM "OUR HOUSE - NATURE":

Block of classes "I and Nature" / The text is published in the author's edition. - M.: "KARAPUZ-DIDAKTIKA", 2005. - 192 p.: ill.

ISBN 5-9715-0004-X

The book provides a variety of information about the program "Nature is Our Home". The first section discusses the author's approaches to creating a program. The second section is devoted to the structure, content of the program "Nature is Our Home", the third - to the features of the organization of the system of work in kindergarten(pedagogical models, work with parents, cooperation of preschool educational institutions with other institutions, etc.). The fourth section provides methodological recommendations for conducting classes of the first block of the program "I and Nature". For each topic, options for various types of child activities are offered: experimentation, observation, play, reading, visual, musical activities.

The materials of the book will help organize an effective system of work on environmental education in kindergarten, including conducting classes.

For teachers of preschool institutions, institutions of additional education, primary school teachers, teachers and students of pedagogical universities, colleges, employees of the education departments of nature reserves and everyone who wants to make environmental education effective and interesting for children and adults.

The book uses photographs from the author's archive taken in educational institutions in Moscow (preschool educational institutions No. 000, 1622, 1775, 1908, 1934, 2333), Volgograd (elementary school-kindergarten No. ), Volzhsky (preschool educational institution No. 66), Syktyvkar (preschool educational institution No. 000), Barnaul (preschool educational institution No. 000), Nalchik (elementary school-kindergarten No. 48), Ufa (preschool educational institution No. 000, "Snow White"), Togliatti (school № 000,141), Izhevsk (school № 000), Sterlitamak (school №3), Balashikha (school №42), Belgorod (school №70), Zaraysk (preschool educational institution No. 1) and on Lake Baikal.

It is necessary to teach in such a way that people, as far as possible, acquire knowledge not from books, but from heaven and earth, from oaks and beeches, that is, they know and study the things themselves, and not just other people's observations and testimonies about things.

Jan Amos Comenius

Dear readers!

Many of you are already familiar with the program "Nature is Our Home". It first appeared in the early 90s and has since been actively used by preschool institutions in the country as an additional program approved by the Ministry of Education of the Russian Federation.

Any program is the fruit of the author's thoughts and searches, a reflection of his worldview, including the ecological one. That is why in the first and second sections of the book you will find information about ecology, environmental education, its current state and other problems that determined our approach to setting goals, selecting the content of the program, and developing its methodological support.

After choosing a program, the staff of a preschool institution faces the problem of its implementation: how to create an effective system of environmental education? The answers to these questions are included in the third section. And, finally, the fourth section will help you organize the work on the block of the program "I and Nature". It gives guidelines and materials for organizing work with children. By combining different activities for the child, you will create your own lesson notes. The text of the program itself in a short version (explanatory note, the content of the blocks) is given in the "Appendix". Methodical materials to the remaining blocks of the program are given in separate books of the educational and methodological set.

At present, pre-school institutions in all regions of the country work under the program "Our Home - Nature", many teachers studied at the author's seminars, and a lot of experience has been gained in its implementation. But the most important thing, what the educators themselves say, is that children really like to study the secrets of nature: travel with a drop of water, catch invisible air, write letters to animals, experiment with pebbles. Preschoolers are convinced that we are not alone on Earth, that plants and animals live next to us, which need love and care. Many teachers note that after classes on the program, the behavior of children, their attitude to the world around them, changes. No less important is the fact that the worldview of the teachers and parents themselves is becoming different. Actually, this is the goal of environmental education.

The author hopes that this book will increase the number of educators who are passionate about environmental education. After all, our future largely depends on the relationship between man and nature!

Good luck in your work!

Ecology and environmental education

Ecology - "the science of the home"

Translated from the ancient Greek language, "ecology" is the science of the house, dwelling ("oikos" - house, "logos" - science). Originating in the last century as part of zoology, ecology was defined as the science of the relationship of living organisms with the environment and with each other. Now this direction is called biological or classical ecology. With the development of society, this science has increasingly acquired social significance and in our century has gone beyond the scope of the natural sciences. In the middle of the XX century. Ecology has gained wide popularity among all people, regardless of their specialty. It has become a science that should help people survive, make their habitat acceptable for existence. Unfortunately, society realized this when the negative consequences of people's consumer attitude towards nature were already felt, when there were practically no corners of untouched nature left on the planet, when the state of the habitat had a negative impact on the health of a huge number of people.

AT last years new areas of ecology are rapidly developing - social ecology, which considers the relationship between society and nature, applied ecology (or nature conservation), human ecology, and others. Scientists have ceased to confine themselves to considering the problem of "organism - environment" and moved on to studying the problem of "man - nature".

The existence of various areas of ecology should also be taken into account when selecting the content of environmental education for preschool children. In addition, one should not forget about the ideological significance of ecology, its connection with all aspects of life - history, culture, geography, etc. At the same time, one should not blur the boundaries of this concept, using it as a fashion trend without any grounds. Nowadays, the word "ecology" has become extremely popular, and, as a rule, it is used in combination with words that are not very pleasant for us, such as "catastrophe", "danger", "crisis". In addition, this concept has acquired a new meaning, often quite far from its original meaning, in the expressions "ecology of the soul", "ecology of music", "ecology of speech", "ecology of culture". Of course, each of these terms carries its own semantic load, but the word "ecology" is often used only for the sake of fashion, beautiful sound. So, dealing with the problems of "ecology of the soul" (that is, the problems of morality, morality), teachers touch upon a very important educational aspect - the formation of personality, including the child's relationship to nature, the world around him. But ecology as a science has nothing to do with it. Undoubtedly morality is very important for the ecological education of the child, but this is only one of its aspects, although it is very significant. Moreover, not all laws of nature are moral from the point of view of people. A person may have excellent moral qualities, but, not knowing the laws of nature, he will commit anti-environmental acts. For example, following the laws of human morality, a child, trying to save a chick that has fallen out of the nest, picks it up. After that, in most cases, the chick dies. Consequently, moral qualities must be combined with elementary ecological knowledge, only then human behavior in relation to nature will be ecologically appropriate. You can often hear the expression "bad (good), terrible ecology." However, it should be remembered that ecology as a science cannot be good or bad. (We don't say "bad" physics or mathematics!) You can only evaluate the ecological situation, the situation (normal, bad, dangerous, safe, etc.).

Environmental information is increasingly entering our lives, but we do not always have enough knowledge to properly evaluate it. Sometimes ordinary information about the amount of various emissions into the environment or a warning about increased atmospheric pollution on calm days cause panic and a lot of different rumors that are not related to the real situation. At the same time, we live near sources of environmental danger, not knowing about their impact on our health, we grow vegetables near highways, where there is a lot of pollution from transport emissions, we swim and fish in rivers near pipes Wastewater, we process our gardens with a large number of pesticides, we create landfills near our houses and do many other things that should never be done. At the same time, we believe that only the government can influence the state of the environment, but not ourselves, and that nothing depends on us. This point of view is largely due to the fact that for a long time in most educational institutions there was no room for ecology. Moreover, it was precisely the consumer attitude to nature that was brought up, the desire to conquer it and improve it at one's own discretion. It is now very difficult for adults brought up in such positions to change their views on the environment. Hope - for the younger generation, which we must educate in a new way.

The book analyzes the content and current state of environmental education for preschoolers in Russia, and provides an overview of programs. are given practical advice on creating a developing subject environment, working with parents, assessing the environment, cooperation of the kindergarten with other institutions and organizations, using the "Environmental passport of the preschool educational institution". Pedagogical models for organizing work in kindergarten are proposed. Particular attention is paid to the structure and content of the author's program "Nature is Our Home". The book also provides sample notes for activities with children and materials for working with parents.
For teachers of preschool institutions, institutions additional education, teachers and students of pedagogical educational institutions, other organizations working in the field of environmental education of children.

Age characteristics of preschoolers and environmental education.
Experts identify a number of ages in human development, each of which represents a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at this stage of his development. L.S. Vygotsky considered age as a certain epoch or stage of development, as a well-known, relatively closed period, the significance of which is determined by its place in the general cycle of development and in which the general laws of development each time find a qualitatively unique expression. The author's assertion that that during the transition from one age level to another, new formations arise that did not exist in the previous period, the very course of development is rebuilt and changed.

In a number of works, the elementary school is considered as the first stage of the system of continuous environmental education. However, environmental education primary school cannot replace the preschool level. They complement, but do not mutually exclude each other. Preschool age differs from other ages in the peculiarities of the living conditions and requirements that apply to the child at this stage of his development, the peculiarities of his relations with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a combination of certain physiological characteristics.

Free download e-book in a convenient format, watch and read:
Download the book Ecological education in kindergarten, Ryzhova N.A., 2001 - fileskachat.com, fast and free download.

Environmental impact assessment and environmental review of engineering projects, Vasilenko T.A., Sverguzova S.V., 2019

PRESENTATION: Prepared by Irina Chernyavskaya Student of the DO-153 C group On the topic: “Partial program in a preschool educational institution” The program “Our Home is Nature” by N. A. Ryzhova was taken (content: Program levels, tasks, forms and methods of work, structure, examples , the authors)

IV LEVEL OF THE PROGRAM "ASH HOUSE - N NATURE" There are 4 levels of the program. The first level is represented by the "I and Nature" block and introduces the child to the natural world, introduces it to its components (water, air, plants, animals, etc.) and the environment. At the second level, each component is considered separately (blocks "Sorceress water", "Invisible air", "Sun, look out the window", "What is under our feet", "Soil - living earth”, “What grows in the house of nature”, “Who lives in the house-nature”). At the third level (“Forest House” block), the interconnections of the living inanimate nature are considered. The fourth level is represented by the block "Man and Nature" and is devoted to the problems of nature protection, resource saving, learning the rules of behavior in nature and in everyday life.

OBJECTIVES The program is based on the principles of developmental education and is aimed at developing the child's personality as a whole: the ability to compare and generalize one's own observations, to see and understand the beauty of the world around; to improve the speech of preschoolers, their thinking, creativity, culture of feelings. Priority in teaching is given not to simple memorization and not mechanical reproduction of knowledge, but to understanding and evaluating what is happening, the joint practical activities of the educator, parents and children. The ultimate goal of the program is not the assimilation of biological (environmental) knowledge by the child, but the formation of the foundations of an ecological culture, the ability to empathize with nature and the desire to preserve it.

OBJECTIVES: · Education from the first years of life of a humane, socially active, creative personality, able to understand and love the world around, nature and treat them with care; · Formation of a system of elementary scientific environmental knowledge, accessible to the understanding of a preschool child (primarily as a means of establishing a consciously correct attitude to nature); · Development of cognitive interest in the natural world; · Formation of skills and abilities of observation of natural objects and phenomena;

TASKS: Formation of the initial system of value orientations (perception of oneself as part of nature, the relationship between man and nature, self-worth and diversity of natural components, the value of communication with nature); · Mastering the elementary norms of behavior in relation to nature, the formation of skills for rational use of natural resources in everyday life; Formation of the ability and desire to preserve nature and, if necessary, provide assistance to it (care for living objects), as well as the skills of elementary environmental activities in the immediate environment; · Formation of elementary skills to foresee the consequences of some of their actions in relation to the environment.

FORMS AND METHODS OF WORK: Observations Experiments and research Project activity Educational games Modeling Viewing slides, fragments of educational films and programs Reading works of art Looking at illustrations Listening to music, sounds of nature Excursions Work in nature

STRUCTURE In the first block "I and nature" children get acquainted with various, accessible to their understanding, components of the environment. Subsequent blocks provide additional information about each component ("Air", "Water", etc.). Then they are considered in relation. The final block "Man and Nature" is generalizing in relation to the previous ones.

FOR EXAMPLE: THE FIRST BLOCK OF LESSONS The block of lessons “I and nature” Educational component. What is "nature". Sun (light and heat), water, air (wind), plants, animals, soil as components of nature. Importance of nature in human life. The child is part of nature. The relationship of various components of nature (soil, water, plants, animals, etc.). educational component. The child's awareness of the importance of nature in human life and the formation of a careful attitude towards the world around him, the formation of cognitive interest, the ability to see the beauty of nature, an emotional attitude towards it.

FOR EXAMPLE: THE LAST (REINFORCING) BLOCK Block of classes "Man and Nature" Educational component. Summarizing the knowledge gained in the process of studying the previous blocks. Nature as a habitat, "home" of man, animals and plants. The relationship of modern man with nature. Facts of negative and positive human impact on nature. Extinct animals. Red Books. Examples of the rational use of nature by man. Creation of reserves. Protection of rare species of animals and plants. Ancient people and nature. How to live in friendship with nature. educational component. Consolidation of the rules of environmentally competent and safe for human health behavior in nature and at home and resource-saving skills. Aesthetic perception of nature. Participation together with adults in practical environmental activities, environmental holidays, including Earth Day.

AUTHOR OF THE PROGRAM OF ENVIRONMENTAL EDUCATION FOR PRESCHOOL CHILDREN "OUR HOUSE IS NATURE" Author - Natalya Alexandrovna Ryzhova Doctor of Pedagogical Sciences, Candidate of Biological Sciences, Scientific Supervisor of the project "We and Nature" (early environmental education) of a joint project of the Department of Education of the city. The program is recommended by the Ministry of Education and Science Russian Federation Links: http: //nsportal. ru/detskiy-sad/upravleniedou/2015/04/22/ryzhova-n-a-nash-dom-priroda http: //pandia. en/text/79/339/13349

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Thesis - 480 rubles, shipping 10 minutes 24 hours a day, seven days a week and holidays

240 rub. | 75 UAH | $3.75 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Abstract - 240 rubles, delivery 1-3 hours, from 10-19 (Moscow time), except Sunday

Ryzhova Natalya Alexandrovna environmental education in preschool institutions (Theory and practice): Dis.... kand. ... Dr. ped. Sciences: 13.00.01: Moscow, 2000 276 p. RSL OD, 71:00-13/238-2

Introduction

CHAPTER I. ANALYSIS OF THE CURRENT STATE OF THE PROBLEM 11

1.1. The formation of environmental education for preschoolers in Russia 11

1.2. Analysis of modern programs 18

1.3. A new paradigm of environmental education for preschoolers 31

1.4. Options for determining the goals and objectives of environmental education 43

CHAPTER II. THEORETICAL FOUNDATIONS OF ENVIRONMENTAL EDUCATION OF PRESCHOOL CHILDREN 51

1. The specificity of the preschool stage in the system of continuous environmental education 51

2. Principles for selecting the content of environmental education for preschoolers 59

11.3. Reflection of the directions of ecology in the content of environmental education of preschoolers "74

11.4. Purpose, structure and content of the program "Nature is Our Home" 81

CHAPTER III. CONDITIONS FOR THE IMPLEMENTATION OF ENVIRONMENTAL EDUCATION IN PRESCHOOL INSTITUTIONS 96

111.1. Pedagogical models of organization of environmental education 96

111.2. Environmental education in the program "Origins" 105

3. The main components of the system of environmental education - in a preschool institution 109

CHAPTER IV. EDUCATIONAL EXPERIMENT 185

GUL. Organization of experimental work Ї85-

IV.2 Diagnosis of the results of environmental education of preschoolers 195

IV.3. The ecological component in the basic characteristics of the personality of a preschool child 220

CONCLUSION 225

LITERATURE 231

APPS 255

Introduction to work

The relevance of research.

Modern problems of the relationship between man and the environment can be solved only if the formation, environmental

*W logical worldview of all people, increasing their ecological culture. Today, more and more countries, including Russia, are joining the implementation of the Sustainable Development Concept (70, 122, 167, 199), according to which humanity must coordinate its activities with the laws of nature, change the consumer attitude towards nature to recognize its intrinsic value. An important condition for the transition of modern society to sustainable development is environmental education. The "Concept of Sustainable Development of Russia" emphasizes the need for the formation by all available means environmental outlook of Russian citizens, primarily children. With the adoption of the laws of the Russian Federation “On the Protection of the Environment and the Natural Environment” (64) and “On Education” (63), the preconditions for legal framework to form a system of eco- fj logical education of the population. “Decree of the President of the Russian Federation on Environmental Protection and Sustainable Development” (taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia), the relevant government decrees raise environmental education to the category of priority state problems. These documents imply the creation in the regions of the country

continuous environmental education, the first stage of which
Roy is preschool. Exactly at preschool age are laid
the foundations of a person's worldview, his attitude to the environment is formed
the whole world.

The beginning of the formation of a system of continuous environmental education in Russia was laid by the materials of the International Conference UNESCO and UNEP in Tbilisi in 1977 (166) and congresses in Moscow "Tbilisi-t-10" (1987 and 1990). Environmental education, including preschool children, is recognized in our country as a priority in education.

4 development in general. In recent years, this problem has been a large number of specialists of preschool institutions, a number of new programs have been created. However, a unified approach to the goals and objectives of environmental education for preschoolers as the first stage of the system of continuous environmental education, the selection of its content, has not yet been developed; there was no single concept, system of organization, the problem of criteria and diagnostics of results was poorly developed, the ways and conditions of environmental education in preschool educational institutions were not defined. There is a contradiction: the goals, objectives, content of environmental education for preschoolers are determined from the position of a new, ecocentric paradigm, while the content and methodology are determined from the old, anthropocentric one. This contradiction complicates the functioning of the preschool stage as an integral part of the environmental education system.

Research problem consists in resolving the contradiction between the needs of society in the formation from early childhood of a person who is able to build their relations with the outside world, taking into account the laws of nature, to live in relative harmony with it, and the lack of a single concept, a system of environmental education in preschool institutions, which is the first step in the system of continuous environmental education.

Object of study- education system in preschool institutions.

Subject of study- environmental education: goals, content and process in the system of preschool institutions.

Purpose of the study- develop theoretical basis environmental education of preschoolers and determine the conditions for its implementation in preschool institutions.

5 Hypothesis. Environmental education in preschool institutions will be effective if;

it is considered as a special, self-valuable stage of the system
continuous environmental education and as part of the development of a common
culture of the child, and not as a propaedeutic stage school courses eco
logical orientation;
$? - for its implementation, a system of certain conditions is created;

the principle of continuity with the school is being implemented, but at the same time, when selecting content and methods, the psychophysiological characteristics of a preschool child and the specifics of preschool institutions are taken into account;

diagnostics of the results of environmental education is aimed at identifying the effectiveness of specific programs and methods, and not at determining the level of knowledge of a preschool child;

in the basic characteristics of a preschool child, an ecological component stands out.

Research objectives:

identify trends in the formation of environmental education for preschoolers as a new direction in preschool pedagogy;

develop a concept of environmental education for preschoolers, including the definition of goals, objectives, content (principles of selection, basic new co holder lines, content components), expected results and options for diagnosing results;

to develop variable modes of organization of work on environmental education in preschool institutions and to identify the most effective of them;

determine the conditions for the implementation of environmental education in preschool institutions;

to conduct a pedagogical experiment and approbation of the author's program in preschool institutions of various types.

Research methods:

historical and conceptual analysis of literature on preschool pedagogy, ecology, psychology, content and methodology of environmental education for preschoolers, schoolchildren, teachers, students;

observation method - conducting observations in preschool institutions in order to assess their activities in the field of environmental education;

study of experience in the field of environmental education;

method of conversation - targeted conversations with employees of preschool institutions and educational authorities;

survey method - surveys of teachers in the form of questionnaires and interviews; children - in the form of an interview;

study of products of children's creativity (drawings, applications, crafts, etc.);

pedagogical experiment in preschool institutions of various types.

The scientific novelty of the research is:

in definition state of the art and trends in environmental education as a new direction in preschool pedagogy;

in substantiating the theoretical provisions of the ecological education of schoolchildren and the conditions for its implementation in preschool institutions of various types;

in the development of a number of diagnostic techniques and a diagnostic card of the child;

in highlighting the ecological component of the basic characteristics of the child's personality as the expected results of environmental education.

7 ,

theoretical significance. The concept of environmental education of preschoolers has been developed, taking into account various areas of modern ecology, its philosophical significance, the psychological and physiological characteristics of a preschooler, and the nature of the continuity of the system of environmental education. The conditions (the “ecologist” model, the “educator” model, the system of components of environmental education in a preschool institution) for the implementation of the concept are substantiated; the ecological component in the basic characteristics of the personality of a preschool child is singled out.

Practical significance,

1. The main ideas of the concept of environmental education for preschool
nicknames implemented:

in the author's program for the environmental education of preschoolers "Nature is Our Home", approved in 1995 by the Ministry of Education of the Russian Federation, and its methodological support ( teaching aids, teaching kits; books and games for children and parents);

in the basic program for the development of the child "Sources", recommended for use in preschool institutions of the capital by the Moscow Committee of Education (direction on environmental education);

in the "National Strategy for Environmental Education of the Russian Federation";

in the Action Plan of the "National Strategy for Biodiversity Conservation".

2. Developed and tested methodological recommendations for
Dagogs based on integrated and activity approaches:
organization of a developing subject environment, organization of a system of work
you with children, family and various institutions; according to condition ok
environment, as well as a number of practical materials: "Environmental
passport of a preschool institution", diagnostic techniques, diagnostic
sky card of a preschooler; monitoring maps of teachers' activities, con
aspects of activities with children and others.

8 On the defense is subject to the following provisions: 1. The concept of environmental education for preschoolers, based on:

on the theoretical positions of domestic psychologists (A.V. Zaporozhets, L.S. Vygotsky, N.N. Poddyakov, S.L. Novoselova and others) and the results of research by teachers in the field of environmental education of preschoolers (P.G. Samorukova, S. N. Nikolaeva, E.F. Terentyeva, N.N. Kondratieva and others);

on the concept of the system of continuous environmental education (AN. Zakhlebny, ID Zverev, I.T. Suravegina, etc.);

on the concept of "sustainable development" (the interdependence of man and nature; recognition of the inherent value of nature, the change of the anthropocentric paradigm to the ecocentric one).

The main provisions of the concept:

environmental education of preschoolers is a unique, valuable, specific and integral step in the system of continuous environmental education;

the specificity of the preschool stage as the first stage of the system of continuous environmental education is determined by the psychological and physiological characteristics of the preschool child, which is taken into account when selecting the content and methodology;

when selecting the content of environmental education for preschool children, three groups of principles are taken into account: general didactic, specific for environmental education; specific for a given age: scientific, accessible, systematic, regionalism, continuity, humanism, integration, activity, constructivism, integrity;

9 main content lines of environmental education of preschoolers are the diversity of the surrounding world, relationships in nature and the cyclical nature of phenomena and processes. In the content of environmental education of preschoolers, as well as in the content of environmental education of schoolchildren, there are four main components: cognitive, value, normative, activity, which at this stage have their own specifics.

the basic characteristics of the personality of a preschool child include an environmental component as a reflection of the expected results. Diagnostics of the effectiveness of environmental education of preschoolers is aimed, first of all, not at diagnosing their knowledge, but at diagnosing the results of the implementation of a specific program by the teaching staff, and includes quantitative and qualitative assessment methods.

2. The implementation of the concept presupposes certain conditions: the creation in a preschool institution of a system of work that includes a number of interrelated components (greening the developing subject environment, greening various kinds activities of children, work with parents, training and retraining teaching staff, environmental assessment, coordination with other institutions). There are various options for implementing the concept of environmental education. The "ecologist" model, which implies close cooperation of all employees of a preschool institution with the coordinating role of an environmental teacher, is more effective than the "educator" model, when environmental education of preschoolers is carried out only by the teacher.

Approbation results were monitored continuously as they were obtained. The materials of the work were reported at numerous all-Russian and international meetings and conferences. tions (Russian from the Dutch Conference on Environmental Education (Pushchino, 1994), the Russian-American Seminar (Obninsk, 1994), All-Russian Congress environmental protection (Moscow, 1995), International Conference on Ecological Education of Children (Moscow, 1995), All-Russian Conferences on Ecological Education of Preschoolers VOOP (Moscow, 1995, 1997, 1999), Inter-

international conferences on environmental education (Petrozavodsk, 199 5; St. Petersburg, 1996), the International Conference "Problems of Megacities" (Moscow, 1996), all-Russian, regional and Moscow author's seminars and " round tables"(1993-1999), conferences on environmental education of the International Environmental Foundation (Moscow, 1997), at seminars on environmental education for teachers in Moscow (a series of lectures at the Polytechnic Museum, 1998), in Germany as part of the project "Child in City” (1998, 1999), International workshop on developing a strategy in the field of environmental education of the CIS countries (Moscow, MNEPU, 1999), conference “Ecology of the Moscow region-99”, conference of mayors of Russian cities “Sustainable development of cities” (Moscow, 1999) , V International Conference on Environmental Education (Zelenograd, 1999), International Conference "Domestic and Foreign Experience in Environmental Education" (St. Petersburg, 1999), All-Russian author's seminars of the Center "Preschool Childhood" named after. And V. Zaporozhets (1998-2000) and others.

The dissertation consists of an introduction, four chapters, a conclusion, a list of references and appendices.

The formation of environmental education for preschoolers in Russia

For the first time the problems of environmental education in our country were discussed in 1977 at the Tbilisi Intergovernmental Conference on Education in the Field of the Environment (166). It was at this conference that the importance of environmental education and the need to form a system of continuous environmental education of the population were emphasized. However, the issues of preschool education were not discussed at the conference. In general, the development of environmental education (upbringing) as a new direction of preschool pedagogy began much later than the environmental education of schoolchildren and students, and is currently in its infancy. Especially rapid development of this direction is observed in the 90s. A number of partial environmental programs appear (a partial program is understood as a program that $ * provides one or more directions for the development of the child), environmental issues are included in the content of individual sections of the integrated programs: "Development", "Childhood", "Rainbow" (comprehensive programs ensure the holistic development of the child ), in the basic program for the development of a preschool child "Origins". Numerous methodological developments of both specialists and teachers themselves are published, All-Russian and regional competitions are organized for the best organization of work on the environmental education of preschoolers. Thus, since 1995, the All-Russian Society for the Conservation of Nature has been regularly conducting such work. Conferences devoted to this problem are devoted to

As already emphasized, an increasing number of preschool institutions in almost all regions of the country are beginning to deal with issues of environmental education. The word "ecology" is becoming popular in preschool education However, poor methodological support and the lack of training of teachers in this area often lead to the misuse of the concepts of "environmental", "ecology", to a significant

W telny discrepancies in understanding the goals, objectives, content and methods of environmental education. A number of kindergartens follow the simplest path, renaming traditional classes to familiarize preschoolers with the world around them, nature, and educate the moral qualities of the child into "environmental". Moreover, in many developments there is a misinterpretation of ecology itself, there are a number of biological, geographical, environmental errors that wander from work to work.

Specifics of the preschool stage in the system of continuous environmental education

The concept developed in the process of research is based on the theoretical provisions of domestic psychologists: L.S. Vygotsky, LA Wenger, V.V., Davydov, AV. Zaporozhets, S.N. Novoselova, N.N. Poddiakova, D.B. Elkonin and others (32, 35, 36, 37, 44, 45, 65, 66, 77, 93, 137, 138, 139, 154, 155, 156, 174, 220) and the results of studies by a number of teachers who determined the possibilities of preschoolers in areas of environmental education and familiarization with nature: N.F. Vinogradova, N.N. Kondratieva, S.N. Nikolaeva, P.G. Samorukova, E.F. Terentyeva, IA Khaidurova and others (25, 26, 27, 28, 90, 91, 131, 130, 132, 133, 152, 176, 192, 193, 202, 203). Psychologists distinguish a number of ages in human development, each of which represents a qualitatively special stage of mental development and is characterized by many changes that together make up the originality of the structure of the child's personality at a given stage of his development (45) . L. S. Vygotsky defined age as a certain epoch or stage of development, as a well-known, relatively closed period of development, the significance of which is determined by its place in the general cycle of development, and in which the general laws of development each time find a qualitatively unique expression. For this study, the author's assertion is especially important that during the transition from one age level to another, new formations arise that did not exist in the previous period, the very course of development is rebuilt and changes.

In a number of works, the elementary school is considered as the first stage of the system of continuous environmental education. A comparison of the pre-school and primary school levels showed that environmental education in primary school cannot replace that in preschool institutions. They are inextricably linked, complementary, but not mutually exclusive. Preschool age differs from other features of the living conditions and requirements that are imposed on the child at this stage of his development, the peculiarities of his relations with the outside world, the level of development of the psychological structure of the child's personality, his knowledge and thinking, a combination of certain physiological characteristics.

At present, different authors define the age at which a child's ecological education should begin in different ways. Thus, M. A. Shargaev (215) believes that it is necessary to start environmental education and upbringing of a person from his uterine development, and children should be taught, starting not even from infancy, but much earlier. R. Levina (105) notes that the environmental education of preschool children can begin from the moment they enter a preschool institution, that is, from the age of 2-3. JL program. Vasyakina "Spider Web" (21) is designed for children from the age of 2. In principle, with a fairly broad interpretation of the term "environmental education", we can talk about its application in relation to children. early age. However, in our opinion, there are significant differences in the content and methodology of environmental education for children of older and younger preschool age, primarily due to their psychophysiological capabilities. Until the age of three, a child's thinking is predominantly connected with direct perception; he thinks only about what he perceives in this moment. At a younger age, when a child learns the world, it is important that objects of nature must be included in the scope of his activity ( houseplants, animals, natural material), for which he could observe, care for, emotionally empathize with them. Already the children of the youngest and middle groups it is necessary to acquaint (using specific examples) with elementary interdependencies, for example, the connections of a living organism with the environment (houseplants, animals need food, water, light, heat, etc.). In existing programs for familiarization with the outside world for children of primary preschool age, a lot of attention is paid to familiarization with nature. Therefore, by the age of 5, a child develops a number of ideas about the environment and attitudes towards it, which can serve as the basis for environmental education at an older age. It is at the age of 5-7 years that we can talk about a more in-depth study and perception of nature, which is due to the psychophysiological characteristics of children of this age. And V. Zaporozhets noted that children of senior preschool age are no longer limited to the knowledge of individual specific facts, but strive to penetrate the essence of things, to understand the connection of phenomena. It becomes possible to form representations and elementary concepts that can become the core of a knowledge system. It has been proved that at the age of 5-7 years, the child undergoes a transition to thinking in general ideas, develops the ability to compare objects according to the idea, generalize them according to common features, formulate their thoughts verbally, and develop certain judgments. The ability to logical generalized thinking appears. Psychological and pedagogical studies of many authors prove the possibility of mastering by older preschoolers various relationships and dependencies that exist in nature. So, the studies of S.N. Nikolaeva showed that children aged 5-7 years are characterized by especially great opportunities for learning the various dependencies of nature. The author believes that the formation of ecological ideas can go on throughout the entire preschool age, but at the younger preschool age, children can trace only single connections, while at the older one, with consistent work, they can understand the connections of a complex of signs. Works by I.A Khaidurova and Z.P. Plokhy showed that with a special organization of observations, older preschoolers can trace and understand the chains of biocenological relationships within the plant community. E.F. Terentyeva also points out that older preschoolers are able to establish more complex (multi-link) connections, chains of connections, some biocenotic connections within the forest community, meadow, reservoir, the reasons for the flight of birds, the connection of a complex of signs, the dependence of the life of plants and animals simultaneously on a number of factors. That is, they already form quite correct and complete pictures of the nature around them. As the authors of The Fundamentals of Preschool Pedagogy note (145), the formation of new methods of generalization is quite accessible to the preschooler, since it occurs on the basis of extensive objective activity. In this case, the concepts themselves first appear in a sensory-objective form.

Pedagogical models of organization of environmental education

Directions of work of the ecologist:

Participation in the choice of the program, methods and their adaptation to the conditions of the kindergarten;

Preparing and conducting classes with children in ecological room, laboratory, living corner, in group rooms, on an ecological path, participation in the preparation of kindergarten holidays;

Active participation in the development of the concept and the creation of a developing subject environment;

Selection of plants, animals for the ecological complex, group rooms;

Preparation of visual material, selection of literature;

Coordination of the work of specialists: music director, teacher of fine arts, physical education;

Coordination of the work of educators: drawing up a weekly program for educators on a specific topic and monitoring its implementation;

Participation in the diagnostics of the results of the experiment;

Working with parents;

Consultations for preschool teachers in the field of environmental education;

Registration of the "Environmental passport of the preschool educational institution", ecological passports of plants, animals of the ecological complex;

Dissemination of work experience ( open classes, generalization of the material);

Directions of work of the music director:

Conducting music classes that enhance the child's emotional perception of nature;

Coordination of music lessons with the topics of classes of an ecologist, a teacher of fine arts;

Development of scenarios, preparation of dramatizations, ecological holidays;

Selection of musical works (sounds of nature, classical works, songs about nature) for the ecologist's program;

Musical accompaniment of environmental games (including the inclusion of musical tasks in such games), plastic studies, dance performances (for example, the dance of flowers, "Rainbow", etc.);

The use of folklore elements for the purpose of environmental education (folk holidays, nursery rhymes, songs, etc.). Directions ^? and_ bots_ of the medical.

Health work with children;

Participation in the assessment of the developing subject environment and the ecological situation in the area of the preschool institution in terms of the health status of children;

Ecological health education of parents;

Directions of the teacher's work on fine arts:

Consolidation of materials of environmental classes in the process of drawing, application, modeling;

Illustrating children's books (fairy tales, stories) - both published and their own;

Assistance to the environmentalist in the manufacture of visual aids, equipment, scenery, costumes for environmental holidays, performances;

Joint training with an ecologist;

Participation in the creation of an art gallery, exhibition corners in groups;

Selection of works of art for the ecologist program;

Coordination of its program with the ecologist program;

Participation in diagnostics, in particular, according to children's drawings;

Using elements of folklore for the purpose of environmental education (folk painting, clay toys, etc.).

Directions of work of a physical education instructor:

Inclusion in classes of certain exercise, outdoor games (imitation of movements, plants) in agreement with the ecologist; participation in ecological and health-improving work: preparation and conduct of hikes on the ecological path, excursions, including together with parents; participation in ecological holidays (sports and ecological);

Aligning your program with the ecologist's program to identify common ground;

The swimming coach participates in ecological holidays (for example, "Water Sorceress"), conducting some experiments (with inflatable toys - the theme "Air", outdoor games on the water (theme "Water");