The role of environmental education in the development of the personality of a preschool child

Today, the topic of ecology and reasonable consumption is more relevant than ever. Taking care of the environment has become not only useful, but also important. Now they are trying to instill eco-values from childhood - educational methods and classes on the topic of an eco-friendly lifestyle and caring for the environment are being actively introduced in preschool institutions.

The role of environmental education in the life of a preschooler is unfairly underestimated. Nevertheless, it is in childhood that all the fundamental knowledge and principles of human life are acquired. Thus, we can summarize the fact that environmental education is an extremely serious and important thematic block in the program of any preschool institution.

A modern specialist must help children form their own, accessible to them, scientific picture of the world, an idea of the role of man in this world and his relationship with the environment.

The process of children's eco-education is particularly emotional - children perceive nature as something living. This aspect allows you to interest a child in completely different ways - sounds, tactile sensations or smells will make even the most hyperactive child stop, take a closer look and think.

Such an integrated approach reveals to children the beauty of nature and teaches them to notice it, fosters a humane attitude towards its inhabitants, and also forms a system of environmental knowledge and ideas.

For eco-education to be productive, it is necessary to create a special environment where the teacher will prove by personal example the importance and seriousness of the topic. This could include group trips to parks and squares, watching educational films and cartoons, and educational games on the topic of environmentally friendly consumption. During one of the classes, the teacher can talk about how to properly sort waste and why it is needed. Visually sorting waste will help teach a child “smart consumption,” not to mention the fact that children themselves will be able to take part in the action. Such an experience will allow children to understand that we are all together, and each of us individually, is responsible for the planet, and everyone can preserve and increase its resources.

The teacher plays a key role in the environmental education of a child. In the process of work, it is recommended to use different formats that must be successfully integrated into any child’s activity. To do this, the teacher can use both methodological literature and music, as well as fiction and games.

The latter, in turn, are the most popular and effective format of eco-education. There are several types of didactic games: board games, games with objects and word games. The first class of games is aimed at developing the child’s thought processes: analysis, synthesis, classification and generalization. The second class is games with various natural materials and shapes: leaves, water, cones. Such games can use a wide variety of materials that are within walking distance. After all, nature is what surrounds us. The third class of games is aimed at developing attention, reaction speed and coherent speech. It’s easy to “green” such games ahead of schedule; the main thing is to decide on the context.

Don’t forget about another format of eco-education – excursions. On excursions, children get acquainted with representatives of flora and fauna, which contributes to the formation of basic ideas about the relationships in nature. This format of classes will help the child develop observation and interest in the natural processes of life.

Of great importance in environmental education is the practical part - conducting experiments and experiments. Here the child will be able to use all senses, this will allow him to immerse himself as fully as possible in the problem presented. After such an observation, it is necessary to conduct a summary conversation with the children. Here the teacher needs to use various forms of communication: story, description, dialogue.

And last, but not least, an important factor in the environmental education of children is the lifestyle of parents. The teacher needs to motivate parents to consume wisely and protect the environment. You can start small, for example, when your family goes out into nature, parents must remove all waste and recycle it. In this way, the child will consolidate the useful habits learned in kindergarten.

Reflecting on the role of eco-education in the life of a preschooler, we came to the following conclusion: the effectiveness of education depends not only on the child’s knowledge and behavior in nature, but also on his direct participation in preserving and increasing natural benefits. The teacher and parents are called upon to provide the practical part of education. Thus, only a systematic approach to environmental education can have a huge impact on the child and his attitude towards the environment.

Ecology

The key component of the concept of “ecology” is “interaction”, “connection”. Initially, since the time of E. Haeckel, who first introduced this term in 1864, and for a long time after that, ecology designated the field of knowledge about the connections of living organisms - plants, animals, their communities - with the environment, i.e. it was a section biology. Later, this concept began to expand to include humans.

At the present stage, ecology can be defined as a science that examines the relationship of living organisms, including humans, and their communities with the environment.

At the same time, the environment can be understood as both the natural environment and the environment as a whole (natural, social, material). In the first case, we talk about ecology in a narrow sense, in the second - in a broad sense.

In environmental education of children, as a rule, they are limited to ecology in the narrow sense, i.e. consider the relationship between man and the natural environment. And this is correct, otherwise the objects to which children’s attitudes are formed become blurred, and there are too many of them. And the environmental problem itself arose precisely because the natural environment began to be destroyed as a result of human activity.

So, the concept of “ecology” includes two components: nature as biological objects, as the natural environment and the connections between them. Consequently, preparing a preschooler for subsequent full mastery of ecology includes:

a) the formation in children of ideas about objects of environmental interaction - objects of nature, and first of all about plants and animals (and this is natural science);
b) the formation of ideas about connections, without yet dividing them into natural, environmental or other connections.

The study of relationships (cause and effect) in preschool education is currently receiving the necessary attention, but this is not always connected with environmental education. Whereas in the educational system “School 2100” this area of work is directly tied to it. As the authors of the textbook “Hello, World!” note, they begin environmental education with the idea formulated by ecologist Barry Commoner: “everything is connected to everything” [1]. And this is the beginning of the formation of an appropriate universal educational action, defined in the Federal State Educational Standard for primary education as “identifying cause-and-effect relationships.”

However, there is an aspect in the Federal State Educational Standard for Education that is directly related to environmental education. One of the tasks there is formulated as follows: “development of emotional and value perception... of the natural world.” This task is implemented within the framework of environmental education, since the formation and development of emotional and value relations towards nature belong to the sphere of environmental education. And an emotional-value attitude is possible if children have ideas (knowledge) about nature as something valuable, i.e. elements of environmental education should also be present here.

Environmental education of junior schoolchildren

In elementary school, children are introduced to the world around them and given examples of problems in nature that come from human activity. According to psychologists, it is necessary to increase interest in nature and environmental problems in modern society by working in three areas:

To develop the child’s emotional qualities: a sense of delight, surprise, empathy, positive feelings towards natural objects, correct behavior.
Create conditions for the implementation of accumulated knowledge. Provide opportunities to demonstrate environmental awareness in extracurricular activities.
Provide age-appropriate knowledge.

All components act interconnectedly with an integrated approach. A child's interests and beliefs have not been formed in elementary school. The teacher’s task is to develop eco-culture, teach students to bear responsibility for all life on the planet, and take care of the environment.

Methods of environmental education

To better perceive nature-oriented programs, a methodology is being developed for preschool institutions and schools. Teachers use 3 methods in practice.

Visual methods

Include:

Observation. Children are asked to track the behavior of the animal. Changes in the shape, characteristics, and structure of the plant. In the process, the purpose, timing and method of observation are established.
Illustrative materials. Literature, images, paintings, posters are a visual way to introduce children to animals, plants and natural phenomena that are inaccessible to observation in their usual environment.

The visual method helps to attract students' attention to environmental issues.

Practical methods

To fully immerse yourself in ecoculture, practical actions are required:

modeling;
experiments;
themed games.

Practice creates a general understanding of natural objects.

Verbal methods

Any method is supported by conversation and reading fiction. Teachers conduct conversations in lessons, before competitions, games, and during experiments.

Forms of environmental education

Environmental education becomes an important part of the educational process. Teachers work in this direction during lessons and extracurricular activities. Methods and forms of education depend on the age of the child.

Lessons

A popular form is a lesson. Thematic classes are conducted for preschoolers. The subject “Knowledge of the World” has been introduced in primary schools. He introduces children to the world around them and its laws. Classroom activities are divided into 3 types:

Introductory. They give an idea of different types of plants, animals, and natural phenomena. For better perception, posters, films and other demonstration materials are used.
Generalizing. They talk about the problems of the planet. Preschoolers of older groups and primary grades learn to separate natural phenomena according to their characteristics.
Cognitive. Allows you to apply the acquired knowledge in practice. Classes are held in the form of competitions and quizzes.

Lessons lay down theoretical and practical knowledge, taking into account age.

Thematic events

Holidays dedicated to ecology are part of extracurricular activities. Topics are created by teachers or timed to coincide with calendar events (Wildlife Day, Earth Day). The goal is to awaken interest in the problems of nature. The holiday script is drawn up on the basis of previously acquired knowledge.

Hiking and excursions

An effective method of environmental education is direct interaction with living nature. Teachers organize walks in the fresh air or excursions to local history museums.

Starting from the middle groups of kindergartens and middle school classes, participants participate in such events.

Work

In preschool institutions, living corners and flower beds are set up. Children take care of flowers and animals. Schools are holding cleanup days and cleaning classrooms.

Goals and objectives of environmental education

Forming a respectful attitude towards nature is the goal of such education. Having achieved it, the child will learn from an early age:

rational use of natural resources;
take care of their preservation;
study, protect nature.

To achieve this goal, 3 tasks are set:

Educational. Provides knowledge about modern environmental problems and teaches how to solve them.
Educational. Instills the habits and needs of a healthy lifestyle and correct behavior in relation to nature.
Developmental. Teaches in practice how to assess the state of the environment and improve the situation.

The result is the education of a new generation of ecologically cultured people.