Pedagogical project on environmental education of preschool children “Ecological path”

Innovative project for environmental education of preschool children “Pathway to the wonderful world of nature”

Visibility.

The principle allows us to take into account the visual-figurative and visual-effective thinking of a preschool child. The use of this principle assumes that in order to solve the goals and objectives of environmental education, the teacher selects objects and processes that are accessible to understanding and mastery by a child of a certain age, which he can observe directly in his environment. The principle of visibility also means the constant use of visual material when working with children: illustrations, manuals, video materials, paintings, posters, models, layouts, etc.

Humanity.

This principle is associated primarily with the concept of ecological culture. From the perspective of education, its use means the formation of a person with new values, who knows the basics of consumer culture, cares about his health and wants to lead a healthy lifestyle. Ultimately, the goal of environmental education is to preserve human health in a healthy, environmentally friendly environment.

Predictiveness.

For preschoolers, this principle means that as a result of environmental education, children form elementary ideas about the relationships existing in nature and, based on these ideas, the ability to predict their actions in relation to the environment during rest, work in nature and living conditions (elements of rational use resources). Compared to school, in preschool education, due to the age characteristics of the child, prognostication is limited to instilling in children the habit and ability to evaluate some everyday actions in relation to the environment, and to restrain their desires if they can harm nature. There is no need to instill in a child a “sense of responsibility for the state of the entire planet” (or the environment, as is often suggested!). It is enough that the child will take care of the guinea pig, feed the birds and grow plants.

Activities.

Ecological knowledge should help the child understand what needs to be done in order to preserve the environment around him and his loved ones. He must necessarily take part in feasible environmentally oriented activities. In addition, in the process of such activity, the formation and formation of the “child - environment” relationship occurs. The principle of activity underlies various environmental projects, in which children of middle and senior preschool age can take part.

Integrations.

Currently, this principle is increasingly being implemented in preschool environmental education. The importance of its application is due to several reasons: firstly, the integrated nature of environmental knowledge as such; secondly, consideration of environmental education from the point of view of the comprehensive development of the child’s personality and, thirdly, the peculiarities of the organization and methodology of all work in a preschool institution. The latter makes the implementation of the principle of integration in preschool institutions a more realistic task than in school. At the preschool level, this is reflected in the need to green the entire activity of the teaching staff and green the various types of activities of the child.

Project on environmental education for older preschoolers “Let's clean the planet of garbage!”

Balarman LLP

Passport for a project on environmental education for older preschoolers

“Let's cleanse the planet of garbage!”

Teachers: Lang K. A.

Petropavlovsk

2020

Project topic

: “Let’s cleanse the planet of garbage!”
Project participants
: children 4-5 years old, teachers, parents of students.
Project duration:
November (2020) – February (2021)
Project type:
research - creative

Relevance:

In preschool childhood, the foundations of personality are laid, including the attitude towards nature and the surrounding world. Kindergarten is the first link in the environmental education system. Forming a humane attitude towards nature, I try to convey to children that man and nature are interconnected, therefore they must protect and care for it.

Problem:

Preschoolers have not fully developed a responsible attitude towards the environment and human activities in it.

Objective of the project

– formation in children of ideas about the need for a careful attitude towards nature, towards their Earth through various types of activities.

Tasks:

formation of ideas in children of senior preschool age about the sources of waste.

developing children's ideas about the impact of waste on the environment and human health;

developing children's ideas that recycling waste is necessary to preserve the environment;

developing

development of cognitive interest in children of senior preschool age;

developing the ability of older preschoolers to differentiate objects according to the material from which they are made;

instilling in children responsibility for their actions and understanding their consequences for the environment and nature;

instilling in children a desire to reflect their impressions in creativity;

instilling in preschoolers a culture of behavior on city streets, maintaining cleanliness and order.

Give children the joy of participating in joint activities.

Stages of the project “Let's clean the planet of garbage!”

Expected results:

Must know:

— Problems of environmental pollution with garbage.

— How to rationally use and reduce the accumulation of waste.

— How to effectively reuse waste.

— Simple health rules.

Must be able to:

— Follow the rules of conscious and motivated behavior in nature: why and how you need to remove garbage in the city, in the forest, on the river.

— Work with various materials, get acquainted with their properties, various structures, acquire labor skills and abilities.

— Create a variety of crafts using waste materials.

Organization of environmental projects

For environmental projects in different groups, it is preferable to choose topics related to the native land. Observations and experiments that are carried out in real conditions will bring more benefits than those that the child watches a video about or reads about in a book. The development of project activities goes through three age stages.

In younger groups

The beginning of the first stage refers to the age of 3–4 years. Search activity is natural for children. They explore the world, they are interested in everything. Starting from the age of three, they use this type of work as an environmental project. The leading role still belongs to the adult. Teachers usually choose practice-oriented, game projects. Environmental education begins with the immediate environment. Let the kids look at what flowers grow in their flowerbed and watch the insects. At 3–4 years old, any little thing encountered on the street is a discovery.

The theme "Native Trees" is suitable for this age group. As part of the project activity, kids will learn what deciduous and coniferous species grow in the yard. They will observe when the leaves appear, what color they are, and what happens to them in the fall. Different forms are used:

• an adult's story;
• conversation;
• excursion;
• observation;
• walk;
• Reading books;
• viewing photographs, pictures, reproductions;
• watching videos;
• acquaintance with folklore.

In a kindergarten setting, group projects are chosen for 3-4 year olds.

In middle groups

The second stage begins at the age of four. Students become more independent, and the goals of the project become more complex. Life experience does not yet allow one to show independence in choosing a problem; activity proceeds at an imitative-executive level.

Important! Students can act as “customers” of the project, asking questions of interest.

Forms and methods of research activity are moving to a new level. Work on the topic “Flora of my region” includes activities such as collecting a herbarium and compiling a photo album. Co-creation between children and adults is a mandatory component of the project.

Family project

Pupils can engage in socially significant activities. They don’t just observe what flowers grow in the flowerbed, but they themselves plant a flower garden. Working on the theme “Our Flowerbed,” the kids get to know the flowers and choose which ones will grow in their area. Together with adults, they will sow seeds and wait for germination. The result is a beautiful blooming flowerbed that they will be proud to show to their friends and relatives.

Environmental education at school taking into account the Federal State Educational Standard

The study of spectral colors can be carried out in the form of a project activity by choosing the theme “Rainbow”. By the age of 4-5, kids should know the basic colors, this project will take them further. They will get acquainted with shades and learn what colors are obtained when mixing paints. During the work, they will become familiar with the concept of spectrum, learn poems and songs, and conduct scientific experiments.

For older groups

As they get older, social experience accumulates and students begin to cooperate with each other. It's time for paired projects. At the psychological level, noticeable changes occur: the ability to self-control appears, impulsive impulses become less frequent, and self-esteem develops.

The senior group uses different types of projects:

• research;
• creative;
• role-playing

Important! An environmental project in the senior group provides for organizational initiative on the part of students.

It is expected to develop the ability to find ways to solve a problem and develop the desire to use environmental terms in speech. The words “save the environment” are filled with meaning.

Excursion with Little Red Riding Hood

It would be appropriate to carry out the project “We are your children, Earth!” The teacher raises the problem of garbage in public places, explains why the forest is useful, what the “Red Book” is and what animals are listed in it. The planet takes care of earthlings like a mother, she feeds, clothes, gives warmth and beauty, and they must respond in kind.

In preparatory groups

The third stage of development of project activities refers to the preparatory group. It is characterized by a high level of interest, which is due to the development of cognitive abilities and personality traits. Adult activity gives way to support for children's initiative. An adult creates conditions for independent activity of pupils and organizes a cognitive space.

The ecology project in the preparatory group is of great importance for the development of the personality of students, as it involves the formation of ideas about the relationship between the natural environment and humans.

Note! Project activities have socially beneficial significance. Making bird feeders will allow you to feed the birds in winter. The plan may include events such as the release of leaflets, poetry readings, and a drawing competition.

Ecological landing

The projects pay great attention to the scientific basis. You can touch on the following questions: where do microbes come from? What is the harm from sewage? What is ice? What are north and south?

Didactic game on the topic of ecology in senior groups of preschool educational institutions

The result of project activities in the preparatory group should be the following:

• understanding the relationships in the natural environment;
• respect for the environment;
• development of basic environmental knowledge and culture of behavior;
• creation of a unified educational space for environmental education.