Environmental education for middle group children

Preschoolers of the fifth year of life differ from toddlers in physical and mental capabilities: they are more confident in all manifestations, possess initial independence skills, have more stable attention, more developed perception and thinking, better understand and reproduce the speech of an adult, and are capable of the first volitional efforts. An important feature of this period is the development of role-playing games and children’s great interest in it. That is why the teacher can use it more often in environmental and pedagogical work, which will ensure that children learn new material well and quickly develop their independent play activities.

The technology of environmental education for children of middle preschool age has the following structural components: • cycles of observations of objects in the nature zone of the kindergarten (aquarium fish, decorative birds in a cage, a guinea pig living in a corner of nature, spruce, autumn flowers and spring primroses on the site). Each cycle, including 4-6 observations, allows children to form, on a sensory basis, specific ideas about natural objects with which they are in constant contact;

• monthly (one week at a time) observations of seasonal natural phenomena and simultaneous maintenance of a pictogram calendar, including a cardboard doll, by dressing which children simulate the degree of heat and cold in one or another period of each season; these observations develop children's powers of observation and teach them to notice changes in phenomena;

• joint activity of several children and a teacher in a corner of nature, developing the ability to communicate with living beings, work skills to maintain the necessary living conditions for them; developing the moral qualities of children, a meaningful understanding of the need for labor operations;

• feeding birds and observing them, maintaining a special calendar in January (during the culminating period of winter), which develops the moral qualities of children, their readiness to practically help the birds; preschoolers, in addition, acquire ideas about the diversity of birds, as well as the ability to record these ideas in a calendar using pictures;

• “garden on the window”, growing two “didactic” bulbs in glass vessels (in different conditions), weekly observations of them and sketches in the calendar. This develops children's observation skills, their ability to notice changes in growing plants, to understand the significance of different conditions for their growth;

• reading E. Charushin’s short stories about animals throughout the school year, looking at books with his illustrations, conducting a lesson at the end of the year dedicated to this author. Repeated contact with the writer, who described and drew cute cubs, allows children to develop a sustainable interest in observing nature, an understanding that impressions can be creatively presented to other people - in the form of stories and drawings;

• reading or telling fairy tales “Little Red Riding Hood”, “Doctor Aibolit”, looking at illustrations in books and then including the main characters in the IOS; the use of dolls makes it easier for children to become familiar with the forest ecosystem, with all its inhabitants, and with the help of Dr. Aibolit, to introduce children to an understanding of the value of health (their own and other living beings);

• weekly environmental classes, during which children consolidate and deepen their understanding of nature acquired in everyday life, or acquire new ones. In the classroom, the teacher widely uses all types of ITS, which facilitate the acquisition of knowledge and gaming skills;

• carrying out environmental leisure activities that develop a positive emotional attitude towards nature. Starting from the middle group, a literary core passes through all technologies of environmental and pedagogical work with children. For this group, such a core consists of the works of E. Charushin. This does not mean that the teacher cannot turn to other authors - Charushin’s books are simply preferred, since they contain descriptions of animals and their artistic images that are accessible to children of this age. The writer's stories and drawings encourage children to create their own creativity based on impressions of nature, and stimulate the development of literary and artistic abilities.

Children in the middle group “give themselves over” to the game, it captivates them, so the teacher prepares especially carefully for activities that include travel games, dialogues with literary characters, and playing with analogue toys. The teacher thinks through all the game techniques in advance, ways to maintain an imaginary situation and plays one of the roles. Such careful preparation will result in good play, high emotional tone of children, reliable assimilation of environmental knowledge and acquisition of gaming skills.

Test questions 1. What is educational technology? What are the features of the technology of environmental education for children in kindergarten? 2. What are the features of the system of education for preschoolers of young age? What role do folk tales play? 3. What does the technology of raising children in the middle group include? What function does a story game serve? 4. What do reading the works of E. Charushin and looking at his illustrations give children?

Ecological week in kindergarten. Middle group

Project on the topic: “Environmental education of children of senior preschool age”

Ecological week “The Earth is our common home”
Goal: To consolidate and expand children’s knowledge about nature as an inexhaustible source of spiritual enrichment for people; awaken in children a keen interest and curiosity about the world around them; develop the child’s positive feelings towards nature. Objectives: — To form a system of basic environmental knowledge accessible to preschool children;
— Foster an emotionally positive, careful, caring attitude towards the natural world and the environment in general; — To develop skills in observing natural phenomena and objects. Monday

Excursion (walk) around the surroundings of the kindergarten.

Target:

Teach to notice changes occurring in nature, name the color of leaves, observe trees, understand what causes leaf fall, why insects have disappeared and birds fly away. Admire the beauty of autumn nature. Arouse interest in the world around you; to form a realistic idea of the nature around us; to develop skills in observing natural objects and phenomena. 1. Traveling around the world (looking at the globe; pay attention to the colors on the globe - water, land) 2. Making riddles about flora, fauna, insects. 3. Application on the theme: “Let’s decorate a scarf with a pattern of autumn leaves”

4. Examination of illustrations on the theme “Autumn in nature.” 5. . Game "Living - Nonliving." 6. Exercise “Color only the living.”

Tuesday

1. Recording bird observations in the observation calendar. Sorting material collected during walks. Making a herbarium. 2. Conversations in order to clarify ideas about the phenomena observed during walks. 3. Listening to “The Seasons” by P. I. Tchaikovsky and other music.

4. Reading and conversations after reading about the abilities of animals to adapt to their environment. 5. Making crafts from collected natural materials. Design from natural material on the theme: “Let’s put a butterfly on a flower”

6. Game “Review and Post.” Goal: To cultivate attention, patience, curiosity. 7. Printed board game “The sun is walking across the sky! Determine when this happens? 8. Conversation “This is not possible, but this is possible and necessary.” Discuss how to treat animals: sparrows, crows, cats, etc.

Wednesday

To consolidate children's knowledge about the phenomena of inanimate nature - water and its properties. Sun, air and water are our best friends. The arrival of “Aibolit” is a story about the healing powers of the sun and water (and the dangers). 1. Didactic game “Water is our helper” “Sorceress water” 2. Meeting of the “Why Chek” club. Topic: “Such different water” a) are all rains the same (spring, autumn, summer). b) are all clouds the same 4. Listening to the recording “The Sound of Rain” 5. Didactic game “What is the name of the chick?” 6. Ecological labor landing a) preparing a flower bed for the winter b) preparing seeds and leaves for the herbarium. 8. Solving riddles about the seasons. 9. Didactic game “Nest, hive, hole, or who lives where?”

Thursday

Poetry Day “Take care of the planet” 1. Exhibition of books about the planet. 2. Competition of readers about the animals of our forests (our forest zone (strip)) 3. Games “Guess the tree”, “Which tree is the leaf from? "(children make a “picture” from a set of small illustrations) 4. Reading Bianchi’s books: “Forest Houses” 5. . Memorizing poems about animals, plants, etc. 6. Improvisation of movements to the music of nature in an audio recording 7. Teacher's story about the behavior of birds and animals in the fall. 8. Didactic game - “What kind of wind?”

Friday

1. Entertainment for children on the topic: “Autumn walk” Purpose: To consolidate children’s knowledge about the seasons; autumn phenomena in nature. Expand knowledge about forest inhabitants in the autumn. Maintain interest in dance and music activities. 2. Competition of crafts made from natural materials for joint creativity between parents and children on the theme: “Look into the autumn forest” 3. Word game “Who has what fur coat?” 4. Work with parents: Final design of the exhibition on the theme: “Look into the autumn forest”

Walk-Monday
Cloud Observations.
Goals:

teach children to observe clouds, noting changes that occur; lead to the conclusion that cloudy weather is a characteristic sign of autumn.

Word game “Guess which tree the leaf comes from”

Didactic task:

determination of the distinctive features of leaves of maple, birch, rowan, etc.

Game action:

Find out and name the leaf corresponding to the tree.

Progress of the game

The teacher gives the children leaves of different shapes, and the children determine which tree they come from. — This leaf is from a birch tree, that’s why it’s called birch. — This leaf is from an oak tree, that’s why it’s called oak. - This leaf is from a rowan tree, that’s why it’s called rowan, etc.

Walk-Tuesday

Observing changes in nature: invite children to independently find signs of autumn in the surrounding nature.

Word game “Who has what fur coat?”

Didactic task:

Form coherent speech of a preschooler. Activate your vocabulary with words: fluffy, soft, smooth. Strengthen children's knowledge about animals.

Game action:

Guess the riddle about the animal proposed by the teacher and compose a descriptive story with the help of the teacher.

Progress of the game.

The teacher asks the children to guess a riddle about an animal. For example, What kind of forest animal is this? Stood up like a column under a pine tree. And stands among the grass - Are your ears bigger than your head? (Hare) After guessing the animal, the teacher encourages the children to remember and describe the appearance of the hare - What kind of fur coat does the bunny have? (white, fluffy, soft, etc.) - What kind of fur does the fox have? (red, soft, fluffy) - What kind of fur coat does the squirrel have? (soft, smooth)

Walk-Wednesday

Bird watching.

Target:

consolidate children's knowledge about birds - name, body parts, nutrition. Search and educational activity “Why do migratory birds leave us in the fall?” Goal: to help establish the dependence of the birds’ lifestyle on the lack of food during the cold season. Verbal exercise/game “Guess the riddle about the bird.”

Didactic task:

Exercise children in guessing riddles about birds. Fix the names of the birds: sparrow, tit, starling, crow.

Game action:

Listening and solving riddles. Finding the answer on cards with pictures of birds. (On a walk, you can do without cards; you can combine the game with a real bird and reward for the correct answer with pre-made birds using origami.)

Progress of the game.

The teacher asks the children riddles about birds. Little gray lump: Chik-chirk - he’s very cold! Sun, come out quickly! Who's waiting for warmth? (Sparrow) And in winter she can’t sit: She’s circling above my window, Asking for bread crumbs and wheat for breakfast... (Tit) The bird is chatty - no doubt, She’ll tell you news and secrets! Beautiful in appearance, white-sided Who? - Long-tailed... (magpie) - How can you call our guests in one word? Who is our guest? (Birds)

Walk – Thursday

Tree observations.

Target:

help children conclude that after the air temperature dropped below zero degrees (a noticeable cold snap), all the trees lost their leaves. Word game “Compare and tell how they differ?”

Didactic task:

To consolidate children's knowledge about the distinctive features of birds and animals.

Game rules:

Respond only when signaled by the teacher. Be able to listen to the opinions of your peers. Dialogue between the teacher and children using riddles about birds and animals, leading questions from the teacher to the children about the appearance and habits of animals and birds.

Progress of the game:

Using pictures of animals: fox, wolf, bear and hare. And birds: crow, sparrow, magpie. Children must find the differences and name them. (In older preschool age, the game is played in the fresh air, on a walk without pictures, the children act from memory and previous accumulated knowledge in the middle group) - How are birds and animals similar? (birds and animals have a body, eyes and a tail) - What do birds have that animals don’t? (birds have wings, but animals do not. Birds have a beak, and animals have a mouth. Birds have two legs, and animals have four. Birds have a body covered with wings, and animals have hair.

Walk – Friday

Wind observations.

Target:

To consolidate knowledge about the phenomena of inanimate nature. Determine the basic properties of wind. Bring children to the conclusion that wind is air movement that can have different strengths and directions. Word game “Which way is the wind blowing?”

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature. Exercise in determining the basic properties of wind. Activate the speech of a preschooler. Develop observation and auditory attention.

Game action:

The teacher asks the children questions about what kind of wind is it today, what kind of wind can it be, what kind does it happen? Children use plumes or autumn leaves in their hands to determine the strength of the wind. (strong, gusty, cold, warm, autumn, etc.) Whoever answered the teacher’s question correctly, the first imitates the force of the wind.

Progress of the game.

The teacher invites the children to imagine a mental picture according to her words. — Clouds, rain, wind, tree branches sway, leaves turn yellow and fall to the ground, at what time of year does this happen (happens)? Children's answers: (in autumn). The teacher offers to sing a song of the autumn wind. - What wind? (strong, prickly, etc.) -But the wind began to subside. What wind is blowing now? (quiet) Note: The teacher can invite children to imagine a similar picture for another time of year, choosing words that highlight and define signs and natural phenomena of a particular time of year. (season) I bring to your attention a detailed description of the games that I used in the process of environmental education for children in the senior group throughout the entire project (one week) on environmental education. 1. Printed board game: “The sun is walking across the sky! Determine when this happens?

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature: parts of the day.

Game rules:

Select colors according to the content of the text.

Game action:

Search for a card of a certain color based on the text content.

Didactic material:

colored cards. Model of a clock (a circle divided into four parts). Poetic texts about parts of the day.

Progress of the game.

As the teacher's story progresses, the children place the corresponding cards on the watch model. The sky suddenly turned pink, Quietly and timidly the Sun with a gentle ray What opened it like a key? (morning pink card) The sun shone brightly, the whole Earth was gilded. He shines and shines, doesn’t he tell us to be lazy? (day - yellow card) The sun has gone to bed, and as if He is covering the whole earth with a light blue blanket. Will the gnome read a fairy tale and quietly fall asleep? (evening-blue card) When did the Earth suddenly come together with the darkness, And in the sky did the moon come together with a star? Has the Dwarf been sleeping quietly for a long time? (at night - black card)

2. Didactic game with objects: “Water is our helper”

Didactic task:

To consolidate children's knowledge about the phenomena of inanimate nature - water and its properties.

Game rules:

Act only on a signal from the teacher. Select only those items that are necessary for the story and description. Maintain the order.

Game action:

Finding the right items.

Didactic material:

a basin with dirty laundry, soap and a toothbrush, a first aid kit with medicines; Pets; story card with a picture of a river, etc.

Progress of the game.

Children choose their favorite items on the table and give their explanations. — Residents of Flower City need water to wash their clothes. — Babies and toddlers need water to bathe and swim in the river. — Residents of the flower city need water to grow vegetables and fruits. — Doctor Pilyulkin needs water to make medicine and treat patients. — Cook Donut needs water to prepare lunches, breakfasts and dinners. — Shpuntik and Vintik need water to wash themselves after work. — All babies and toddlers need water to drink when it’s hot. Etc.

3. Game “Review and Post”

Didactic task:

To consolidate children's knowledge about the seasons and signs of autumn. Cultivate attention, curiosity, patience. Conduct basic comparative analysis, identify similarities and differences.

Game rules:

Act only on a signal from the teacher. Maintain the order.

Game action:

Children, at the teacher’s suggestion, lay out a color board on the “Seasons” clock. The main signs of autumn are laid out. Dialogue between teacher and children.

Didactic material:

“Seasons” clock, plot cards with signs of autumn according to the number of children.

Progress of the game

Children must identify and lay out on the table the main signs of autumn (another season). — What season should I set on our “Seasons” clock? (on the clock you need to set the hand to the season - autumn, the yellow part of the clock). -What time of year do I indicate to us the signs outside the window? (signs outside the window indicate to us that the time of year is autumn). -What signs of autumn did you put (address the girl or boy by name) on your table? (The sun in the sky has hidden behind a cloud, it is raining, there are puddles on the ground, a cold wind is blowing, the trees are without leaves, etc.)

4. Didactic game with objects “What is the name of the chick?”

Didactic task:

Exercise children in recognizing and naming birds: crow, sparrow, birdling, titmouse.

Game rules:

Children look at the figurine of a bird and its chick and answer the teacher’s question.

Didactic material:

figurines or pictures depicting birds and their chicks: baby crow; birdling starling; titmouse; little sparrow

Progress of the game:

The teacher shows a picture of a bird and its chick. The child must name the adult bird and its chick. - This is a sparrow, and the sparrow’s chick is a sparrow. Etc.

5. Didactic game “Nest, hive, hole, or who lives where?”

Note. Games can be played at any time of the day and used in various activities, at the discretion of the teacher. The rules of the games can also vary, which may depend on the creativity and resourcefulness of the teacher. The final stage of the environmental week was an event I developed - the “Autumn Quiz” entertainment. And also an exhibition-competition of crafts made from natural materials on the theme: “Look into the autumn forest.” Joint creativity of parents and children.

We recommend watching:

Abstract of educational activities on ecology in the senior group. Environmental education of children in kindergarten. Analytical report of a preschool educational institution on the organization of work. Section “Environmental education” Environmental project in kindergarten

Environmental project in the middle group “The world through the eyes of children”

author: Boldyreva Svetlana Aleksandrovna

Teacher, Samara MBDOU "Kindergarten 452 "Businka"

Environmental project in the middle group “The world through the eyes of children”

Environmental project in secondary group No. 4 “Chamomile” “The world through the eyes of children”

Educator: Boldyreva Svetlana Aleksandrovna MBDOU No. 452

PROJECT

on environmental education of middle group children

"The world of animals through the eyes of children"

Explanatory note.

The Year of Ecology has started across Russia. The problem of environmental education of preschool children is becoming particularly acute and relevant. It is during preschool childhood that the beginnings of ecological culture are formed. Therefore, it is very important to awaken in children an interest in living nature, to cultivate a love for it through knowledge of the world around them.

The role of animals in nature is so great that a person could hardly not only get along, but even simply live without them. And the point is not only that animals provide man with food, fur and wool, and serve him with their strength, speed and endurance. There is no doubt that the “Red Book”

Both nature reserves and national natural parks are very necessary for the protection of wildlife. But even more important is the responsibility for nature that every person bears.

Students from our group also actively participated in environmental events. We invited the families of our pupils to participate in the project “The World of Animals through the Eyes of Children”.

The project will take place in 4 stages:

“Animals through the eyes of children” (drawings of animals of the Krasnodar region)
;
Exhibition on the theme “Animal diversity” (crafts and needlework)
;
“Sea inhabitants” (drawings of the inhabitants of the Black Sea)
;
Tabletop mini-presentations “My Pet” (photo collages, folding albums about pets)
.

Children can display their desire to protect nature in their creative works.

The best works will take part in the design of a kindergarten gift calendar.

Project goal: to create conditions for the development of children’s cognitive and creative abilities in the process of developing a child-adult educational project “The Animal World through the Eyes of Children”

in pupils of middle preschool age.

In accordance with the goal, the following project objectives were formulated:

Enriching and deepening children's understanding of the animals of their native land, their diversity and living conditions.
To develop knowledge about the interconnection of all living things in nature, to promote awareness of the special relationship of people to animals and to nature in general.
Analyze educational and methodological literature on environmental education of middle-aged children;
Enrich and consolidate the knowledge and ideas of preschoolers about animals living in our forests.
Teach children to have a kind attitude towards animals.
Supplement didactic material on environmental education of middle-aged children;
Develop a system of games that ensure the consistent development of children in the context of play activities;
Develop information sheets for parents with recommendations for familiarization with this topic.
Enrich children's vocabulary with names of signs and actions by designating qualities (features of appearance, nutrition, habits)
.
Introduce children to the concept of “Red Book”
.
To develop children's coherent speech through writing a descriptive story about animals and retelling a literary text.

The novelty of the project will be the use of information and communication technologies that help improve the quality, accessibility and effectiveness of environmental education for children. This will make it possible to form elements of logical thinking and develop the intellectual abilities of children, without violating the laws and stages of mental and physiological development, and also taking into account the individual characteristics of children, which makes teaching children interesting, meaningful, and unobtrusive.

Implementation period: long-term, January 2022. – August 2022

Type of project: educational - gaming.

Project participants: middle school students, parents, teacher.

By number of participants: collective.

Form of organization of children: group, subgroup and individual.

Basic principles of project implementation:

— Accessibility (correspondence of the didactic task to the age and individual capabilities of children);

— Repeatability (consolidating and complicating the same game)

;

— The relevance of didactic material (up-to-date formulations of environmental problems, visual aids, etc.) actually helps children perceive tasks as a game, feel interested in getting the right result, and strive for the best possible solution;

— Collectivity (allows you to unite the children's team into a single group, into a single organism capable of solving problems of a higher level than those available to one child, and often more complex);

— Competitiveness (creates in a child or a subgroup the desire to complete a task faster and better than competitors, which allows reducing the time to complete the task on the one hand, and achieving a truly acceptable result on the other);

— An element of novelty (the introduction of new attributes, schemes, samples, the possibility of creativity, changing the rules).

Working hypothesis - it is assumed that organized work on environmental education of preschool children in accordance with modern requirements will help to increase the level of development of children's cognitive abilities.

Project implementation stages:

Preparatory.

At this stage the following activities were carried out:

Studying the level of knowledge on the topic;

Monitoring diagnostics of children;

Drawing up a work plan for project implementation;

Creation of a subject-developing environment on the topic of the project;

Selection of teaching materials, illustrations, photographs, poems, presentations, didactic games, audio and video recordings on this topic;

Preparation of consultations, messages and teaching aids for parents;

Interaction with parents:

Joint production of didactic games “Where is whose house?”
,
“Whose baby?”
and etc. ;
Assistance in the creation and design of an exhibition on the topic: “Diversity of animals” (crafts and needlework)
;
Tabletop mini-presentations “My Pet” (photo collages, folding albums about pets)
.

Analysis and generalization of existing work experience on this topic in preschool educational institutions;

Studying the experience of other educational institutions.

Basic.

At this stage, practical work is carried out in order to obtain a high-quality result of this project. Namely:

Conversations with children, solving riddles;

Examination of illustrations, postcards, books on the topic;

View presentations on the topic;

Familiarity with objects in the immediate environment;

Reading fiction and memorizing rhymes;

Children reading poems;

Conducting didactic, plot-role-playing, movement, tabletop and finger games;

Theatrical activities;

Exhibitions of children's drawings “Animals through the eyes of children”

and
"Sea Life"
;

Dramatization “How the animals became friends”

;

Consultations for parents on the topic: “Environmental education of middle-aged children”

Creative and productive activities: modeling, drawing, appliqué (joint work of children with parents, independent activity of children;

Watching animated films about animals.

Listening to music.

Business game with parents: “How to understand the world of ecology?”

. Conducting consultations, developing recommendations and manuals for parents.

Final.

Positive dynamics of monitoring on environmental education of children of middle preschool age;
Exhibition of joint creativity between children and parents;
Creation of a gift calendar “The world of animals through the eyes of children”
, together with parents.

Expected result:

The project will contribute to the development of children’s cognitive and creative abilities, clarify and consolidate ideas about wild animals, habitats and food. The various situations and games used in this project will generate interest, curiosity, and attention in students.

Parents will receive methodological recommendations on creating conditions for conducting didactic games, advice on purchasing and making didactic games, since with the help of games and manuals, preschool children will unnoticed enter the world of ecology. Exciting games will help make the educational process not difficult or boring, but interesting and entertaining!

By implementing this project, we will try to help each child expand their horizons in their immediate environment, as well as create conditions for the development of independent cognitive activity. This project will provide each child with the opportunity not only to gain knowledge, but also to develop creative abilities, develop communication skills, and form the initial prerequisites for research activities. In turn, parents will develop an interest in the educational process, the development of creativity, knowledge and skills in children, a desire to communicate with teachers, and participate in the life of the group.

Bibliography:

FROM BIRTH TO SCHOOL. Approximate basic general education program for preschool education / Ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 3rd ed., rev. And additional – M.: MOSAIKA – SYNTHESIS, 2012;
Federal State Educational Standards for Preliminary Education: implementation practice. – M.: Publishing house “Teacher”
, 2014.
Bashaeva T.V. Development of perception in children. Shape, color, sound. — Yaroslavl: Development Academy, 2007;
Dybina O. V. The child and the world around him. Program and methodological recommendations. – M.: MOSAIKA – SYNTHESIS, 2010;
Evdokimova E. S. Pedagogical support for families in raising a preschooler. – M.: TC Sfera, 2008.
Lykova I. A. Visual activities in kindergarten. Middle group. – M.: “Color World”
, 2012.
Mikhalevskaya I. A., Masterkova E. A. A large reader for preschoolers. – M.: My World, 2008.
Oberemok S. M. Project method in preschool education: Educational manual. – Novosibirsk: NIPKiPRO, 2007.
Solomennikova O. A. Environmental education in kindergarten. Program and methodological recommendations. – 3rd ed., rev. and additional – M.: MOSAIKA – SYNTHESIS, 2009;
Pilyugina V. A. Baby’s sensory abilities: Games to develop the perception of color, shape, size in young children. – M.: enlightenment. JSC "Ucheb.
met" 1996;
Collection of Russian folk tales. Ed. R. Kobzareva. – M.: Publishing house “Altey”
, 2012.
Soboleva A.V., Riddles - savvy. Practical guide for speech therapists, educators and parents - M.: “Publishing house GNOM and D”, 2000

Environmental project in the middle group “The world through the eyes of children”

article “Forms and methods of work on environmental education in the middle group

Planting, sowing, and harvesting are carried out with children.

In a corner of nature, children examine plants and, together with the teacher, master the skills of caring for them.

5) Experimental search activities of children.

Experimental-search activity is understood as the joint work of the teacher and children, aimed at solving cognitive problems that arise in educational activities, in everyday life, in play and work, in the process of learning about the world. Search activity presupposes high activity and independence of children, the discovery of new knowledge and ways of knowing.

The search activity ends with an analysis of the results obtained during the inspection and the formulation of conclusions.

2. Methods of environmental education.

Teaching methods are ways of joint activities between the teacher and children, during which the formation of knowledge, abilities and skills, as well as attitudes towards the world around them, is carried out. In the middle group, various teaching methods are used: visual, practical, verbal.

Towards visual methods

include observation, examination of paintings, demonstration of models, films, filmstrips, and transparencies.

Practical methods -

This is a game, elementary experiments and simulation.

Verbal methods

- these are stories from the teacher and children, reading works of art about nature, conversations.

When working to introduce children to nature, it is necessary to use different methods in a complex and correctly combine them with each other.

1) Observation

Observation is a specially organized by the teacher, purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena. The purpose of observation can be the assimilation of various knowledge - establishing the properties and qualities, structure and external structure of objects, the reasons for the change and development of objects (plants, animals), seasonal phenomena.

The observation method in introducing children to nature is the main one. The need and significance of its use are associated, first of all, with the nature of the knowledge available to children of middle preschool age.

Observation allows children to show nature in natural conditions in all its diversity, in the simplest, clearly presented relationships. The systematic use of observation in getting to know nature teaches children to look closely, notice its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education.

Observation of nature is an inexhaustible source of aesthetic impressions and emotional impact on children. In the middle group, different types of observation are used. To form in children ideas about the diversity of plants and animals, objects of inanimate nature, recognition of the characteristics of certain objects, their properties, signs, recognizing observation is used. It ensures that children accumulate vivid, living knowledge about nature.

Environmental education of children in the secondary “B” group of the Borovsk kindergarten “Dolphin” Teacher Peil Olga Antonovna. - presentation