Thesis on the topic: “Observation as a method of environmental education for children of primary preschool age”

Excerpt from the text

INTRODUCTION

Relevance of the research topic. The most important task in the development of modern civilization is to overcome the global environmental crisis and build an information-ecological society. The solution to this problem is largely determined by the content of environmental education, since the effectiveness of any measures taken to protect the environment is determined by the behavior of people and their attitude towards nature.

The research of N.S. is devoted to psychological and pedagogical problems of environmental education. Dezhnikova, S.D. Deryabo, V.A. Kobylyansky, V.I. Sitarova, V.A. Yasvina and others. The goal of environmental education, according to scientists, is the formation of an individual’s environmental culture. In the scientific literature, environmental culture is considered as part of the general culture, which contributes to the preservation and development of the “man-society-nature” system (B.T. Likhachev, S. Popov, etc.); characterizes the degree of freedom of the subject in relation to the natural and social environment (E.V. Girusov, Yu.P. Ozhegov, D.D. Pankov, N.N. Rodzevich, etc.); forms a system of knowledge, skills and value orientations that “maximally contribute to ensuring environmental safety and improving the environmental situation” (A.N. Zakhlebny, I.D. Zverev, T.V. Potapova, I.T. Suravegina, etc.).

Researchers believe that environmental culture is a unity of interconnected components: environmental consciousness, moral and value attitude towards nature, experience of environmental activities. At the same time, scientists note the insufficient effectiveness of modern environmental education (S.N. Glazachev, V.V. Pustovoitov, L.K. Tolstikhina, etc.), which is reflected in the contradiction between the growing pace of the environmental crisis and the low level of environmental culture of society.

In studies devoted to the study of continuous environmental education, special attention is paid to preschool childhood. The problem of forming the ecological culture of preschoolers is considered by researchers from different positions: the peculiarities of the formation of environmental knowledge are studied (N.F. Vinogradova, S.N. Nikolaeva, E.F. Terentyeva, A.M. Fedotova, I.A. Khaidurova, etc.); generalizes the experience of a careful, caring, humane attitude towards the environment (V.G. Gretsova, T.A. Markova, D.P. Plokhiy, L.P. Saleeva, etc.); the process of mastering the skills and abilities of environmentally competent activities in the natural environment is studied (I.A. Komarova, L.P. Simanova, N.A. Ryzhova, etc.).

An analysis of psychological and pedagogical research has made it possible to identify a number of problems in the theory and practice of environmental education for preschool children. Among them is the ambiguity of the conceptual and terminological apparatus (“ecological education and upbringing”, “ecological culture”, “ecological consciousness”, etc.); conceptual multidimensionality of programs for environmental education and upbringing of preschool children; lack of continuity in the organization of environmental education for preschoolers and primary school students; undeveloped technologies for the formation of environmental culture, etc. The lack of unified approaches to the implementation of environmental education for preschool children has highlighted the problem of finding effective ways to form the foundations of environmental culture for preschool children.

As an analysis of research has shown, the formation of an environmental culture in preschool children is possible by creating certain pedagogical conditions: the teacher’s preparedness to implement environmental education; the presence of a developing subject-spatial environment of a preschool institution; software and methodological support for the educational process; person-oriented interaction between an adult and a child in the process of mastering environmental knowledge and skills; organizing constant communication between children and nature; involving parents in environmental education, etc. (N.N. Kondratyeva, T.A. Markova, S.N. Nikolaeva, V.A. Petrovsky, L.A. Smyvina, R.B. Sterkina, etc.) .

One of the important pedagogical conditions for the formation of an ecological culture in preschoolers is the presence in an educational institution of an ecological subject-spatial environment that promotes the activation of children’s cognitive activity, ecological and aesthetic development, the improvement of the child’s health, the development of moral qualities, and the enrichment of the experience of environmentally literate activities in nature. Conceptual approaches to identifying the content of the subject-spatial ecological environment are presented in the studies of T.M. Bondarenko, L.I. Grekhova, N.N. Kondratieva, S.N. Nikolaeva, N.A. Ryzhova, T.P. Potapova and others. However, scientific works do not pay enough attention to the theoretical and practical aspects of constructing a developing subject-spatial environment in an educational institution: there is no theoretical model, the specifics and technology of its organization are not disclosed. In addition, in the theory and practice of environmental education, a contradiction has emerged between the real capabilities of the developing subject-spatial environment in the formation of the foundations of the ecological culture of preschool children and the use of its potential in an educational institution.

Purpose of the study: to study modern technologies for environmental education of preschool children.

Object of study: the process of environmental education of preschool children.

Subject of research: modern technologies of environmental education of preschool children

Research objectives:

1. Identify the psychological and pedagogical foundations of environmental education for preschool children.

2. To reveal the pedagogical essence of the ecological subject-spatial environment of a preschool institution as a modern technology of environmental education of preschool children.

3. To develop a pedagogically appropriate model for constructing an ecological subject-spatial environment, aimed at forming the foundations of the ecological culture of preschool children.

4. Analyze the influence of the ecological subject-spatial environment, as a modern technology of environmental education of preschoolers, on the formation of the foundations of the ecological culture of older preschoolers.

Research hypothesis: environmental education of preschool children is ensured by the interaction of a complex of modern technologies:

• developing a model of a pedagogically appropriate ecological subject-spatial environment that allows children to acquire and apply environmental knowledge, moral and value experience of communication with nature in their activities;
• organizational and pedagogical support for the formation of the foundations of ecological culture for preschool children through an ecological subject-spatial environment;
• environmentally oriented activities of children in a subject-spatial environment.

The methodological basis of the study was: philosophical ideas about the unity of nature, man and society (E.V. Girusov, B.T. Likhachev, S. Popov, etc.); conceptual foundations of environmental education (T.M. Bondarenko, N.N. Veresov, S.N. Glazachev, L.I. Grekhova, V.V. Deryabo, A.N. Zakhlebny, I.D. Zverev, I .T. Suravegina and others); theory of personality development in activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.); conceptual ideas for building a developmental environment (L.M. Klarina, V.A. Petrovsky, L.A. Smyvina, L.P. Strelkova); concept of a developing ecological environment (N.N. Kondratyeva, S.N. Nikolaeva, T.P. Potapova, N.A. Ryzhova).

The practical significance of the study is that the results obtained can be used in the design of the ecological subject-spatial environment of a preschool institution, in the development of scientific and methodological support for its functioning and development.

Research base: The study was conducted on the basis of MBDOU No. 6 “Teremok” in Jalil village of the Republic of Tatarstan. The study involved 5 teachers with varying experience in teaching and

preschool children.

Work structure. The work consists of an introduction, two chapters, a conclusion, a list of references and applications.

Environmental education of preschool children

CONTENT

Introduction

On our planet, there have recently been serious violations of the mechanisms of self-regulation of systems at different levels, including the biosphere. The reasons for this are seen, among other things, in the ecological illiteracy of a person who relates to the surrounding world in a consumerist manner, taking an anthropocentric position in relation to nature (Anthropocentrism (from the Greek άνθροπος - man and Latin centrum - center) - an unscientific idealistic view, according to which man is the center Universe and the purpose of all events taking place in the world) position. That is why the tasks of changing a person’s worldview and the ecological development of a child seem to be a priority.

As practice shows, despite significant progress in environmental education of the population, the level of environmental culture of most people remains insufficiently high.

Consequently, in the current circumstances, environmental education of preschool children is of great importance, and the last two decades have been the period of formation of the environmental educational space and the development of new concepts - “ecological consciousness”, “ecological thinking”, “ecological culture”.

Long-term study of environmental problems in preschool education allowed researchers to define the concept of environmental culture. According to I.D. Zvereva, I.T. Suravegina, the ecological culture of the individual is built on the basis of understanding the laws of living systems and respect for life, and its main indicator is social and individual responsibility for events occurring in nature and people’s lives.

A. A. Parakhin (2001) defined the ecological culture of an individual as “a set of views, knowledge and beliefs that reflect the “society-nature” system and are aimed at a reasonable, prudent attitude towards it, active action in its defense, and, consequently, the formation ecological consciousness." At the same time, the conditions under which the formation of an ecological culture occurs most effectively have not yet been clearly identified.

Consciously - the correct attitude is developed under the condition of close contact and various forms of interaction of the child with the plants and animals in his environment. This is where a specific feature of environmental education for preschoolers emerges - the child’s direct contact with objects of nature, “live” communication with nature, observations and practical activities to care for them, and comprehension of what he saw in the process of discussion with adults. Cooperation, thanks to which mutual understanding, sympathy and harmony develop, so necessary in the formation of an ecological culture, can most effectively be manifested by repeated joint activities of an adult and a child, united by the achievement of a common goal. During this process, an adult, in a developing ecological environment, “forms in children basic scientific knowledge about nature, maintains interest in understanding the world around them, teaches them to see the wonderful in the ordinary, and the unusual in the familiar. In a word, it instills in children’s minds the feeling of the world around them as home,” writes T. Zenina (2000).

The purpose of this work is to study the pedagogical conditions that influence the process of formation of the ecological culture of children of senior preschool age.

The object of the study is the formation of the ecological culture of preschool children.

Subject: pedagogical conditions for the formation of ecological culture in children of senior preschool age.

Hypothesis - the process of forming an ecological culture in preschool children will be effective if a number of conditions are met, namely:

1. creation of a developing ecological environment;
2. inclusion of the child in the environmental activities of preschoolers;
3. interaction with parents.

We set the following tasks:

1. To reveal the essence, content, means and methods of forming the ecological culture of preschool children.
2. Consider the formation of the foundations of ecological culture as one of the tasks of educating preschool children.
3. To identify pedagogical conditions that contribute to the formation of an ecological culture in preschool children.
4. Taking into account the identified conditions, draw up a long-term plan for environmental and pedagogical work with children of senior preschool age.

In the process of working on the problem, theoretical research methods were used: analysis of psychological, pedagogical and methodological literature, methodological documents, modeling. Empirical research methods were used: testing, questionnaires. A comparative analysis of the results was carried out.

The research was carried out on the basis of a preschool educational institution in the village of Rybnoye with children of the older group.

When writing our thesis, we used the following concepts.

Environmental education of preschoolers is an introduction to nature for preschoolers, which is based on an ecological approach, in which the pedagogical process is based on the fundamental ideas and concepts of ecology.

(Nikolaeva S.N.)

Ecological knowledge is information about the relationship of plants and animals with their environment, their adaptability to it, “about man as a part of nature”; on the use of natural resources, environmental pollution, etc.

(Nikolaeva S.N.)

An individual’s ecological culture is a set of views, knowledge and beliefs that reflect the “society-nature” system and are aimed at a reasonable, prudent attitude towards it, active action in its defense and the formation of environmental consciousness.

(Parakhin A.A).

An ecological worldview is a product of education; its formation occurs gradually over many years of a person’s life and learning.

(Nikolaeva S.N.)

Ecological space is a small area or separate room occupied by natural objects and having a specific functional purpose.

(Nikolaeva S.N.)

The environment (developmental subject) is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical development.

(Novoselova S.A.)

Chapter 1. The process of forming an environmental culture

1.1. The essence of ecological culture

Environmental problems and the need to overcome them have given rise to a new direction in education - environmental. It is necessary to take into account that environmental education is not a part of education, but a new meaning and goal of the modern educational process - a unique means of preserving its development of humanity and the continuation of human civilization. (Yagodin G., 2001)

The next two decades are the period of formation of the ecological space, when the search for effective methods and conditions of education is carried out, technologies for teaching and educating children and youth are created. This is evidenced by the Recommendations of the parliamentary hearings “Problems of environmental education and training in Russia dated September 22, 1998.” Among which are the following:

• develop a unified national strategy for environmental education and awareness, taking into account the continuity of different stages of education and awareness, the specifics of various educational institutions and structures;
• consider environmental education of preschool children as a priority link in the system of continuous environmental education, a necessary condition for the sustainable development of the country, development and improvement of continuity between all spheres of social development of the individual (family - kindergarten - school - university - professional activity);
• develop recommendations for the creation of curricula, educational projects, educational and methodological materials, models of environmental education in the system of training and retraining of personnel: educational, additional, professional additional education; environmental education of the population.

Due to the worsening environmental problems, they have become the center of attention of various organizations and the media. At the moment we are talking about general environmental education, since its goal is to form an individual’s environmental culture.

As Sitarov V.A (2000) notes, culture is usually defined by contrasting it with natural phenomena, since “one of the most important manifestations of culture is the imprint of the conscious activity of the subject, in contrast to the natural existence of natural bodies.” However, in reality, in the process of the evolution of society, their increasing interpenetration and interdependence arises.” Culture is a manifestation of conscious activity; it “characterizes the degree of freedom of the subject in relation to natural and social necessity.”

Many years of studying the problems of environmental education allowed researchers to come to the definition of environmental culture, which, according to I.D. Zverev, I.T. Suravegina, should be associated with social and moral activities that raise the need to improve the environment. The ecological culture of the individual is built on the basis of understanding the laws of living systems and respect for life, and its main indicator is social and individual environmental responsibility for events in nature and people’s lives.

D.V. Vladyshevsky connects the essence of ecological culture with the management of natural resources, awareness of the dangers and inadmissibility of unrestrained use of the planet’s resources, and with the transition to national conservation of nature. And this should be associated with self-restraint of personal consumption and the search for optimal standards of industrial consumption.

No less important is the opinion of B.S. Kubantsev on environmental culture. He speaks of the need to reorient the anthropocentric thinking dominant in the thinking of his compatriots, when man is in the center, to ecological biocentric thinking, when man will be

consider yourself equal to nature. Such thinking can be formed on the basis of a deeper study of the objective laws of living nature than is currently the case.

Likhachev B.T. considers ecological culture as a derivative of ecological consciousness. It should be built on environmental knowledge and include a deep interest in environmental activities, its competent implementation, and a wealth of moral and aesthetic feelings and experiences generated by communication with nature.

Throughout the last years of the past century, the search and research of specialists in the field of environmental education continued - the concept of environmental culture was developing. Among philosophers, educators, psychologists, culturologists, ecologists (N.N. Moiseev, S.N Glazychev, B.T Likhachev, S.V Alekseev, N.M Mamedov, I.D Zverev, I.T Suravelena, L.V Tarasov , A.D. Ureul, etc.) an understanding of this phenomenon has developed - the understanding that at the stage of civilizational shifts, rapid planetary changes, it is the ecological culture that should become the core of the human personality that can save the planet, humanity as a whole, and bring it to a new round of development. The concept of ecological culture begins to be considered from a cultural perspective; qualities are introduced into it that make it possible to make it a phenomenon of general culture; two processes are intertwined in it: the education of a person and his formation as a sociocultural individual.

List of used literature

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Course work “Methods of environmental education and upbringing of children in preschool educational institutions”

The effectiveness of learning largely depends on the child’s emotional attitude to this process: to the teacher who teaches, to the task he gives to the children, to the whole situation of the lesson.

Undoubtedly, the inclusion of elements of role-playing games in the process of forming children's ideas about nature can create an emotional background that will provide a more effective result in the acquisition of knowledge. Emotional manifestations affect not only the level of intellectual development, but also more broadly - the child’s mental activity and his creative abilities.

The game method in environmental education is the inclusion in classes or other forms of pedagogical work of game-based learning situations (GTS) - short plot-based role-playing games with environmental content. IOS is a specially designed game between a teacher and children, which includes didactic content and the solution of certain environmental problems.

Research shows that consciously correct is the general (basic) attitude of a preschooler to nature; in different situations and for different children it can have an aesthetic, ethical or cognitive connotation. All of the above methods of environmental education, based on joint activities, allow children to develop a consciously correct attitude towards nature.

Practical method

contributes to the formation of an attitude towards nature, primarily through the actions of caring for living beings. It was revealed that, along with actions, the content of specific explanations that children receive from the teacher for each situation is important. Action and word complement each other - these are two techniques that merge into a single pedagogical act and act as an example of the correct interaction of man with nature.

Through observation, children develop different shades of attitude towards nature: cognitive interest, aesthetic vision of plants and animals, sympathy. A persistent cognitive attitude is formed due to repeated reference to an object (a cycle of observations), as well as due to the fact that an adult demonstrates the cause-and-effect relationships of a living organism with its habitat that are not noticed by the child.

This is the case when knowledge is transformed into attitude, especially if it is associated with action, with a desire to help. The knowledge gained through observation gives rise to a consciously correct understanding of what is happening, why it is necessary (or, conversely, not necessary) to do something.

The formation of an aesthetic attitude towards nature in the process of observation is facilitated by a detailed and sensory perception of an object, all its sensory features - shape, color, proportions, size, etc. It should be noted: all natural objects, if they are in favorable living conditions, demonstrate the original morphofunctional beauty - beauty of structure and various manifestations. At the same time, the beauty of plants and animals has its own specific specificity. Observations included in the cycle and specifically dedicated to the beauty of an object develop in children the ability to see and feel the harmony of form, color, lines, proportions, their interrelation and functionality in each animal and plant [Nikolaeva 2013].