Program tasks

· Educational: Let children understand that nature is our common home, expand children's knowledge of nature, continue to form an idea of ​​the role of nature in human life.

· Developing: develop horizons, thinking, connected speech.

· Educational: to cultivate a caring attitude towards nature.

Preliminary work: riddles, reading fiction, conversations.

Lesson progress

The teacher reads the poem:

Our home is our own, our common home is

The land where we live!

We can't count miracles,

They have one name:

Forests and mountains and seas

Everything is called - the earth!

Educator: Guys, look what it is? (Children's answers.)

That's right, this is our land. Our land is our common home.

What do you guys think, what are we leaving on our planet Earth?

These are the traces left after you on the ground. Even if you don't see them, the earth remembers them. And every person living on this planet leaves their mark. See what footprints you see on the ground. (Children's answers.) That's right, big, small, clean, dirty.

Educator: Today we will talk to the swami about what kind of mark we should leave on earth.

If nature is a common home, then each of you has your own home. And everyone tries to maintain cleanliness and order in his house.

Educator: Listen here:

"I love to run barefoot,

splashing puddles,

And leave traces later.

But the sun dries the earth.

I will circle on the asphalt

Your footprints in crayons.

But the wind will bring clouds

And wash them away with rain.

Maybe ask for some paint?

And, having taken sandals, so on the road to inherit,

For everyone to know about it?

And I answered: The earth is your home.

Dirt should not be planted in it. ”

Educator: Children, what conclusion can be drawn? (Children's answers.)

That's right, not only in your home, but also in nature, you can not deliver dirt. The earth is the common home of man. All people in the world are one big family. And everyone is trying to do something for her, someone succeeds, someone does not.

Nature made sure that the Earth was always in "order".

Guys, name what natural phenomena you know. (Children's answers.)

That's right, wind, rain, snow, sun.

Consider how these various natural phenomena help the Earth look like this?

For example, such a natural phenomenon how does the wind help? (Children's answers.)

Yes. The wind brings coolness, cleans the air. And what makes it rain? (Children's answers.)

Rain nourishes plants and provides moisture.

Educator: How does snow help the Earth? (Children's answers.) That's right, it warms the earth, covers it like a blanket, gives warmth, warms the trees so that their roots do not freeze.

And how does the sun help the Earth look like this? (Children's answers.) The sun gives light to all living things. But the sun not only shines, what else does it do?

That's right, heat comes from the sun, it warms.

Guys, each of you lives in a house with walls, but as soon as we go beyond the threshold of our house, we find ourselves in another house.

Listen guys:

"Like a roof over the earth,

Blue skies.

And under the blue roof

Mountains, rivers and forests

And glades and flowers, and, of course, me and you.

So what house are we in? Right in the house - nature.

Look, guys, at these drawings of an ordinary house and a house of nature, let's compare these houses. (Paintings.)

Why is there light in our house? (From the lamp.)

And what can be compared with a lamp in nature? (Sun.)

But the sun not only warms, so it can be compared with something else? ... with a stove, a battery.

It rains in nature, but in our house, what resembles rain? (Shower.)

In nature, the wind, but in the house? (Fan.)

The house has a floor, but in nature? (Earth.)

We have a carpet on the floor, but on the ground? (Grass grows.)

In an ordinary house there are stone and wooden walls, but in a house of nature? (Mountains and trees.)

We have a flame burning on a gas stove, but in nature, where does the fire come from? (Escapes from the volcano.)

In nature, snow falls, ice accumulates on high mountains, but in an ordinary house a person learned to make snow where? (In a refrigerator.)

What animals live in nature? (Wild.)

In an ordinary house? (Homemade.)

Wild plants in nature, but in the house? (houseplants)

Guys, why in both houses the artist left part of the drawing unpainted, what is that? (Air.)

And why do we need air, what will happen if there is no air? (Children's answers.)

Educator: Let's do a little experiment and find out what will happen if air does not enter our body. Cover your nose with your hand. Can you breathe? why? We need air, without it we cannot live.

Tell me, please, who else needs air, who still cannot live without air? (Animals, birds.)

Now let's take a break and play a little. Physical education:

Hands raised and waved

These are the trees in the forest.

Elbows bent, brushes shaken -

The wind knocks down the dew.

Let's gently wave our hands -

The birds are flying towards us.

How they sit down, we'll show-

Wings we fold back.

There is a knock on the door, Lesovichok comes in, sad, upset.

Educator: Hello, Lesovichok, what happened to you?

Lesovichok: I visited my possessions, in the forest I heard mournful voices, plants, animals everywhere. I recorded all complaints in Complaint book nature. Guys, want to know who and what complains? The Christmas tree complains, here is its complaint: “It’s empty and lonely for me in the forest, I was left all alone. But around me once grew Christmas trees - beauties, but under New Year cruel people with axes appeared in the forest and cut them down to the very root.

Educator: Is it possible to cut down Christmas trees? (Answers.) Guys, let's do a good deed with you, draw posters about caring for living fir trees and hang them in different places for people to see.

Guys, now we are starting to draw, and do not forget to cross out the Christmas tree with a red line, what do you think the red line means? Children: no, anxiety. (Paper in the form of a circle is on the tables, children draw Christmas trees to calm music.)

Educator: Well done! What wonderful posters they drew. We put the posters on the edge of the table. Guys, tell me, why did you draw these posters?

That's right, children, we urge people not to arbitrarily cut down spruces - this is a very good deed - protecting nature.

Lesovichok: Well done! Thank you for helping the forest. Now people will think before they go to the forest to cut trees.

Lesovichok: Guys, I almost forgot about the clearing that I have in the forest. Before, my clearing was very beautiful, but tourists came and cut down a birch tree for firewood, threw empty jars, candy wrappers, bottles into the clearing.

Educator: How to help the clearing? What should be done? (Children's answers.) We need to get to this clearing as soon as possible, but how can we do this?

Guys, they will help us get to the clearing, magic words:

Educator: let's say the magic words. "Sim-salabim, abra-kadabra"
(Children repeat the magic words and find themselves in the "clearing".)

Educator: (draws the attention of the children to the clearing) Guys, you need to help Lesovichka, put things in order, as this spoils the beauty, the forests, and also these bottles can be dangerous for animals. This is the footprint the tourists left behind. (Three children clean up the garbage.)

Well done! helped Lesovichka, put things in order in his clearing.

Lesovichok: I am very glad that I met you, stay friends of nature, take care of the forest. I give you my Book of Complaints of Nature as a keepsake, and I want it to always remain empty so that no one complains.

Educator: Today we helped Lesovichka, left our good mark in the clearing, it's time for us to return to our group.

Children say goodbye to Lesovichok and with the help of the magic words “Sim-salabim, abracadabra” return to the group.

Educator:

Let's save the planet

There is nothing like it in the entire universe.

There is only one in the whole world

We need it for life and friendship!

Today, guys, we talked about how our nature needs our protection. Do you want to become friends and protectors of nature? Then let's promise to protect nature and try to make your footprint on Earth useful!

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Topic. Conversation as a method environmental education deteth

1. Features of using conversationsin the senior group of kindergarten

Preschool age is a valuable stage in development ecological culture person. During this period, the foundations of the personality are laid, including a positive attitude towards nature, the world around. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, in the awareness of inseparability with it. Thanks to this, it is possible for children to form ecological knowledge, norms and rules of interaction with nature, foster empathy for it, and be active in solving some environmental problems. At the same time, the accumulation of knowledge in children preschool age is not an end in itself. They are a necessary condition for developing an emotional-moral and effective attitude to the world.

Kindergarten is the first link in the system of continuous environmental education, so it is not by chance that teachers face the task of forming the foundations of a culture of rational environmental management among preschoolers.

The upbringing of a caring attitude towards the natural environment in young children is laid down in the family and continues to take shape in the preschool years in kindergarten

Familiarization of preschoolers with objects living and inanimate nature takes place in several stages: conversation, observation, occupation, experience. The number of stages can be adjusted depending on the task at hand when introducing children to one or another object of animate and inanimate nature.

Among the verbal methods, first of all, it is necessary to note a conversation with children. In the pedagogical literature, a conversation is defined as a purposeful, organized conversation with children. Being one of the teaching methods, it is used to enhance the mental activity of children, since in the process it creates the opportunity to use the knowledge they have previously acquired.

2. Theoretical part

2.1 The meaning and place of conversations inenvironmental education of children

A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. The conversation is considered in preschool pedagogy as a method of getting acquainted with the environment and at the same time as a method of developing coherent speech.

The importance of conversation in educational work with children was revealed in their works by E.I. Tikheeva, E.A. Flerina, E.I. Radina, E.P. Korotkova and others. According to them, the conversation teaches children to think logically, helps children gradually move from a specific way of thinking to the simplest abstraction. In the course of a conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization), express their thoughts, listen and understand the interlocutor, and give answers to questions that are understandable to others. In a conversation, the coherence of speech develops.

In a conversation, the teacher unites children around common interests, arouses their interest in each other, the experience of one child becomes a common property.

The conversation will be pedagogically valuable if, based on the existing knowledge and experience of children, it manages to capture them, awaken the active work of thought, arouse interest in further observations and independent conclusions, and help develop in the child a certain attitude towards the phenomena under discussion. In a conversation, an adult with his questions, directing the thought of children along a certain channel, prompts them to memories, guesses, judgments, conclusions. For the fragile mind of a child, this is extremely important.

The topics of conversations are determined by the specific tasks of educational work with children, their age characteristics, the stock of knowledge acquired in the process of excursions and observations, as well as the immediate environment.

It is also necessary to take care of the accumulation of ideas in children that would allow comparisons, comparisons, to reveal existing connections, to generalize. Subsequent conversations should be somewhat more difficult than previously conducted.

An important question is the place of the conversation among other methods of work. Her role can be fulfilled if she relies on other methods of getting to know the environment (excursions, observations, walks), if the children have knowledge and experience that require streamlining.

2.2 Types of conversations, their characteristics

conversation classifications.

E.A. Flerina classified the conversations based on didactic tasks. She identified three types of conversations.

An introductory conversation that organizes children for a particular type of activity.

A conversation accompanying the activities and observations of children.

The conversation is final, clarifying and expanding the experience of children. Each of these conversations is unique in terms of purpose and method. This classification is based on the interaction between childhood experience and its expression in speech.

M.M. Konina distinguishes two types of conversations that complement the classification of E.A. Flerina. They are based on the material (picture, book), in connection with which the conversation is conducted.

From the point of view of content, it is possible to conditionally distinguish cognitive and ethical conversations.

Let us dwell on the characteristics and features of these conversations. Water conversation, or a conversation that precedes the acquisition of new knowledge, is usually the link between the experience children have and the one they will acquire. The role of the introductory conversation is limited. Its purpose is to identify disparate experience and create interest in the upcoming activity.

Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond childhood experience, and a number of issues remain unresolved.

The conversation that accompanies the acquisition of new experience is a transition from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct the attention of children to a richer and more expedient accumulation of experience. The content of the conversation is determined by the process of observation.

An ethical conversation can be ended by setting the rule to be followed. The conversation can be ended with a riddle, reading a poem, a proverb, listening to a tape recording related to the topic of the conversation.

Sometimes, at the end of the conversation, it is advisable to set clear tasks for children for follow-up observations, tasks related to labor activity(hang a feeder for wintering birds, draw a picture as a gift to mom). The conversation is based on the constant mobilization of children's attention, memory, thinking. The child has to follow the course of the conversation all the time, without deviating from the topic, listen to the interlocutors, formulate his own thoughts and express them.

The setting conversation helps the teacher to collect the attention of children, arouse interest in upcoming activities, update existing experience in order to establish a connection between the knowledge gained earlier and the upcoming excursion, observation, and so on.

Heuristic conversation is used in senior preschool age. Its content is varied. Observing the phenomena of nature, the teacher finds those that contain some contradictions, and invites the children to take part in their resolution.

The final conversation is used to summarize and systematize children's knowledge of nature, obtained in the process of observation, games, reading works of art, work, conducting experiments, and so on.

The final conversation is organized by the educator starting from middle groups s. It requires a lot of preliminary work on the accumulation of specific ideas, their expansion, deepening. In the conversation, children's knowledge is generalized and systematized on the basis of identifying essential features, connections and relationships that exist between objects and natural phenomena. At the same time, the generalization and systematization of knowledge, depending on the age capabilities of children, on the stock of ideas they have, can be carried out both on the basis of private connections and on the basis of general patterns that show children the connection of living organisms with environment.

The final conversation is carried out as the children's ideas about nature accumulate and only if these ideas are mastered by all children.

It is important to consider illustrative means for the final conversation. There should not be a lot of illustrative and visual material. The purpose of its use is to revive the impressions of children, to help them remember known facts around which the conversation will unfold. The identification of essential features, links between phenomena is hampered by the abundance of visual material. To understand the connections, a special kind of visual material is required - various models, in which the essential in phenomena is presented in a generalized form: these are weather calendars, schematic representations of natural phenomena.

The conversation begins with an analysis of the knowledge that children have about nature. The teacher, with the help of questions, directs the attention of children to a comparison of facts, phenomena, highlighting their features, common features, connections and relationships.

2. 3 Features are generalizingx conversations, their structure, topics

The main conversation in kindergarten is the final conversation, it is commonly called generalizing. The purpose of the generalizing conversation is to systematize, clarify and expand the experience of children obtained in the course of their activities, observations, excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-answer form of communication.

In the main part of the conversation, in the course of analyzing the phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms children's answers, generalizes them, makes additions, corrections. The purpose of these techniques is to clarify the child's thought, to emphasize the fact more clearly, to excite a new thought. Children are given new information in order to clarify or deepen knowledge about the essence of the phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poems, riddles, visual material, the participation and activity of all children in the group.

The end of the conversation is characterized by a certain completeness. Most often it is associated with generalizing conclusions throughout the conversation. The ending of the conversation may be different depending on its nature and content.

If the conversation is of a cognitive nature, the children or the teacher make a generalization (final story).

In children 5-7 years old, generalized ideas of different content can be formed. For example, about birds in general, about wintering birds, about decorative birds, about poultry. The formation of generalized ideas occurs in the process of a special conversation, the core of which is a system of questions. Their specificity is as follows: the formulations are general character, since they cover not one, but a number of specific phenomena; the content of the questions is aimed at identifying those essential and characteristic features on the basis of which a generalized representation is built; Each feature is associated with a specific question. An important place in the conversation is also occupied by the formulation of conclusions (conclusions) - the actual construction of generalizations: private for each significant feature and then general, which corresponds to a generalized representation.

So, the formation of generalized ideas occurs when using the verbal method of working with children. The conversation with them is carried out in a strictly defined sequence of questions, answers, conclusions - this is an algorithm for the formation of generalized knowledge. In order for the algorithm to achieve the goal (i.e., for children to learn generalized knowledge, and later use it on their own), it is necessary to teach preschoolers how to use it. That is why the second part of the lesson is very important, which is devoted to the analysis of new situations: children evaluate similar phenomena from the standpoint of a formed generalized representation (in detail for each feature) and conclude whether they belong to the category of this generalization or not. And in this case, the logic of building a conversation is crucial.

3. The method of conducting a conversation

The method of conducting a conversation is determined by its peculiarities as a dialogic (oral, colloquial) form of speech. Great importance in a conversation, there is also an external emotional expressiveness of speech - gestures, facial expressions of the speakers. The participants in the conversation, like the participants in the dialogue, should never be passive listeners. They should not only listen carefully to the speaker, but also be able to raise a question, supplement, if necessary, correct the speaker, give an appropriate remark, reason, defend their opinion, and convince the interlocutor. Thus, the conversation requires the activity of all its participants, their ability to conduct a conversation.

When conducting a conversation, the educator should strive to ensure that it takes place vividly, naturally, with great activity of all children. Knowing the features of the dialogic speech of children 5-7 years old will help the teacher to build and conduct a conversation correctly.

First of all, this is a certain gap between its content and form: children have certain ideas, but find it difficult to answer the question on their own, to formulate a judgment.

An analysis of children's speech during conversations shows that they mainly use simple sentences, and there are almost twice as many simple uncommon sentences as simple common ones.

And sometimes it is observed reverse phenomenon- children used inappropriately large and often illiterate sentences. For example, when answering, they repeat the verb used in the question, while for the answer it is completely unnecessary: ​​“What happens in autumn?” - "In autumn, flowers fade." In all likelihood, such phrases are the result of the formal requirement of the educator to give a full answer (“What season is it now?” - “Autumn.” - “Give a full answer.” - “Now the season is autumn

Due to the underdevelopment of the active vocabulary, children of 5-7 years old quite often use some verbs not meaningfully and ineptly, for example, verbs denoting the action of people are used to denote the actions of animals (“The hare puts on white wool”, “Birds agree when they fly south "). Often there is a peculiar expansion of the meaning of the word by them. For example, the word that names the lair of one animal is used in relation to another: "Bear in the den"; "Fox in a den"; "Mole in the den". This is especially true for children 5-6 years old.

When talking with children, the teacher should carefully monitor their speech; with his questions, hints, he must lead them to the correct answer and the choice of its most accurate form (type of sentence, words), the best way relevant to the content being conveyed. conversation ecological education speech

After listening to a friend, a child senior group should be able, if necessary, to supplement or correct his answer. The teacher, on the other hand, must lead the children to an elementary analysis of speech in terms of its content (correctness, completeness) and form (sequence, figurativeness).

Methodological techniques for leading a conversation are as follows:

Do not allow children to move away from the main topic.

Steadily lead to final conclusions.

Do not interrupt children unless absolutely necessary. Relate comments and corrections to the end.

Do not require complete answers. The conversation should be conducted naturally and naturally. A short answer, since it is logical and grammatically correct, can be more persuasive than a common one.

Don't overuse questions. Do without them, if it is possible to achieve the same goal by a brief indication, reminder.

Encourage children to ask questions.

Involve all children in the evaluation of the expressed thoughts and their verbal presentation.

Cause competition in the desire to speak clearly and elegantly ... ".

But the specifics of the topic also determine the originality of the conversation, its type, preparatory work, the use of illustrative material, etc. What are the features of the conversation about nature? There are several types of conversations about nature:

conversations combined with direct perception (during observations, excursions, walks);

conversations combined with independent work children (during labor in nature, experiments, independent observations);

conversations based on existing knowledge (generalizing, when looking at pictures, etc.).

Many teachers rightly note that the success of the conversation largely depends on the content and sequence of questions thought out in advance, on how much the teacher anticipates the answers of the children and how he regulates their activity.

In conversations about nature, the teacher mainly uses questions that clarify the knowledge of children about certain objects and natural phenomena, and questions that require the generalization of factual material, the establishment of connections and dependencies in nature. In addition, in older preschool age, you can use alternative questions, requiring the choice of an answer from two or more possible ones.

For the development of coherent speech of children, questions are especially valuable that contribute to the disclosure of the causes of phenomena, the establishment of connections between them, the establishment of patterns in seasonal changes in nature, since, in answering, children try to characterize the phenomenon as fully as possible, call the established connection a word, designate in their speech the sequence of development.

Children 5-6 years old, having knowledge, often cannot formulate them, find the right words. Therefore, during the first conversations on new material for children, it is advisable to offer them to repeat the speech pattern of the teacher. For example, to the question “Why is the river covered with ice in winter?” children answer in monosyllables: "It's cold" or "Because it's cold", etc.

Inviting the children to repeat the phrase he composed, the educator thereby fixes in their memory and consciousness a speech construction that should be used in such cases to convey the connection of phenomena: “In winter, the river is covered with ice, because it is cold”; “The water freezes from the cold, and the river is covered with ice”; “At the beginning of winter, the frosts are small, so the ice on the river is thin”; "How stronger frosts, the thicker the ice. Such a repetition will not be mechanical if it is built on the basis of a direct perception of the phenomenon. In subsequent stages, when children learn to build their answer according to the model of the teacher, the need to use this model will gradually disappear. The types of questions asked of children are largely determined by the type of conversation.

When conducting a conversation during observation, excursions, questions should be posed in such a way as to help the children to comprehensively consider the subject or comprehend the phenomenon, to establish their elementary connections. The teacher's word this case contributes to the correct perception of the observed phenomenon by the child. During such conversations, it is necessary to give more explanations, offer samples of verbal expression of connections or dependencies of objects and phenomena; it is absolutely necessary to alternate the speech of the teacher and the statements of the children.

If on the first excursions one can be satisfied with their brief answers, then on subsequent excursions one must seek detailed answers, and moreover, require the independence of children in formulating thoughts. It is necessary to approve such, for example, statements: "It's cold, so there is snow all around"; "If it were warm, the snow would melt."

The exact definition of the observed phenomenon and its cause is the basis of the process of comprehension and contributes to the development of logical thinking and speech of children. So, relying on the answers received, which were the result of observations of seasonal changes in nature, the teacher brings the children to an understanding of what season is coming, to a more complete description of it.

In the process of conversations conducted during observations, labor in nature, various experiments, the educator also clarifies the dictionary of children. With the systematic work of the educator, five-year-olds already begin to use words and phrases that most accurately characterize an object or phenomenon: the sun warms up, snow settles, grass breaks through, buds swell, etc.

Thus, there is a mutual influence of vocabulary work and the development of dialogical speech. On the one hand, vocabulary work is a condition for the successful development of dialogic speech, on the other hand, in the process of dialogic speech (during conversations), the vocabulary is enriched, children learn to find the most accurate words to convey their thoughts.

The greatest difficulty for the educator is generalizing conversations. The success of a summarizing conversation largely depends on:

sensory experience of children;

a conversation plan drawn up in advance, which should not be a formal list, but a system of questions that clarify and summarize the knowledge of children;

correct selection of visual and illustrative material;

variety of mental tasks presented to children.

In order to arouse interest in children and increase their activity during a conversation, it is necessary to start a conversation with a story from the teacher’s own observations, and in the process use riddles, speech logical tasks. In the older group, the teacher complicates speech logical tasks:

“The children from the kindergarten were walking home, bypassing puddles so that their feet would not get wet, and in the morning they went to Kindergarten The ice crunches underfoot. There is no water. What happened? Where did the water go?

Part of the conversation can be devoted to proverbs and sayings about a given season, object or natural phenomenon. In a conversation, you can also use a small didactic game. It will help the educator to clarify the knowledge of children, to test their ability to apply the acquired knowledge in independent activities.

A significant place in conversations about nature is occupied by looking at pictures and reading works of art. Fiction and art have great value to clarify, expand the knowledge of children, develop the ability to express their thoughts, to tell, all the more so because not every natural phenomenon can be directly perceived by a child.

The educator thinks over what essential signs or connections will underlie the generalizations of knowledge.

4 . Methodology for conducting conversations in the senior group

TOPIC: "HOW PEOPLE HELP FOREST DIVISIONS" (a conversation about the work of a forester).

Tasks: to create conditions for the formation of children's ideas about moose, about their life in the forest in winter time, about the forester and his environmental activities - winter feeding of animals; bring up careful attitude to the forest, the desire to commit good deeds(work with environmental signs).

· Preliminary work.

Examining illustrations.

· Conversations.

Reading educational literature.

Course of the lesson 1. Examination of the painting "Forest".

Conversation with children:

Who lives in the forest? (Plants, animals, birds, insects.)

Children name and find the named objects in the picture.

· Solving riddles.

The teacher makes a riddle:

Hump-nosed, long-legged

branchy giant

Eats grass, shoots of bushes,

It's hard to compete with him on the run.

Kohl happened to meet such

Know - this is ... (moose).

A picture of an elk is displayed. Consider, describe (large, there are horns, hooves). Moose feed on grass, juniper twigs.

Does the moose have enemies? (Wolf).

How do moose defend themselves? (Escapes or defends with front legs (hooves).

Physical education "Animals in the forest":

walking with high knees (large snowdrifts);

walking track to track (narrow path);

jumping up with "getting branches";

throwing snowballs.

· Conversation.

Educator. Who helps animals and birds to endure the hardships of winter?

Reading a poem:

To pines, lindens, ate

They didn't get sick, they turned green,

To new forests

Ascended into the sky

Their ringing and the hubbub of birds

Protected by a friend - a forester.

Foresters put up feeders with hay, salt, hang bird feeders.

Educator. In the forest, a person is a guest, he must follow the rules of conduct so as not to disturb the life of the forest and its inhabitants. Invites children to come up with prohibitory (with a red rim) and environmental protection signs (with a green rim) for human behavior in the forest and draw them. Children put up signs and guess which sign each child came up with.

Productive activity of the child is one of critical components development of the child's personality. To do it yourself, to do it for another is an important and necessary motive for the child's activity.

The desire to take care of those who need it develops kindness in the child’s soul, the ability to sympathize, worry, teaches him to help.

We invited dads of children to help us make bird feeders.

Children not only built feeders, glued them, cut them out, but also prepared food for the birds. In the classroom, the children learned well what treats are loved by tits and sparrows. All winter the birds on our site were full, thanks to our children.

Conclusion

A theoretical study of the features of ecological formations of children of senior preschool age allows us to draw the following conclusions:

The purpose of environmental education is the formation of moral and value relations to nature and people, the ability to self-restraint, a sense of personal responsibility for the state of the environment, practical participation in the revival of the disturbed balance between man and nature.

Environmental education and upbringing of children will make it possible to overcome a number of negative phenomena in the life of society, to harmonize the relationship of man with other people, with nature, with himself as part of nature.

Environmental education is an integral system that covers the whole life of a person, and should begin from early childhood, when the first foundations of worldview and morally valuable experience of interaction with the subject-natural environment are laid.

The effectiveness of environmental education for preschoolers depends entirely on the creation and proper use of developing ecological environment, as well as from systematic work with children. Their development and increase in the level of environmental education is possible as a result of applying the methodology, taking into account all age groups.

The upbringing of the correct attitude of children to nature, the ability to carefully handle living beings can be fully implemented in the preschool period only if the system of work in the kindergarten is combined with the impact on the children in the family, i.e. is complex.

Cognitive material leaves a deep imprint only when it is given systematically, when impressions seem to be layered one on top of the other and are not torn off from life. Thus, a conversation that plays the role of clarifying and deepening, systematizing concepts, can be successful only when it relies on other previously used methods of introducing children to others. And also on their subjective experience, i.e. when they already have some knowledge that needs to be streamlined.

Conversations have an important place in the process of children's accumulation of knowledge - during excursions and observations. As practice has shown, before observations, it is very difficult for children to express their opinions, and such conversations come down mainly to giving explanations by the educator. During observations, preschoolers are absorbed in new experiences and speak succinctly. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. The educator himself directs the observation process with his questions and comments. The most successful conversations proceed immediately after the children have received new impressions during excursions, observations, or after reading the stories by the teacher.

So, the conversation is organically connected with everyday life child in kindergarten and family, can not turn into a well-established topic. The material given in it should leave a deep imprint in the mind of the child. For this to happen, it is necessary to offer the child an active position, when he is not only observing and listening, sometimes answering, but also acting, actively communicating, but this is another form of speech work with children - situations of communication.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods for the development of speech and teaching the native language of preschoolers. - M.: Academy, 1997.

2. Veretennikova S.A. Familiarization of preschoolers with nature. - M.: Enlightenment, 1980.

3. From childhood to adolescence: a program for parents and educators on the formation of health and development of children 4-7 years old. / ed. T.N.Dorontova, L.G.Golubeva, N.A.Gorodova and others - 3rd ed.; - M.: Enlightenment, 2004.

4. Nikolaeva S.N. Theory and methods of ecological education of children. - M.: Academy, 2002.

5. Ryzhova N.A. Environmental education in kindergarten. - M.: Karapuz, 2000.

6. Solomennikova O.A. Ecological education in kindergarten. - M.: Mosaic Sintez, 2010.

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Conversation on ecology

Conversation script

"Protect your native nature!"

Love, respect for nature, for all living things must be nurtured in children from early childhood. This should be done by both parents and teachers. The teacher can conduct a conversation with the children “Nature in poetry and music” and prepare a literary and musical composition with them “Take care of your native nature! ”

We bring to the attention of readers the development of such a composition. Let the guys hang posters on the walls of the hall in advance with the statements of prominent people about nature:

· "I don't know anything more beautiful than our land." (K.G. Paustovsky)

· “Man cannot but occupy nature. He is connected with her by a thousand inextricable threads, he is her son ”(I.S. Turgenev)

· “Happiness is to be with nature, to see her, to talk to her.” (L.N. Tolstoy)

· "A person who understands nature is nobler, purer." (L.M.Leonov)

· “A person should arrange the land with the same care as he used to arrange his dwelling, his house.” (A.M. Gorky)

· "Man must adorn the earth." (M.A. Sholokhov)

Schoolchildren can arrange stands “Poets about Russian nature”, “Artist about Russian nature”, lead a competition for the best drawing about nature, prepare an exhibition of their drawings, crafts made from natural material.

At the appointed time, students gather in the hall. The presenter and several guys come on stage.

Leading: Look around: what a beautiful, wonderful world we are surrounded by forests, fields, rivers, seas, oceans, mountains, sky, sun, animals, birds. This is nature! Our life is inseparable from it. Nature feeds, waters, clothes us. She is generous and selfless.

The writer K. G. Paustovsky has the following words: “And if I sometimes want to live up to a hundred and twenty years, it is only because one life is not enough to experience to the end all the charm and all the healing power of our Russian nature. Love to native nature- one of the most important signs of love for one's country.

Our Russian nature, full of poetry and charm, touches and excites every person who loves his Motherland, has a beneficial effect on his soul.

The beauty of simple and artless Russian nature is an inexhaustible source of inspiration for the poet, artists and composers. Many poems, paintings, musical works were born thanks to her.

The song “Our Land” sounds (lyrics by A. Aliens, music by D. Kabelevsky);

That birch, then mountain ash,

Willow bush over the river

Krayrodnoy, forever beloved,

Where else can you find one like this?

From seas to high mountains,

In the middle of native latitudes

Everybody run, run the roads

And they call ahead.

Valleys flooded with sun

And wherever you look

Native land, forever beloved,

Everything blooms like a spring garden!

Student: And how many secrets each inconspicuous blade of grass, each flower keeps in itself!

Are you passing by a flower?

Bend over, look at the miracle

Which you have never seen before.

He can do things that no one else on earth can do.

For example, he takes a speck of soft black earth,

Then he takes a shower of rain,

And a blue shred of air,

And a ray of sunshine.

Everything will mix later (but where!?)

(Where are the test tubes, and the flasks, and the rows of spirit lamps?)

And here from the same black earth

It is either red, then blue, then lilac, then gold!

V.A. Soloukhin

Guys, do not tear in vain armfuls of flowers. Let them bloom those short moments that are released to them by nature, please us.

The student reads the poem:

All rye around, like a living steppe,

No castles, no seas, no mountains...

Thank you dear side

For your giving space.

N.A. Nekrasov

Student :

Gave you in full Motherland

All that she can only give to her son.

Gave the dawn and the father's threshold.

And for thousands of years they gave star roads.

Viburnum flowers in the fields, the purity of the spring

Defended in battles, carried through the centuries,

Gave you wild flowers

Infinite shining world.

The song “Where does the Motherland begin? ” (lyrics by M. Matusovsky, music by A. Pakhmutova).

Leading. Nature, which gives us everything for life, requires us to take care of ourselves. All of us, now living, are responsible for our nature to our descendants. However, sometimes both adults and children carelessly, wastefully behave towards her. Thoughtless, mismanagement of nature brings great troubles.

The singer of nature writer M.M. Prishvin addressed the schoolchildren with the following words: “Dear guys! We are the masters of our nature, it is for us the pantry of the sun with great treasures of life. And to protect nature means to protect the Motherland. In our country, there is a struggle for greening the yard, where many trees and flowers are planted, for greening the streets.

Nature is beautiful in its own way in all seasons. But the artist Autumn decorates the world of plants with special, magical colors.

Scientists of different nationalities note with alarm that the animal and vegetable world on our planet is becoming poorer, some rivers are polluted, and this leads to the death of all living things in them. Many species of animals and plants have already disappeared on Earth. Therefore, scientists have compiled the Red Books. They list the species of plants and animals that are on the verge of extinction. Scholars actively participated in the preparation of the laws of nature. These laws should be known not only by adults, but also by children, especially those who have not yet understood that by harming nature, they harm themselves, people, and their native country.”

Disciple: A person took from nature for too long and did not think that her wealth and generosity are not eternal, that they must be taken wisely, spent carefully, and that someday they may run out.

Your rating: None

Ecological conversation on the topic "Let's help nature"

Purpose of the conversation. To form in children knowledge about the various types of activities of schoolchildren for the protection of nature, to arouse the desire for this activity, to show the joy of the work done, to set the stage for the implementation of some activities for the protection of nature.

Equipment. Exhibition of children's drawings on the theme: “We help nature.

Conversation flow:

Guys, you already know that nature needs our protection, our help. Scientists, engineers, the entire population of our country and the planet are thinking about this now. Why has the problem of nature conservation become so important and necessary? If we do not immediately help nature, it will die. What will happen on earth then? Do you think nature conservation is only a matter for adults, or can schoolchildren also make their own contribution? What can and do students do? Yes, students can do a lot. Their activities in nature are varied. For example, protection natural environment: feeding and rescuing animals in trouble; garbage control; production of feeders and houses for birds; feeding animals and birds; installation of plates in places of distribution of protected plants; helping diseased trees.

Now tell me about what you did. Let's now see our exhibition of drawings "We help nature." You are doing a lot of useful things for nature. Some drawings can even be described in verse. (The teacher invites the children to pick up verses written on separate sheets of paper for the drawings and read them.)

Many of you in the drawings depicted the planting of plants: flowers, trees, shrubs. This is a very good and rewarding work. You know, there is even a saying that a person has not lived his life in vain if he has planted and grown at least one tree in his life. It is not for nothing that people say: “The one who planted the tree will be thanked by the grandchildren, the one who killed it will be cursed by the children.”

And who will tell us how to plant trees? (If necessary, the teacher introduces students to the rules for planting plants.)

One of the students reads a poem:

We will plant lindens and maples,
The city will be elegant, green.
We will plant poplars in rows,
Our squares will become gardens.
We will surround the school with trees -
Let the cheerful hubbub ring over her.
Happy children love greenery.
They love to see the trees in full bloom.
Let it bloom every year more beautiful
Our young planet.
(N.Kutov)

Everyone loves to relax in the shade of the trees, listening to the noise of the leaves, but, unfortunately, not everyone participates in tree planting, like this boy, for example.

This boy loves in the heat
Rest in the shade of the forest.
And tell him:
If the forest is so dear to you,
Why are you nowhere
Have you planted a tree?
(M. Mirshakar)

Children, it is important not only to plant a plant, but also to carefully and carefully care for it, protect it from damage, from pests, and water it regularly.

At the beauty of the birch, the dress is silver,
The beauty-birch has green braids.
Goats jumped out of the yard to the birch,
They began to gnaw at the birch, and the birch - in tears.
We began to protect the birch in a crowd,
So that the beauty birch grows big.
(P. Voronko)

In early spring you can see such a picture.

Student.

The shepherd cut the bark of a birch,
Bending down, he draws sweet juice.
Drop by drop falls into the sand
Birch blood, transparent as tears.
(F.Sologub)

Tree bark must not be cut! The heart shrinks painfully when you see a crippled tree, because it is alive! What will happen to the tree next? It will fade by next year, the trunk and branches will gradually dry out, the roots in the soil will die.

The schoolchildren provide great help to the birch forests during the spring sap collection. They cover the wounds with clay and explain to the sap collectors what harm they are doing to the trees.

Some boy hurt a birch,
He cut birch bark with a knife.
Birch, don't cry: I'm going to get a first-aid kit,
I will tie a deep wound with a bandage.
(V. Suslov)

Remember!

Wounds on trees are covered with wax, garden pitch, clay, putty or plasticine. The wound should be bandaged.

How do you understand the proverb: “A lot of forest - take care, little forest - do not destroy, no forest - plant?”

Which one of you planted the tree? Where? How do you care for him? Did you know that planted trees need watering?

Don't stop me from working
I will bring water
And well water
I will feed everyone, of course.
Drink, drink, don't be sorry
And if you want, pour into the watering can -
Water the garden:
He drinks water too!
(E.Blaginina)

The children have a lot of worries about nature in all seasons. Schoolchildren are worried about their friends - plants and animals. This is how our guys describe their worries. (The teacher reads excerpts from the children's compositions, paying special attention to the manifestation of moral feelings of pity, compassion, duty, responsibility.)

Our guys have been helping wintering birds for a long time: they make feeders, feed the birds, as described in the poem by O. Vysotskaya.

For guests at the window
Kostya sprinkles millet,
Water is poured on a saucer:
Let them get drunk.

The paws of titmouse are freezing:
It's bad for them without mittens,
Yes, and hungry in the cold ...
I brought them seeds:
Look here
This is delicious food!
They sit on my palm.
Warm paws. Not to be afraid of.

Let's see together what feeders our guys made. (Children look at the exhibition of feeders, choose the best one.)

There will be things for schoolchildren in the summer.

And how did you help nature in the summer, in the camp, in the village with your grandmother or in our city?
The main concern in summer for adults and children is weed control. They have long been disliked by the people. It is no coincidence that they say:

Weed grass - out of the field!
Weed grass is strong at the root.

What weeds do you know?

Grew up in the field angry and prickly,
Needles in all directions. ( Burdock)

Prickly, but not a hedgehog,
Grab it when you pass by. ( Burdock)

Just touch and withdraw your hand,
Burns grass like fire! ( Nettle)

Nettle is an insidious herb.

Nettles hiding in the grass
Burns the kids patiently.
Evil and good - bites everyone,
Nobody misses!

There are many types of weeds, among them meadow bluegrass, creeping wheatgrass, wild oat, bonfire, meadow timothy, sow thistle, stinging nettle, plantain, etc. Weeds are found in fields and gardens. Weeds must be removed, as they interfere with the growth of cultivated plants planted in gardens, flower beds, fields, etc. Cultivated plants, not weeded in time, give a lower yield, the fruits become small, and the plants themselves become small. Sometimes unweeded plants can even die.

Waiting for the harvest
Don't be lazy to get up early!
If you start the beds,
Do not weed, do not pour -
Not a single sweet carrot
You won't find it in the garden!
(T. Belozerov)

Guys, do schoolchildren always properly help nature? What is the most common mistake they make? (The teacher works with posters reflecting the mistakes of children in environmental activities.)

One of the areas of environmental protection is the conservation of the wealth of nature: the economical use of water, gas, paper, heat, electricity; collection of scrap metal and waste paper.

Do you know that…

Does collecting waste paper save the forest? 60 kg of waste paper saves the life of one spruce.

Today we have awarded those who treat books and notebooks with care. (Representative of the Ecology Committee awards schoolchildren.)

Children, how do you understand what is shown here? (The teacher shows posters about caring for natural resources.)

Helping nature, schoolchildren can take an active part in the prevention of evil deeds in relation to it: raids into nature, patrolling streets, squares.

About how friends of nature struggle with bad deeds, a fairy tale-tale by E. Arefyeva "Nature and her friends" was written. (The teacher reads the story.)

“In the forest near the old, old oak, a small spring Veselchak spouted from under the ground. And in this spring lived a drop of Sparkle with all the sisters. They splashed merrily in their house, shone with all the colors of the rainbow when the sun extended its gentle rays to them, and were sad if the sun was gone for a long time. But the moments of sadness were short, because the rain added new drops to the spring, which quickly got to know Sparkle and her sisters and became completely family.

Sparkle and her little sisters were very small, but that didn't stop them from taking care of each other and their little ones. The more droplets, the friendlier they are, the louder Veselchak was.

In that protected area the forests often resorted to different animals to drink fresh water and chat with Veselchak, vociferous birds flew in and sang their songs, entertaining the droplets, and the spring itself sang along with the birds. It turned out an amazing forest choir! Everyone in this forest lived together and took care of each other. But one day a car drove up to an old oak tree, a man got out of it. The parent was happy. Now it will be useful to a person! But big man He did not seem to notice how diligently the spring was trying to attract his attention to itself, how the birds sang affably and the old oak rustled joyfully.

Suddenly, a man began to cut branches from young birch trees. Seeing this, the droplets cried in their house, and the old oak creaked menacingly. But how could they help the trees? For some reason, it immediately became quiet in the forest, no birds were heard, but only the sound of an ax was heard.

Suddenly Veselchak and the old oak tree heard a cheerful song that the boys and girls were singing going to the clearing. These were the guys from the "Green Patrol" - true friends of nature. They saw a man chopping branches, and menacingly moved towards him. “Aren't you ashamed to spoil a beautiful corner of the forest?! So big and you don’t know that nature needs to be protected!” And the adult uncle suddenly felt ashamed, got into the car and left.

The birches could no longer be helped, the guys carefully folded the branches on the sidelines. Then, seeing the fontanel, they hurried to it. The droplets played and sparkled in the sun. Sparkle offered the guys to drink tasty and fresh water. Friends of nature gladly accepted this offer. The water was really very tasty and smelled like a forest.

In the branches of the old oak - the guardian of the fontanel - birds appeared, which were pleased to meet the guys. Grass rustled nearby, and two lumps rolled out into the clearing: a prickly and fluffy hedgehog and a hare. They ran to drink water from the spring and chat with Sparkle and her sisters. The children got acquainted with these inhabitants of the forest. And then all together they sat under the oak, listening to the conversations of Veselchak and the breeze that quietly rustled in the branches of the old oak.

The guys promised that they would often visit the forest corner and meet with its inhabitants. And they also said that they would always protect nature, not to offend her.”

Children, have you had to participate in such work? Tell about it.

There are many things children can do to improve the natural environment, such as planting trees, flowers, greening classrooms and schoolyards.

Did you know that natural beauty can be preserved to enjoy at home? How many of you have seen panels, paintings and other crafts made from natural material? Let's admire your crafts made from natural materials and choose the most interesting, the most original. Pay attention to the beauty of natural forms, colors, outlines. You see, even a dry twig, a blade of grass, a cone can be a wonderful decoration for your home. (The best craft is awarded a prize.)

Guys, what do you feel, what do you think about when you do good deeds in nature? Are you experiencing joy? Of course, you are very happy, pleased. This is how L. Nikitina describes the feeling of a girl who helps nature in her story “Joyful Moments”.

“In the spring, on cold, rainy days, I constantly watch the birds and feed them. Most often visit the feeding titmouse. Hearing the song of a cheerful little bird is a great joy!

In the forest, I found several anthills and fenced them off. One of the anthills was destroyed by someone, the whole top part domes. I scooped up all the scattered building material and made a top out of it. The ants quickly began to repair the house, and after a while it acquired a normal appearance, the owners calmed down. And for me, a happy moment!

In our street, workers were laying pipes and damaging many trees. I removed the fallen trees that could no longer be saved, and from the rest I carefully removed the broken branches, covered the wounds in some places, and put up props. I think that I saved them from death, and this is also joyful.

I saw a boy who caught a little wagtail chick. I insisted that he let him go at the same place where he took it. We put the chick on a branch, moved away a little and began to wait for the parents to arrive. Soon the voice of the wagtail was heard, the chick perked up, began to shake its tail, squeaked. And then two adult wagtails flew in with food, began to take turns thrusting the chick of the caterpillars brought into the greedily opened beak. And again, joy - both for me and for the boy!

Children, any help to a person, plant or animal brings joy, satisfaction, happiness.

Today we will hear a story about how schoolchildren helped nature in our city. (FROM brief information based on concrete examples, a representative of the Committee on Ecology speaks. The conversation can be accompanied by a filmstrip showing “What a young environmentalist should know and be able to do”.)

At the end of the conversation, the teacher gives the children a task: to explain to younger comrades and parents what help they can provide to nature. The conversation ends with the words of M. Andronov:

All the guys we are on big trips
We will be able to lure with a ringing song.
Vigilantly protect our nature -
This is the Motherland, it means to protect.

List of used literature

Chistyakova L.A. Formation of ecological culture. - Ural: GARK, 12010.

Khafizova L.N. How to introduce children to the rules of behavior in nature // Primary school. - 2008. - No. 8.

Khafizova L.M. Ecological education of junior schoolchildren // Primary school. - 2009. - No. 3.

Tsvetkova I.V. Ecology for elementary school. Games and projects. -Yaroslavl: Academy of Development, 2007.

Conversation with children "Treat your planet right"

Author: Safargulova Irina Sergeevna, teacher of MDOBU kindergarten No. 1 of the city district of Neftekamsk, Republic of Bashkortostan.
This development is designed for children 5-9 years old. Environmental problems are acute in our time, and from an early age we must tell children about these problems, cultivate love and respect for nature.
Targets and goals: introduce children to environmental issues; cultivate love for the environment.

Event progress:

Educator:
Good afternoon, dear children and guests. Today we will talk about ecology. How do you understand the word "ecology"?
Children's answers.
Correctly, the word ecology comes from the ancient Greek words "ekos" - dwelling, dwelling, house, property and "logos" - the concept of science, that is, it is the science of the interactions of living organisms with each other and with the environment.
AT recent times our planet is becoming more and more polluted. Who or what do you think is polluting our planet? And how can this be avoided?
Listen, please, to a small appeal to people, to the inhabitants of our planet.

"Appeal to the person".
Man, look around you, look at the sky, the earth. What do you see? Bright sun, white clouds, blue rivers... You see all this every day and don't even notice this beauty. But nature has been creating this beauty for thousands, millions of years.
Have you ever thought about whether this beauty will always surround you? After all, you cut down forests, extract minerals, pollute water bodies, pollute the air.
Did you know that every hour people cut down 24 square kilometers of forest on the planet. But the forest is home to many animals and birds.
Did you know that mining has a heavy impact on the condition and fertility of the soil. But fertile soil gives you excellent food.
Did you know that the clogging of water bodies leads to water harmful substances. But you cannot live without clean water, which you need primarily for drinking and cooking.
Did you know that air pollution causes global warming. But you cannot live without clean air, which you need to breathe.
So why do you feel this way about your planet? Stop!!! This is your home!!! And so that you can live well, happily in your home, everything must be in order: the water and air must be clean, and the trees, animals and birds, healthy. And for this you yourself must take care of your home. You and only you are responsible for it to yourself and your children, to whom you will leave this house behind you. Think again, what will you leave them - a poisonous landfill or a flowering garden? Think and pick up the garbage that you threw. Think and put a bird feeder. Think and plant a tree. At least start with this. Do it today. After all, tomorrow may be too late!
Educator:
What did you understand from this story?
Children's answers.
Educator:
Almost all environmental problems are touched upon in this appeal - water and air pollution, drainage of water bodies, deforestation, soil depletion.
And if we don't stop behaving like this today, what can happen?
Children's answers.
Educator:
Well done, I hope our conversation was not in vain and I was able to reach out to your little hearts.