Introduction.

On the present stage issues of traditional interaction between nature and man have grown into a global environmental problem. If people in the near future do not learn to take care of nature, they will destroy themselves. And in order to prevent this from happening, it is necessary to cultivate an ecological culture and responsibility. And it is necessary to start environmental education from preschool age, since at this time the acquired knowledge can later be transformed into strong convictions.

The preschool institution is already called upon today to show perseverance in educating a new generation, which has a special vision of the world as an object of its constant care. The formation of environmental consciousness is the most important task of a preschool institution at the present time. Now there are a lot of environmental problems. And not only in Russia, but all over the world. This is because the kindergarten has always paid little attention to environmental education. The current ecological situation is such that it is no longer possible to do without radical and comprehensive changes in almost all aspects of public life.

Interior gardening is currently becoming more widespread and important. Exotic flowers and plants decorate not only residential premises, schools, kindergartens, public and administrative buildings, but are gradually becoming commonplace in the shops of industrial enterprises. Plants play an important role in improving the human environment.

They have a positive effect on the microclimate of the room: they reduce the content of carbon dioxide in the air, increase its humidity and enrich it with oxygen, emit phytoncides (substances that have a detrimental effect on microorganisms), mitigate industrial noise, and reduce dustiness. Flowers and plants also have a beneficial emotional effect: the beauty and variety of shapes and colors affect a person's feelings, help relieve nervous and physical stress.

1. Selection of plants in a corner of nature of various age groups.

Indoor flowers and plants in the interior of children's institutions play a special role: they are not only decoration of the room, but also effective means upbringing and education of children. Properly organized work with indoor plants expands children's ideas about wildlife, instills skills in growing and caring for plants, develops observation, fosters love and respect for nature, and contributes to the aesthetic perception of the world around. The hygienic role of plants is also important, since children spend a lot of time indoors. For landscaping children's institutions, you can use many types of flowering and decorative leafy plants. The exception is plants that have thorns (species of euphorbia and cacti) or contain allergens and alkaloids (primrose, oleander, cherry laurel, arum, dieffenbachia, yew berry)

When designing preschool children's institutions, it is advisable to use such types of landscaping in which plants do not interfere with children's outdoor games. Flowers and plants are placed on special shelves and lattices fixed on the walls, hung in flower pots and "flower chandeliers". But living plants next to children are not only decoration, but also wildlife that needs care and protection. Preferring vertical gardening, some of the plants should be placed in such a way that children can care for and observe them. For this, plants in floor flower beds are placed in recreation areas and rooms for quiet games, in living corners, near aquariums, etc. Depending on the layout and purpose of the room, flower beds can contain single specimens or make compositions from several plants.

The traditional placement of plants are windows and window sills as the brightest places in any room. The range of plants and their number depend on the size of the windows and their orientation in relation to the cardinal points. When placing plants, their crowding should be avoided, since in this case they not only interfere with each other, but also lose their decorative effect.

Familiarization of children with nature in kindergarten requires constant direct communication with it. One of the conditions that ensure this is the organization of corners of nature in the kindergarten. Each age group has its own corner of nature, but it is good to have a common corner of nature for everything. children's institution. It can be used to replenish the inhabitants of the corners of nature age groups.

The work and observations of children for plants in a corner of nature are organized throughout the year (in winter, late autumn and in early spring). Because under the conditions middle lane the work and observations of children on the site during these periods are significantly reduced, the corner of nature provides an opportunity for continuous systematic work to familiarize children with nature.

When selecting plants for a corner of nature, the requirements of the Kindergarten Education Program should be taken into account. Only under this condition can the upbringing and educational impact on children of labor and observation be ensured.

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

1. The plant must be typical of a particular systematic or ecological group. At the same time, it becomes possible to acquaint children with the main, typical features, conditions or lifestyle characteristic of a large group of plants.

2. Plant care in terms of quality, nature of labor, effort and time expended should be available to preschool children (with the participation and guidance of the educator). Therefore, plants are selected unpretentious to care for them.

3. Plants in a corner of nature should be outwardly attractive, able to arouse and retain the still not very stable attention of a preschooler.

4. It is necessary to have several copies of the same plant species; children will see in the objects of observation not only common, but also individual signs, this will lead them to an understanding of the diversity and uniqueness of living organisms.

5. Plants must be absolutely safe, not bring the slightest harm to the health of children.

6. It is necessary to take into account the possibility of normal life, growth and development of plants in the conditions of the premises of a children's institution.

When placing plants in a corner of nature, you should first of all take care that they are taken into account biological features and needs. So, some indoor plants (geraniums, cacti, etc.) need a lot of sunlight, they should be placed in the brightest place, others (for example, the uzambar violet) do not tolerate direct sunlight. At the same time, a corner of nature should please the eye, decorate the interior. And finally, objects should be placed in such a way that children can freely approach them, observe and work in a corner of nature. All inhabitants of a corner of nature in kindergarten can be divided into permanent and temporary. The first live in a corner all year round(houseplants), the latter are introduced on a short time. Temporary inhabitants are plants of the local region, the vital activity of which is especially interesting and vividly manifested in certain seasons (primroses in spring, bright flower garden plants, blooming in autumn, and etc.).

Indoor plants have long adorned human dwellings. Some of them bloom profusely and for a long time, others have beautiful foliage, their stems are diverse (erect, recumbent, ascending, curly, etc.). Most indoor plants come from tropical and subtropical countries: hot deserts and savannahs, tropical rainforests and swamps, mountain slopes and valleys. Depending on the place of growth in nature, indoor plants require various care(different soil, watering, degree of illumination, etc.). Houseplants are also interesting because each species has its own terms and periods of active vegetation. Indoor plants are a valuable didactic material, they are obligatory inhabitants of a corner of nature.

2. Characteristics of indoor plants selected by the teacher for the group.

1. Indoor plants in younger groups.

When selecting the inhabitants of a corner of nature in the younger groups, they take into account, first of all, the peculiarities of children's perception of objects (kids highlight bright signs and properties), as well as educational tasks

In the corner of nature of the younger groups, plants are placed that have clearly defined main parts (stem, leaves) and bloom brightly, profusely and for a long time. This is an ordinary (or zonal) geranium, fuchsia, ever-flowering begonia, balsam ("light"), azalea, Chinese rose, etc. Children and plants with variegated leaves attract the attention - aucuba ("golden" or "sausage" tree) , coleus. Aucuba and Chinese Rose ( small size), in addition, they have rather large and strong leaves, on which children of the second younger group can be taught the first simple methods of keeping plants clean. The same techniques can be taught to children in the process of caring for young aralia, ficuses. Of these species, 3–4 plants are introduced for observation during the year. One of them should be in duplicate so that children can learn to find the same plants.

2. Indoor plants in the middle group.

The expansion and complication of program tasks in the middle group requires the replenishment of a corner of nature with new inhabitants. Indoor plants should have different shapes and sizes of leaves, as the guys master new techniques for keeping plants clean: they pour water from a fine-mesh watering can or spray plants with spray bottles. small leaves, wipe with a wet brush or brush the leaves with notches, with a dry brush - pubescent leaves. At the same time, children learn to establish a care method depending on the nature of the leaves: size, quantity, nature of the surface, their fragility. In addition to the plants named for the nature corner of the younger groups, aloe or agave (with succulent leaves with jagged edges), begonia - rex, asparagus, fragrant geranium (with patterned, pubescent leaves), etc. are placed in the middle group. corner of nature can be up to 6-8 species of plants.

3. Indoor plants in the senior group. In the older group, children continue to get acquainted with plants, with the features of their external structure: not only with a variety of leaves, but also with stems and flowers. All this requires replenishment of the corner of nature with new plants: with a variety of stems (curly, creeping or modifications of erect stems) that have bulbs, corms, etc. It can be 2-3 types of tradescantia, indoor grapes, climbing ivy, ficus, aloe, zygocactus, epiphyllum, cyclamen, primrose, amaryllis, clivia, etc. They have leaves, stems, flowers of various shapes and nature, they have different needs in light and moisture, environmental conditions.

4. Houseplants in the preparatory school group.

The main task of introducing children to nature in the preparatory group is the formation of elementary knowledge about the essential dependencies in the natural world.

Children should be able to see the essential features of objects, general and individual, their variability. In accordance with this, when selecting plants, special attention is paid not only to the diversity of their structure, but also to their adaptability to certain environmental conditions.

In order for children to learn how to water various plants, depending on the conditions of their habitat in the natural environment, plants that differ sharply in their moisture needs should be placed in a corner of nature: cyperus, which grows in very moist soil for 10 months a year (pot placed in water) cacti (1-2 species), requiring very little and rare pili, tradescantia - with a high need for moisture; uzambara violets, which should be watered very moderately, etc. Many subtropical plants that are at this time in their homeland in relative peace need moderate watering in winter - geraniums, fuchsias, etc. On the dependence of the conditions for the growth and development of plants located in a corner of nature , from the conditions of their origin, one must also remember when caring for other plants, especially from the lily and amaryllis families - amaryllis, clivia, krinum, dracaena, hemanthus, etc. The first period of winter for these plants is a dormant period, and at this time they are almost stop watering.

Vegetative propagation of indoor plants is very diverse: shoots (geraniums, fuchsia, roses, begonias, etc.); leaf cuttings (Uzambara violet, begonia-river, sansevier, etc.); aspidistra, asparagus, and others reproduce by dividing the bush. Of great interest to children are the so-called viviparous plants - saxifrage, chlorophytum, bryophyllum, etc. All of them have offspring that do not grow from a rhizome hidden in the ground, but appear on other parts of plants (the mustache of the saxifrage, the flower arrow of chlorophytum, offspring on edges of leaves in bryophyllum).

In the younger groups kids should learn to recognize and name 2-3 plants, their main parts (leaf, stem, flower).

Children of the second younger group are involved in caring for plants: they pour water prepared by an adult (he also determines the dosage), wipe large plants with a damp cloth. leathery leaves plants. The teacher teaches children to observe: to accept a question-task, to focus on the observed object, to use simple exploratory actions, to answer the questions posed during the observation.

In the middle group children form the ability to see a variety of properties and qualities, objects and their parts (a variety of shapes, colors, sizes, surface patterns, etc.). Children master more complex methods of comparison, learn to establish differences and similarities of objects, generalize objects according to one or another feature.

Knowledge about plants becomes more complicated. Children more clearly distinguish the features of plants, get acquainted with the conditions necessary for their life. The number of plants that children recognize and name is increasing. In the process of caring (together with the teacher) for the inhabitants of the corner, children master simple skills: keep the plant clean, water it properly. Observing plants, they notice vivid manifestations in the growth and development of plants. They learn to reflect their observations in coherent, accurate speech.

In the senior group the formation of skills to observe, compare objects, generalize and classify them according to various criteria continues. The main content of observations is the growth and development of plants, their changes in seasons. Children should know that plants need light, moisture, warmth, soil nutrition for their growth; different plants need different amounts of light, moisture.

Children continue to get acquainted with plants, with the features of their external structure: not only with a variety of leaves, but also with stems and flowers. The ability to determine the way to care for plants, depending on the nature of the leaves and stems (the way to keep the plant clean) is consolidated.

AT preparatory group the main task of getting acquainted with nature is the formation of elementary knowledge about the essential dependencies in the natural world: the dependence of plants on a set of conditions (moisture, heat, light, etc.). Children get acquainted with constantly repeating natural changes in the life of plants in different seasons, with the main periods of their growth and development.

It is also important to draw the attention of children to the dependence of the structure and appearance of plants on their living conditions, because all of them are aliens from various parts of our planet. Enough to place in a corner of nature geographical map and with icons to mark the places of origin, the homeland of certain plants. Traveling with plants around the world map, we can awaken the desire of children to learn more about other countries and continents, about what animals live there, what kind of people live. So indoor plants will help to acquire basic knowledge of geography.

Children will also get acquainted with the constantly recurring natural changes in the life of plants in different seasons, with the main stages of their growth and development.

The acquaintance with vegetative propagation of plants will continue. The methods of care and the very nature of the organization of labor are becoming more complicated (duties are introduced in the corner of nature). The children learn to determine both the method of care and its need.

Children should be able to see the essential signs and individual characteristics various plants, their variability.

In accordance with these tasks, special attention should be paid to the diversity of plants, not only in their external structure but also according to their needs in certain environmental conditions.

One of the specific connections that children need to learn is the dependence of watering (in terms of amount of water and frequency) on where the plant grows in nature, and on the season. There are many ways to teach children proper watering.

Here is a simple method that helps kids quickly learn how to water properly. To do this, you will need measuring cups, colored marks, watering cans. On the measuring cup, from which the watering can is later filled, colored marks should be placed from bottom to top, for example, circles, circles of the same color are glued to flower pots. So for example: you have balsam in big pot, on which a dark blue circle is glued, it means that you need to pour water into the measuring glass to the dark blue mark (it is at the very top of the glass, because you need a lot of water for balsam, because this is a moisture-loving plant). After that, the water from the measuring cup is poured into a suitable watering can with fine mesh on the spout - and you can water! If your balsam is young and grows in a small pot, then you can stick a green mark on such a pot, filling the glass with water to this mark, the children will water the plant necessary quantity water. For small pots and for drought tolerant plants, the yellow mark is at the very bottom of the measuring cup. In living corners, as a rule, there are not so many very large pots with large plants, but if there are, then they may have two or even three colored marks. For example: on a pot with a very moisture-loving cyperus - two dark blue circles, since it always requires abundant watering. When teaching children the rules of watering, it is necessary to explain to the children in advance in a special lesson that the measured water should be used to water the selected plant completely, and then go to another plant and examine the mark on its pot. To make colored marks, you can use moisture-resistant colored tape, and the measuring cup must be transparent.

To gain knowledge about proper watering you should have plants that differ sharply in their moisture needs: cyperus (a type of papyrus), which grows 10 months a year in very moist soil, and a cactus that requires small and rare watering, tradescantia with a large need for moisture and uzambarskaya violet, which should be watered very moderately, etc. Many subtropical plants that are relatively calm in their homeland at this time of the year (geranium, fuchsia, etc.) need moderate watering in winter.

The relationship of growth and development with the conditions of existence in nature is also evidenced by other plants, especially from the lily and amaryllis families (amaryllis, clivia, krinum, eucharis, etc.). The beginning of winter for these plants is a dormant period, when their watering almost stops, and some of them require pruning of the ground part.

Vegetative propagation of indoor plants is very diverse: propagation by cuttings (children of the older group were introduced to stem cuttings; in the preparatory group for school, it is good to introduce them to leaf cuttings of such plants as the uzambara violet, begonia rex), propagation by bulbs ( eucharis, krinum, amaryllis), reproduction by division of the bush (nephrolepis, asparagus), reproduction by branches (tradescantia, ivy), reproduction by division of the rhizome (sansevier, aspidistra) Of great interest to children are the so-called viviparous plants (saxifrage, chlorophytum, bryophyllum). All of them have offspring-children that appear not from a rhizome hidden in the ground, but on other parts of plants (mustache in saxifrage, flower arrow in chlorophytum, offspring on the edges of leaves in bryophyllum).

4. Methods of familiarizing preschoolers with indoor plants in everyday life and in the classroom (observation, storytelling, didactic game).

One of the main methods of introducing children to nature is observation.

Observation is a purposeful, systematic, more or less long-term perception by a child of objects and phenomena of the surrounding world. The teacher helps children master the activity of observation, sets them a cognitive task, teaches them to examine objects in various ways, teaches them to follow the proposed observation plan, and then independent planning, forms the ability to select characteristic essential features in accordance with the tasks set.

Observation only correctly reflects the phenomena and processes being studied when there is a clear plan for its implementation, which indicates the objects of observation, its goals and objectives, the time of observation, the duration and expected result, the expected change.

Observations are organized not only in the classroom, but also in everyday life. They can be short-term (observation of the weather, the behavior of birds, fish, animals) and long-term (observation of the development of plants, seasonal phenomena).

In the studies of many scientists, the need to specifically teach preschoolers to observe nature is emphasized. Experimental data convincingly indicate that in this case this process becomes more complete, precise, consistent, planned, and multifaceted.

In the works of I.V. Tiheeva, E.A. Flerina puts the productivity of this activity in direct dependence on the child's attitude to the observed object, on the desire to understand and cognize it. The results of L.F. Zakharovich, K.M. Romanova confirmed this idea. Moreover, they proved that not only the productivity of activity increases under the influence of cognitive interest, but also the observations themselves deepen - a source of cognitive interest, since they enrich children with knowledge. Integrity, brightness of the initial perception is facilitated preliminary preparation children and depends on a number of organizational issues (for example, where and how to place children for observation).

The same object, depending on the purpose of observation, as well as on its state and features, children observe at different distances, with various places, on a different background. Observation of objects and phenomena of nature, accompanied by explanations and guided by the questions of the educator, can be conditionally divided into three types:

1) targeting attention, requiring a statement of facts (the name of the object, its parts, qualities, properties, actions);

2) activating, requiring comparison, comparison, distinction, generalization;

3) stimulating creative imagination encourages independent conclusions and reasoning.

Questions of the first type prevail on excursions that provide an initial acquaintance with the phenomena, objects of nature, as they help children clarify their ideas, express their knowledge in words. For example, on the first excursion to the park (senior group), the teacher asks questions: “What field plants you know? What plants have yellow (white, blue) flowers? What flowers have strong smell? What insects do you know? etc. Questions of the second type are also widely used, activating the cognitive activity of children and contributing to the formation of their mental actions. Specific gravity of these questions increases on repeated excursions, when familiar objects, phenomena that have acquired only new properties and qualities become the object of observation. Therefore, the teacher often raises questions that require establishing connections, relationships, comparing the past state of an object, a phenomenon with the present. So, on a repeated excursion to the park, the teacher invites the children to first remember what they saw in last time, then tell how the park has become now, what has changed in it. Questions of the third type, which develop creative imagination, are used mainly in work with children of older preschool age. So, in winter in a park, a teacher can ask children a question: “Where do you think it is lighter - in a deciduous or coniferous forest, and why?”

By organizing observations in nature, the educator solves a number of tasks in a complex: it forms children's knowledge about nature, teaches them to observe, develops observation, educates aesthetically. Based on the joint activity of analyzers, thanks to the word of the educator, children form specific knowledge, develop thinking, speech, interest and love for nature, a sense of beauty.

Depending on the object and the age of the children, observations can be episodic, lasting several minutes (short-term) and long-term, which are conducted for many days, and sometimes weeks. In the process of short-term observations organized to form knowledge about the properties and qualities of an object and phenomenon, children learn to distinguish the shape, color, size, spatial arrangement of parts, the nature of the surface, and when familiarizing themselves with animals, the nature of movement, sounds made, etc.

To accumulate knowledge about the growth and development of plants and animals, seasonal changes in nature, long-term observations are used. At the same time, children compare the observed state of the object with what it was before. Long-term observations are valuable in that they allow children to capture the sequence in the onset of natural phenomena, their visible connection. Children of the middle group carry out these observations under the guidance of a teacher, and in the senior and preparatory groups for school - on their own.

Observation can also be organized in order to determine the state of an object by some individual signs (for example, by the color of the earth (soil) in flower pots determine the need for watering, etc.). This type of observation presupposes that children have some knowledge, the ability to analyze phenomena, compare individual data, and make simple conclusions. In the course of observations, intelligence and observation develop, the processes of analysis, comparison, and conclusions are improved. It is necessary that observation takes place at a high mental activity of children, makes them think, look for answers to the questions posed, develops curiosity, fosters interest and respect for nature.

The educator directs the observation, he explains to the children the goals of observation, asks questions that direct their attention to an object or phenomenon. If the children have already met with the subject being studied, the teacher begins with questions that organize observation. In the course of observations, it is necessary to include a variety of analyzers of children. The teacher must ensure that the children examine objects, listen to the sounds they make, stroke or feel, and correctly name what they perceive. The work of analyzers is activated when, in the course of observations, the educator uses the play and practical actions of children with natural objects.

A valuable methodological technique that activates the thinking of children during observation is comparison, comparison of the characteristic features of objects or phenomena by difference and similarity. When comparing objects of nature, children easily establish signs of difference. Comparison by similarity usually makes it difficult for children, since they cannot independently identify the essential properties of similar objects. This technique can be applied in observations with children in senior and preparatory groups for school. Comparing objects, the children of these groups, with the help of an educator, identify the essential properties of similar objects, phenomena and receive material for classifying them and forming elementary concepts.

The main task is to teach the child to love nature. Children should see work as a source of spiritual joy. So, if a child grew flowers in order to admire them, if the only reward for labor was the enjoyment of beauty, and this beauty was created for the joy of others - he is not capable of meanness, cynicism, heartlessness. This is one of difficult questions moral education.

The upbringing of a caring attitude towards nature is possible when children have at least elementary knowledge about it, master simple ways growing plants, caring for animals, learn to observe nature, to see its beauty. On this basis, love is formed for native land.

Story.

Solving certain educational tasks, the teacher builds a story taking into account the experience and interest of preschoolers, addresses it to children of a specific age group. This is its advantage over reading. fiction. The perception of a story for children is a rather complex mental activity. The child must be able to listen and hear the speech of an adult, comprehend it in the course of the story, actively recreate quite vivid images on the basis of a verbal description, establish and understand the connections and dependencies that the teacher speaks about, correlate the new content of the story with his previous experience. The educator's story about nature should be built taking into account these requirements.

The knowledge communicated in the story must meet the requirements of reliability, scientific character. The teacher, before reporting something to the children, checks the correctness of the facts. The story should be entertaining, have a vivid dynamic plot, be emotional. Plotless stories, long descriptions do not attract the attention of the children, they are not remembered.

Brightness, figurativeness and concreteness of the language is a mandatory requirement for the teacher's story. Such a story affects not only the mind, but also the feelings of the child, and is remembered for a long time. However, brightness and imagery should be subordinate to the content of the story, and not be an end in itself. Stories from the point of view of the hero are well perceived by children. In order to emphasize the essential, significant, questions to children are included in the story, encouraging them to exchange thoughts, to better understand the material.

You can tell children for different purposes: to expand knowledge about already familiar phenomena, animals, plants; to get acquainted with new phenomena, facts (with the labor of adults in nature, the protection and attraction of birds, the protection of wild plants, etc.). The story is necessarily accompanied by illustrative material - photographs, paintings, filmstrips. Without visualization, interest in the story decreases, it is worse perceived by children. The duration of the story for children of senior preschool age should be no more than 10-15 minutes.

For the story, the teacher uses varied material: own observations from the life of nature, business essays on natural phenomena, notes and stories of naturalists, scientific materials.

Didactic game.

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

The second significant point is connected with the development of children's attitude to nature, which, within the framework of environmental education, is the end result. Psychologists consider gaming activity as a manifestation of the child's positive attitude to the content it contains. Everything that children like, everything that impresses them, is transformed into the practice of a didactic or some other game. to objects of flora and fauna. And environmental knowledge, which causes an emotional reaction in children, will enter into their independent game, become its content, better than knowledge, the impact of which affects only the intellectual sphere.

Big role a variety of didactic games can play in consolidating knowledge about nature. A clear explanation by the educator of the rules of the game, the development in children of the skill to observe them make such a game interesting and do not reduce it to an exercise. With older preschoolers, the teacher can play various board-printed games (“Zoological Lotto”, etc.), gives them the opportunity to play on their own only when they have learned to strictly follow the rules.

Verbal and didactic games can be varied: they can brighten up leisure, a walk in the rain, forced waiting and do not require special conditions, equipment. They are best done with older preschoolers who already have a fairly wide range of ideas about nature and who have an image of an object behind the word. These games intensively develop thinking: flexibility and dynamism of ideas; the ability to use existing knowledge, compare and combine objects on a variety of grounds; attention, speed of reaction.

In practice, the most various games. For example, “Finish the sentence” - the teacher says the beginning of the phrase, and the children must come up with an end: “The squirrel stores food in the fall because ...”, “Birds can fly because ...”, “In the spring, the buds on the trees swell and bloom, because ... ". Or: “The lemon is yellow, and the cucumber ...”, “Chamomile is white, and the cornflower ...”, “In the spring the leaves grow on the trees, and in the fall ...”, “It rains in the summer, and in the winter ...”.

Description riddle games are interesting - they exercise children in the ability to highlight the characteristic features of an object, call them words, and educate attention. “Guess the riddle,” the teacher says to start. “I thought of a fruit: round, orange, growing on a tree.” And then the teacher invites the children to come up with riddles, for each correct riddle they get forfeits.

Games can be different: “What is yellow?”, “What is round?”, “What happens in winter?”, “Flies - does not fly”, “Domestic or wild animal”. The teacher can come up with them himself on topics that were discussed in the classroom, about the phenomena that children observed. In all cases word games help to consolidate the knowledge of preschoolers, teach them to use at the right time.

Ecological classes.

Ecological classes, as one of the forms of organizing children's education, have their own very specific and very important function. A variety of work with preschoolers in everyday life (systematic observations in the corner of nature and on the site, the creation and maintenance of the necessary living conditions for plants living in the neighborhood with children) allows them to instill specific sensory ideas about the nature of the immediate environment. Classes, as a fundamentally different form of education, have other possibilities: the sensory representations of preschoolers can be qualitatively transformed - expanded, deepened, combined, systematized.

Classes have a specific didactic purpose and a clear structure, presented in the abstract.

The name reflects the topic and area of ​​natural history chosen for discussion.

Program content is specifically formulated educational and developmental tasks that the educator solves with children in the learning process.

The material of the lesson and the form of its organization make it possible to think in advance in which room it should be held, how to transform the space, furniture, etc., in order to create optimal conditions for learning activities; how to prepare the necessary visibility, paraphernalia, equipment, their spatial arrangement.

The course of the lesson is a consistent description of all its parts, different types activities, dialogues with toys, questions for children and tasks for them, physical education minutes, etc.

An important feature of environmental classes is the fact that they introduce preschoolers to material that is inaccessible to observation, but is presented visually in manuals or in some other way.

There are several types of classes that fundamentally differ from each other in didactic tasks, the logic of construction, the course of organization and conduct.

Primary introductory type of classes.

Teaching children in such classes is carried out through looking at pictures and talking. Often, reading children's literature, looking at illustrations, watching a filmstrip or slides, and a teacher's story become their component. In all variants of classes of this type, the verbal method of ecological education acquires paramount importance - the success and quality of children's perception of new images, presented visually, as well as understanding the connection of events, the connection of objects depend on the word of the educator (his questions, explanations, their system and sequence). The thoughtful and planned word of the educator organizes the content of the lesson, ensures a successful learning outcome.

Classes of the primary familiarization type take place in all age groups.

Generalized type of work.

The formation of generalized ideas is carried out in the process of a special conversation, the core of which is a system of questions. Their specificity is as follows: the formulations are of a general nature, 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), i.e. the actual construction of generalizations: private for each significant feature and then general, which corresponds to the generalized representation.

The formation of a generalized representation occurs on the example of 2-3 well-known animals. The teacher hangs out pictures depicting, for example, a cow and a dog, then builds a conversation as follows: asks the children to name the animals, asks whether they can be classified as domestic or wild.

An in-depth cognitive type of lesson.

These are classes that are built on a variety of specific knowledge gained by children during observations in everyday life of natural objects from the immediate environment, and in which the educator supplements knowledge with new information, deepens them by demonstrating adaptive dependencies, environmental ties in the natural community.

In classes of this type, the teacher uses paintings, models, dummies, makes vivid messages, reads cognitive literature to preschoolers. On the basis of the same specific sensory knowledge, the educator can plan classes of an in-depth cognitive type that are different in content.

Bibliography:

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3. Markovskaya M.M. Corner of nature in kindergarten. -//M. 1989.

4. Verzilin N. Journey with domestic plants. — //M. 1985.

5. Dryazgunov V.A. Didactic games to introduce preschoolers to plants. - // M 1981.

6. Nikolaev S.N. Education of ecological culture in preschool childhood. - // M. 1985.

7. Nikolaev S.N. Young ecologist; The program and conditions for its implementation in kindergarten. - M. 2002.

8. Nikolaev S.N. Methods of ecological education of preschool children. — //M. 1999.

9. Ryzhova N.A. Ecological education in kindergarten. - M. 2001.

Authors-compilers:
Kireeva Elena Vladimirovna
educator,
Kunavina Elena Vyacheslavovna
educator,
MBDOU No. 5
Kovrov, Vladimir region, Russia.

transcript

1 Observations of indoor plants 1 Purpose: to continue to learn to distinguish among natural objects of plants. To consolidate knowledge about their structure. Learn how to care for indoor plants (properly hold a watering can, direct a stream of water, pour water in a small stream, remove dust from plants with a damp cloth). To form an interest in indoor plants. Arouse the desire to care for them, admire them. To form an idea of ​​\u200b\u200bhouseplants as living beings. - Invite the children to find plants in the group space and walk to them. Pay attention to the leaves (what color?) and flowers (beautiful), give them the opportunity to smell them. - show plants with clean and dusty leaves. Which one is nicer to look at? Why? Which plant has difficulty breathing? What needs to be done to enable him? Offer to wipe the leaves, pour. - two hundred to generalize: alive, it needs to be taken care of, well-groomed, healthy and beautiful. 2 Purpose: to teach among a variety of plants to highlight flowering, name and show parts of a plant, find geraniums.

2 - a surprise moment: a doll comes and hides behind a geranium. Offer to find her and say what she hid behind. Children, together with the doll, admire the beauty of blooming geraniums, share their feelings (beautiful, smells good, easy to breathe). Ask how the geranium should be cared for and offer to water it. In conclusion, the doll gives the children a photograph of a blooming geranium and offers to put it next to the flower. During the day, ask the children: Where did the doll hide? Which flower is the most beautiful? Where is he? 3 Purpose: to consolidate the idea of distinctive features geraniums (green, fragrant, round, fluffy leaves, white and red flowers), to teach to find it among other plants, to continue to accustom to labor operations caring for plants. Surprise moment: a matryoshka comes and asks the children to show white and red geraniums. Examines plants with children. Matryoshka: what do you breathe? (nose). What are you doing in kindergarten? So you are alive. And what else “drinks” water and breathes? You showed me geraniums with white and red flowers. This plant has green, round, fluffy and fragrant leaves. Do geraniums have roots? I want to plant another geranium. Look: at the bottom of her thin white threads are the roots. I will lower them into a pot, sprinkle with earth and pour. The roots will drink the water, and the geranium will grow new leaves and flowers because it is alive. Plants are very fond of the sun, so they are placed closer to the light. You can’t touch the plants, you need to take care of them, you need to take care of them. four

3 Purpose: to give an idea of ​​​​fuchsia. Learn to find fuchsia among other plants. Strengthen the skills of the liv. To form a careful, caring attitude towards plants. Surprise moment: a doll comes in a bright red blouse and white skirt. She offers to find in a corner of nature, the flowers of which are similar to her clothes. Children consider fuchsia; make up the doll's clothes and fuchsia flowers. Lead the children to the conclusion: fuchsia, similar to a small tree with green leaves and red flowers; fuchsia is beautiful, it has many colors, it requires care. 5 Purpose: to introduce ficus m, which has a dense trunk, like a small tree, large, green, smooth leaves. Strengthen the skills of pouring plants. Continue to cultivate respect for them. Surprise moment: dolls Masha and Vanya arrive. Masha: Vanya and I went outside and wanted to wash the leaves of the tree, but it was raining and did it for us. Here comes a bird. She said that in your corner of nature a green tree with large leaves grows. They are dusty and need to be washed. Please help me find this tree. Consider, wipe the leaves, pour. Dolls give children pictures of ficus. 6 Purpose: to introduce chlorophytum m, walking on green grass.

4 I show a paper butterfly on a thin elastic band, which allows you to imitate its flight. I draw attention to the one on which the butterfly is laid out. We consider chlorophytum: similar to green grass, the leaves are smooth, green, long. I am playing the game "Where did the butterfly fly away?" (butterfly sits on flowers, children name a flower, show how to care for it). 7 Purpose: to generalize and consolidate the knowledge of children about plants that they have already met, the ability to find and show them; recall the need for 2-3 conditions for plant life. Strengthen the skills of pouring plants. Knock on the door. A doll in a headscarf and an apron enters, with a watering can in her hands. Doll: I found out that you have a lot of indoor plants in your corner of nature. I took a watering can. To pour them. And I want to wipe the leaves of a ficus with a rag. Guys, why do you water the plants and wash their leaves? Show how you know how to care for plants.

5 Didactic games on the topic “Indoor plants” The name of the game is “What has changed?” “Find the same one” “Guess the description” “Where did the matryoshka hide?” Task Rule Equipment () similarity. () similarity. () to the listed features. () to the listed features. You can show what you have learned only by the signal of the educator, having heard his description. You can watch how the educator swaps plants. You can only show it after its description, at the request of the educator. See where the teacher hides the matryoshka, Identical plants are placed on two tables. 2-3 identical plants are placed on two tables in a certain sequence. For the first games, several indoor plants (2-3) with noticeable distinctive features are selected. They are placed on the table so that all the children can clearly see each. 4-5 plants are placed on the table. Game progress The teacher shows something on one table, describes its characteristic features, and then invites the child to find the same on another table. Repeat the game with each of the plants on the table. The teacher asks the children to consider well how the plants stand and close their eyes. At this time, he swaps the plants on the same table. And then he asks the children to rearrange the pots as they stood before, comparing their arrangement with a row of plants on another table. After some iterations, the game can be played with one set of plants (without visual control). The teacher begins to talk in detail about one of the plants. First, for example, he notes what it looks like “on a tree, on “grass”; then asks if the plant has a stem. Next, the teacher draws the attention of the children to the shape of the leaves (round, oval-shaped like a cucumber, narrow. Long). Coloring of flowers, their quantity. Having finished the description, the teacher asks: “What plant did I tell you about?”. Children say and if they can name it. You can invite the children to find in the group room all the plants similar to the one described. The children are shown a little nested doll that wants to play hide and seek. The teacher asks the children to close their eyes and at this time hides the toy behind one of the plants. Then the children open their eyes. "How to find

6 “Find the name” “Describe, I will guess” “Find what I will tell you about” the word name. description. Describe and name the signs of the plant in response to questions from an adult. See where they hide, First you need to find, which I will tell you about, and then name it. Name the guessed All plants of the group. All plants of the group. All plants of the group. matryoshka? asks the teacher. Now I'll tell you where she hid." And the teacher says what it looks like, behind which the nesting doll hid (on a tree, on grass), describes its stem, leaves, shape, size, surface), flowers, their number, color. Children listen and then point and name it. The teacher calls the room, located in the group room, and the children must find it. The teacher describes one of the plants in the group room. Children should find its description, and if it is familiar to them, name it. Those plants whose names the children do not yet know, the teacher calls himself. The teacher sits facing the children, with his back to the indoor plants standing on the table. The teacher asks one of the children to choose and show the rest of the children, which the teacher will guess. The teacher asks the children questions about the presence of a stem, the shape and color of the leaves, the top of the leaf, whether there are flowers, how many of them are on the branch, what color they are.

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2.2 Experience in practical work on the education of observation in children in the process of familiarization with indoor plants

To find out the possibilities of educating observation in children in the process of getting acquainted with indoor plants, we turned to one of the kindergartens in Chita, namely No. 22, for a closer acquaintance with the experience of educators in this area. We met with the teacher of the preparatory group Makarova N.M., who conducts similar work with children in her group No. 3. We studied this practical experience and ourselves took part in conducting classes on the development of observation in children in the process of getting acquainted with indoor plants.

In DOU No. 22 in Chita, all the necessary conditions for ecological education and education of preschool children. During school year educators with children observe and care for indoor plants. This provides favorable conditions to conduct interesting, ecologically significant observations.

In the preparatory groups, work is underway to monitor the growth, reproduction, flowering of indoor plants. Children take turns on duty in a corner of nature. The duties of the attendants include watering, loosening, caring for the leaves of indoor plants.

Using the provided conditions, children take an active part in the study of indoor plants.

With the help of a teacher, we have drawn up a long-term plan for the development of knowledge about indoor plants in preparatory children. DOW groups, its content is shown in Table 1.

Table 1 A long-term plan for the formation of ideas about indoor plants and the rules for caring for them

Lesson #1 Topic: "Traveling with houseplants"	Purpose: To introduce children to the variety of indoor plants.
The game "Who is faster?"	Purpose: to consolidate children's ideas about the appearance of a plant, a game task: to find a picture depicting a particular plant.
Lesson number 2 Topic: "Plant reproduction"	Purpose of the lesson: To give children an idea of ​​\u200b\u200bplant reproduction using roots, stems, leaves.
Ambulance game	Purpose: to cultivate a caring attitude towards plants, a desire to help, develop observation. Game task: to examine the "patients" - trees and shrubs, to notice the mutilated branches and provide the necessary assistance.
Lesson number 3 Topic: "Healing indoor plants"
Game "Find by description"	Purpose: to consolidate the idea of ​​\u200b\u200bthe features of the appearance of indoor plants, to teach children to describe the plant on their own. Game task: find a plant according to the listed signs.
Lesson №4 Topic “What do we know about room. plants"	Purpose: to introduce children to medicinal indoor plants.
Game "Plant a houseplant"	Purpose: To consolidate the ability of children to plant indoor plants.

Our program for the development of observation in children of the preparatory group included 4 classes and 4 types of games that were held for 2 months. Classes were held in the form of games, exercises, that is, activities accessible and understandable for children.

In the course of the experiment, we carefully observed the work of the children, noted for ourselves those who actively work in the classroom, competently perform practical tasks, and participate in games with pleasure.

Throughout the experiment, methods were used to stimulate children to be active, create game situations that encourage creative actions, and methods to ensure the transfer of acquired knowledge, skills and abilities into activities.

The development of the construction of the pedagogical process for the development of the studied abilities, the program of experimental work was based on the principle of integration, that is, an organic combination of play and cognitive activities, which makes it possible to successfully work on fostering interest in activities and developing the observation of preschoolers in the process of familiarization and care for indoor plants.

The study of pedagogical and methodological literature and carrying out practical work proves the practical significance of the topic I have chosen. term paper.

We can draw the following conclusions on the content of the second chapter of the course work:

1. Classes and games for the study of indoor plants should be held.

2. Such classes provide knowledge about the diversity of indoor plants, develop curiosity, increase the cognitive activity of children, contribute to the development of memory, imagination, attention, observation.

3. They develop moral and aesthetic feelings, cultivate a careful attitude not only to plants, but also to nature as a whole, and also cultivate a sense of responsibility.

The methods that have been used in practical activities, develop children's observation skills, as well as plant growing skills, and children are also aware of their important role in the conservation of nature, develop their sense of responsibility for the future state of the environment.

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Abstract of observation of indoor plants "Comparison of reo with geraniums"
From the experience of MBDOU No. 76 "Droplet"
Surgut, Tyumen region
Prepared and conducted by: teacher Galushko L.S.
Topic: "Comparison of reo with geraniums"
(senior preschool age)

Purpose: To teach to recognize and name houseplants, to teach them to describe, to note the essential signs of appearance, to notice and name how they are similar, how they differ. Strengthen interest in caring for and observing them.
To teach children to establish a connection between the appearance of a plant and caring for it, to educate, the ability to sympathize with plants, to endow them with a “mood” in accordance with their appearance, to evaluate the attitude of children and adults towards them.
To consolidate knowledge about the care of indoor plants.
Materials: 3 indoor plants familiar to children, a watering can with water, a sprayer, a stick for loosening the soil.
Lesson progress
Children sit on chairs in a semicircle in front of a table with plants on it.
Educator (draws the children's attention to the plants standing on the table).
(card number 1)
Please remember:
Not forest, indoor
You can find plants
If this card
You will read correctly.
They curl.
Up grow.
Sometimes they bloom.
No brushes needed
To clear dust.

Surely you recognize them? Name them please.
Children: This is geranium and reo.
Educator: Let's look at our plants.
What are the leaves of a geranium?
See what color, size, shape they are? (Light green, round, small in size, dissected.) - Stroke the leaves, what are they? (Soft, velvety).
- And what are the leaves of reo? Tell all about them. (Bright green on one side, bright green on the other purple leaves oval, pointed at the end, smooth, soft).
- Are the leaves of our plants the same? What do they have different? (Color, size, leaf shape).
- We talked about the leaves. Now tell me, what kind of stems do these plants have?
What is the stem of a geranium? (Straight, bushy, green).
- And what kind of stem does reo have? (Soft, lies, curls, green, thin, fragile).
- Are the stems of our plants the same? (Not). Yes, all plants have a stem, but they are different.
- Guys, and geranium and reo, flowering plants? (Geranium blooms for a long time with large colorful inflorescences. Reo blooms with small white flowers in purple "boats"). - How are these plants similar, what do they have in common? (Everyone has a stem, leaves, roots.)
- How do they differ from each other? (stems different thickness, leaflets of different shapes and colors, arranged in different ways.)
What do plants need leaves for? (Each leaf has many small holes through which the plants breathe. That's why you should always make sure that the leaves are clean.) - What is the stem for? (leaves grow on the stem, nutrients from the earth enter them along the stem.)
Why do plants need roots? (They suck moisture, nutrients out of the soil, and the roots also hold the plant above the ground.)
What are indoor plants for? (To make it cozy and beautiful in the group and at home. They purify the air we breathe. Plants release oxygen. Where there are many plants, people breathe easier.) There is a knock on the door.
Educator: Who is knocking there? Oh, guys, yes, this Dunno came to visit us! Please pass.
Dunno enters with a flower in his hands, greets everyone, looks around the group.
Dunno: How comfortable you are, how many flowers, how beautiful they are! Did you pick them in the flower garden in the summer on the site?
Educator: No, Dunno, these plants are not from the flower garden, they grow in our group and are called indoor plants.
Dunno: And I bought this flower, oh no, a houseplant, in a flower shop, but while I was walking, I forgot what it was called. And I still don't know how to take care of him. Maybe you can tell me?
Educator: Don't be upset, Dunno, our guys will help you. They know this plant very well, we have it in our group. Put your plant on the table, and sit down with the children. (Puts the flower pot on the table.)
Dunno: Thank you, I will listen very carefully and remember everything that you will talk about.
Educator: Guys, what is the name of this plant? (Violet).
Educator: Remember what shape the leaves are, what color the flowers are, whether there is a stalk, how to water this plant. (Low herbaceous plant with a strongly shortened stem and basal petiolate leaves collected in a rosette. The leaves are rounded, fleshy, pubescent, the edge of the sheet is even. Violet blooms profusely and for a long time. The plant does not tolerate direct sunlight, drafts. Spraying does not tolerate. Dust on the leaf should be removed with a brush, carefully. You have to water it very carefully. warm water, since the roots of the violet are weak, superficial, flooding or drying out the earth is detrimental to the plant.) Educator: Dunno, now you know how to care for the violet.
Stranger: What are these plants called?
Educator: Guys, tell Dunno what these plants are called. (Geranium, reo.)
Educator: Dunno, but the guys also know poems about these flowers.
Geranium
Come closer, get closer
Love the geranium.
Red flowers, round leaves.
Blooms very merrily
Although it does not grow high!
Violet
white and purple,
Pink and blue.
How, violet, you are dressed up!
We admire you!

Educator: Guys, let's find out what mood the flowers have?
(card number 2)
Geranium, what mood? (Children show the “crying” card.)
How did you know what she was missing? (Children should find that the ground is dry, not enough moisture.)
Educator: This plant does not live well. Guys, how can you help him? (Water.) What should be done before watering? (Find out which water is cold or warm). What is the best water for a plant? (Room temperature, children water the plant.)
Now, what is her mood like? (Children show the “fun” card.)
Educator: Let's determine the mood of reo. (Children show the “gloomy” card.)
What is missing from this plant? (Children determine that there is dust on the leaves.)
Dunno: So what, how can dust interfere with a plant? Does the plant breathe, because it does not have a nose and mouth. (Children's answers: it breathes leaves.)
Educator: How to help the plant? (Wipe the dust off the leaves.)
Dunno: Here's a basin for you hot water, soap, washcloth and towel. Wash. (Children explain to Dunno that the leaves of the plant cannot be rubbed with a washcloth, you need to wipe the dust with a soft cloth or spray it.)
Educator: And this plant thanks you. What is her mood now? (Children show the “fun” card).
Educator: Dunno, what kind of stick is sticking out of the ground next to the violet?
Stranger: Don't you understand? A stick for the plant to rest on. Guys, what do you think? (To loosen the earth.) Here's another! Why loosen the earth? (So ​​that the roots of the plant grow better, so that water approaches the roots faster).
Children carefully loosen the soil around the plant, but near the wall of the pot.
Educator: Dunno, do you remember how to care for a plant?
Dunno: Yes, I will put it on the windowsill, where it is light, warm, I will carefully water it.
Educator: And so that you remember well how to care for plants, the guys will read you a poem.
For the plant to grow
And fed, and bloomed,
It needs to be watered
Wipe the dust off the leaves
loosen the soil, fertilize
And spray.
We must always remember:
He doesn't feel well in the cold.
And cannot live in darkness.
There must be a ray of light.
Lots of rules and concerns
The wise florist knows!
Dunno: Thanks guys, I learned a lot about houseplants. Well, now it's time for me to go home. Goodbye, guys.
The stranger leaves.