Psycho-pedagogical features of environmental education of preschool children. Report at the pedagogical council: “Psychological and pedagogical foundations of environmental education of preschool children

The article contains the Psychological and Pedagogical Foundations of Primary Environmental Education for Preschool Children. the tasks and content of environmental education for preschool children, forms and methods of working with preschool children on environmental education are revealed, modern forms organizing children's activities.

Download:

Preview:

Psychological and pedagogical foundations of primary environmental education of preschool children

Parkhomenko Nadezhda Yuvinalievna, teacher

1. Introduction
2. Forms of organizing children's activities in the context of humanization of environmental education.
3. Conclusion
4. Bibliography

Introduction

It’s clearer to us now year after year,

That we need to be friends with nature,

After all, nature would live without us,

We cannot live without her!

Z.Alexandrova

Most scientists agree that the protection of nature and natural resources should be aimed at combating not environmental disasters themselves, but their causes, and first of all, social causes.

Such activities must be systematic, thoughtful and scientifically based.

The arsenal of means to solve it (as the most important link and a prerequisite) should include environmental education and upbringing. Its essence lies in each person acquiring a sense of nature, the ability to delve into its world, its irreplaceable value and beauty, the understanding that nature is the basis of life and existence of all life on earth, the dialectical inseparability and interdependence of nature and man.

Many studies have shown that most people internalize certain beliefs from childhood, before they have the opportunity to critically reflect on the information they receive.

Under the influence of adults, children develop emotional preferences.

So, love for nature, a conscious, careful and interested attitude towards it in every person should be cultivated from early childhood in the family and in preschool institutions.

Environmental education and upbringing, which form a person’s environmental consciousness, are carried out in our country in a system of state and public forms, covering all groups of the population. However, this process is slow and needs improvement.

Forming the initial foundations ecological culture for preschoolers requires the development of a system of environmental education. This system includes certain content, methods and forms of work, as well as the creation of conditions necessary for the constant communication of children with natural objects.

The solution to this problem is possible only if adults have environmental awareness, the readiness of preschool teachers to carry out environmental education of children in practice, to promote and involve them in joint work.

Nature is not only a temple of health and aesthetic pleasure. Nature is a powerful ancient source of knowledge and education for humanity. From Aristotle and Avicenna to the present day, natural scientists never cease to be amazed at the richness and diversity of the living world.

We must teach children to love and respect nature, to protect it, but first we ourselves must learn to love it.

“For fish - water, for birds - air, for animals - forest, steppes, mountains. But a person needs a homeland. And protecting nature means protecting the Motherland.” So said the Russian writer M.M. Prishvin. The beauty of native nature gives rise to patriotism, love for the Motherland, and attachment to the place where you live. The greatest writers, poets, artists, composers, scientists created their immortal works under the influence of their native nature. She inspired them with creative inspiration and helped them achieve heights in science and art. Our Russian writers - Aksakov, Turgenev, Tolstoy, Prishvin, Paustovsky - loved nature with inspiration and devotion. And if it is impossible to teach people to also express their love for nature, then we can teach them to empathize with this love by opening a person’s eyes to beautiful world nature, sung by these writers.

Earth is the only planet in the solar system where there is a sufficiently large amount of oxygen in a free state. Thanks to him, the existence of life on our planet is possible.

The Earth is our small, beautiful and only home, a reliable spaceship in which man must be the master. It is clear that people should not be outside observers, but participants in the reasonable transformation of nature. Recently, there has been a sharp increase in interest in geosciences, social problems relationship between man and nature. The natural sciences are interconnected. What unites them is ecology, the science “about the home of a living being.” From a particular branch of biology, ecology has become a complex, developing science that helps shape a person’s worldview.

So what is ecology, which is now talked about a lot at home and at school, in the newspaper, on radio and television. The authorities spend money to combat environmental disasters, people dream of buying environmentally friendly clean products, and everyone together persuades each other not to disturb the ecological environment.

The word ecology comes from two Greek words: oikos, which means house, and logos, which means science. It turns out that this is the science of the home. And a house for a person, most often - four walls and a roof, for an animal - a forest, field, mountains, for fish - seas, lakes, rivers. This means that every living thing has, as it were, its own home, and for everyone together, this, of course, is our planet - Earth. So the science of ecology is called upon to study thoroughly, in all its subtleties, how individual residents of our large “communal apartment” not only get along, but also influence each other. After all, for example, if you cut down a forest, the river will dry up, animals will disappear without water, the earth and even the air will deteriorate, since the forest is a source of oxygen. Man is the most powerful of living beings; he interferes more than others in the affairs of the earthly home. But if, on the one hand, the universal human mind reaches enormous heights, and even takes a person into space, then on the other hand, the mind of individual people, and, unfortunately, there are many of them, continues to remain at a rather low stage of development. As a result, a person makes mistakes, sometimes not out of malicious intent, but they turn into a common disaster. Every science provides great help to people, but, perhaps, none of them deals so closely with our very existence on earth as ecology. Ecology stands guard over our health, fighting for clean air, water and food. This science teaches how to protect against pollution and control the overall balance of natural components.

Expanding the boundaries of scientific analysis led to a new interpretation of the term “ecology” (V.N. Bolshakov, I.D. Zverev, N.N. Moiseev, I.T. Ponomarev, S.S. Shvarts).

So S.S. Schwartz called ecology, the theory of creating a nominal world,” thereby ecology acquires a high level of integration of various areas of philosophy, science, art, and practical activity.

There has been a significant greening of all sciences. The humanities and social sciences have recently also laid claim to environmental issues and, in this regard, making their contribution to the formation of public consciousness. Problems of relations with the environment affect the entire social status of human society.

Despite this breadth of implementation in all areas of science, the subject of environmental knowledge itself is easily displaced. The focus is on living nature with its patterns of connections between living systems, which extend to the maintenance of human society and its life support on the planet.

Psychological and pedagogical foundations of primary environmental education of preschool children.

The preschool period is an extremely important stage in a child’s life. It is during this period that increased physical and mental development, are intensively formed different abilities, lays the foundation for character traits and moral qualities of the individual.

In preschool age, the child experiences the formation of the deepest and most important human feelings, albeit in a very naive and primitive form: honesty, truthfulness, a sense of duty, love and respect for work, honor and self-dignity, love for the Motherland.

“A child is not a smaller copy of an adult,” wrote the Russian scientist S.F. Khotovitsky more than 130 years ago. Indeed, a child’s body differs in many ways from an adult’s body. The child is more pliable, plastic, and is relatively easily influenced by various influences, both for good and for bad. And the smaller the child, the easier it is to influence him. As A.V. wrote Lunacharsky, " small child You can sculpt, but you have to bend the elder and break the adult.”

In order to intelligently influence a child and “sculpt” him into a healthy, harmonious developed person, it is necessary to organize the upbringing and care of him, based on the characteristics of the child’s body.

Already by the age of 3, the child’s activity increases, he begins to show interest in himself and in everything around him. Parents and educators are haunted by children's constant "why?" At the age of 3-4 years, a child plays a lot, he likes to imitate others; Therefore, at this time, the example of elders is especially important for the development of children.

At the age of 4-5, the child begins to subordinate his behavior to some extent to the control of consciousness, and now it is already possible to develop his will, initiative, restraint, influence his whims, and cultivate work skills. The child’s habits become more stable, he develops a desire to work, politeness, sociability, and a sense of beauty.

At the age of 6-7, children develop a feeling of love for the Motherland, its nature, and the history of their native land. They eagerly read stories on this topic. Feelings of camaraderie and friendship arise, cultural and hygienic skills and discipline are strengthened, and memory develops well.

In preschool age, according to the outstanding teacher A.S. Makarenko, the foundations and roots of education are finally laid.

Based on the general goal of environmental education, the peculiarities of the child’s mental development, in preschool age it is possible and necessary to lay the foundations of an environmental culture, since it is during this period that vivid, imaginative emotional impressions, the first natural science ideas are accumulated, and the foundation of a correct attitude to the surrounding world and value orientation is laid. in him.

Psychological research shows that at the stage of preschool childhood, the development of various forms of knowledge of the surrounding world and perception, imaginative thinking, and imagination is of particular importance. The ability to see the world in its living colors and images like a child is very necessary for people, since such a skill is a necessary component of any creativity. Direct perception of natural objects, their diversity, dynamics have an emotional impact on children, causing them joy, delight, surprise, thereby improving aesthetic feelings. In children of this age, it is important to develop humane personality traits: responsiveness, kindness, sensitivity, responsibility for nature, for all living things, which makes a person spiritually rich, able to understand the connection with nature and other people.

It is easier for children to master ideas of an ecological nature if the process of learning about nature includes play-based learning situations and elements of role-playing games.

Comparing an animal with an analogue toy and at the same time playing with the latter allows children to form an idea of ​​living things and lay the foundations for proper handling of them. The great Russian teacher K.D. Ushinsky drew the attention of educators to the need for children to communicate with nature, to their ability to early years observe natural phenomena.

Early communication of children with nature will help to develop and instill in their minds the correct views on it, to evaluate its current ecological state and the relationship between man and the environment. Fostering cognitive interest in nature, sincere love and careful attitude to the forest, flora and fauna, the desire to preserve and increase natural resources for current and future generations of people becomes an integral requirement of education.

Children's attitude towards nature is influenced by gender, individual characteristics, place of residence, profession and education of parents. This is how girls perceive the landscape more emotionally. Boys, on the other hand, value the opportunity to get to know new areas or play sports more highly. There is a difference in attitude towards nature between rural and urban children.

It is noted that in families with lower levels of parental education, children have a more pragmatic attitude towards nature. Increased education of parents contributes to the establishment of richer spiritual connections with the environment in children.

Psychological and pedagogical research has proven the possibility of children mastering connections and dependencies in nature that are different in content and nature. Single, simplest, visible connections are accessible to children’s understanding. younger age. Older preschoolers are able to establish more complex (multi-link) connections, chains of connections: some biocenological connections within a small community, meadow, pond; reasons for birds flying away; the connection between a complex of characteristics and the dependence of the life of plants and animals living in a certain territory - forests, meadows, etc. For example, in any ecosystem, predators cannot live without small herbivores: the “harvest” of plant food affects the number of its consumers and predators, and ultimately, the entire biogeocenosis. Understanding various connections in nature develops the child’s intellectual sphere and his ability to causally analyze environmental situations.

Of great importance for the environmental education of preschoolers is the demonstration of specific facts of human interaction with nature, first of all, acquaintance with local material with the various activities of adults in nature, multifaceted practical work on nature conservation (planting and protecting forests, preserving meadows and swamps, habitats rare species plants and animals). It is important to show children environmental work to preserve and improve wonderful urban and suburban landscapes, and provide information about local nature reserves and reserves.

At the same time, it is necessary to draw children’s attention to the negative facts of human impact on nature, environmental difficulties in this region (high pollution of air, water, soil from industry, transport).

The most important indicator of a careful and caring attitude towards living beings is the desire of children to take an active part in caring for them. At the same time, it is important to understand that care is aimed at meeting the needs of plants and animals (for food, water, heat, light, etc.), that every living organism lives, grows, and develops if the necessary conditions are available for this. In the process of care, children clearly trace and gradually begin to understand the dependence of the life and condition of plants and animals on human labor.

The main thing in child labor is the child’s joy from participating in it, the desire to work, take care of a living being, and help him. Work becomes an important means of cultivating a conscious attitude towards nature, provided that it is independent and active on the part of children. The work of children (together with adults) aimed at improving the environment (landscaping, cleaning the territory, etc.) is especially valuable.

Of higher emotions childhood aesthetic and moral ones are available (“good – bad”, “good – evil” and “beautiful – ugly”), therefore, in the environmental education of children, much attention must be paid to the aesthetic and moral aspects. The beautiful and aesthetically sublime are inseparable in relation to nature. When educating oneself, the emotional and aesthetic attitude towards nature is interconnected with the intellectual, as many psychologists and teachers point out.

An aesthetic attitude towards nature is manifested in the ability to observe intently, the ability to transfer an aesthetic assessment of the environment to its images in art, as well as in expressing aesthetic experiences through creative means (in figurative speech, visual activity). It is very important how nature enters into a child’s life experience, how they become emotionally accustomed to it.

Children need to reveal the uniqueness and uniqueness of the cultural wealth of their native land. You can introduce children to local crafts, folk traditions, and places that are carefully preserved by the population themselves. All this teaches children to love, cherish, preserve, and appreciate spiritual and material wealth.

Pedagogical research shows that preschoolers can master norms and rules, as well as restrictions and prohibitions of an environmental nature. The child’s moral position in relation to nature is manifested in moral judgments, moral choices and behavior in environmental situations, and a developed sense of empathy and mercy. It is necessary to introduce children to the rules of behavior in nature, taking into account its conservation and protection (to help them master the ability to properly collect the gifts of nature, not to harm living things, not to violate their integrity and living conditions). Gradually, the child will master a system of behavioral environmental skills, which is an integral part of the individual’s ecological culture. It is important to include older preschoolers in socially useful activities of an environmental nature: growing plants, collecting food for wintering birds, feeding them, protecting ants, etc.); think over the joint work and interaction of various institutions (kindergarten, school, youth station, local history museum), which will ensure the cooperation of children of different ages and adults in the field of nature conservation, environmental education and upbringing.

Objectives and content of environmental education for preschool children.

Environmental education of children is a new direction of pedagogy, emerging in last years and replacing traditional representation in nature education programs for children. Previous programs focused teachers on the accumulation in children of “living” ideas about objects and natural phenomena that are accessible to direct perception and activity. Children learned to distinguish and name objects of nature, to see some of their features: appearance, behavior (about animals), growing conditions (about plants), methods of care, etc.

Along with this, the programs contained the task of children mastering individual relationships in nature. All programs of educational work set the task of instilling in children a careful and caring attitude towards nature.

The problem of environmental education of the younger generation arose, first of all, in connection with the careful study by modern scientists of the interaction between human society and nature. The question of the nature of the relationship between man and nature today is directly related to the preservation of life on Earth. The severity of this problem is due to the real environmental danger caused by human activity in nature, the growth of industrial production, and the intensive growth of the planet's population.

Analyzing the features of the interaction between human society and nature, scientists came to the conclusion that in modern conditions it is necessary to ensure a transition to a new type of connection between society and nature - a scientifically based, humanistically oriented one. Humanity must take care of preserving the natural environment that is natural for its habitat and survival.

Such a transition is possible only if a new, humanistic orientation is formed in man’s relationship with nature.

Environmental education of preschool children is important, since at this age the foundations of an individual’s ecological culture are laid, which is part of spiritual culture. Environmental education of children, therefore, is a purposeful pedagogical process.

An environmentally educated personality is characterized by a developed ecological consciousness, environmentally oriented behavior and activity in nature, a humane, environmental attitude.

The result of environmental education is the ecological culture of the individual. The components of the ecological culture of a preschooler’s personality are knowledge about nature and their ecological orientation, the ability to use them in real life, in behavior, in various activities (in games, work, everyday life).

The formation of an environmentally educated personality in the pedagogical process of preschool educational institution possible when solving the following problems:

1. Formation of elements of environmental consciousness in children.

A child’s mastery of elements of environmental consciousness is determined by the content and nature of knowledge about nature. This should be knowledge of environmental content, reflecting the leading relationships of natural phenomena.

2. Formation of practical skills and abilities in children in a variety of activities in nature; At the same time, children’s activities should have an environmental nature.

In the course of real activities in nature (caring for animals and plants in a corner of nature and on a site, participation in environmental work), children master the ability to create conditions for plants and animals that are close to natural, taking into account the needs of living organisms. Important are the skills children master to foresee the consequences of negative actions, behave correctly in nature, and maintain the integrity of individual living organisms and systems. It is the children’s mastering of practical skills and the ability to make their relationship to nature not contemplative, but consciously – real.

3. Fostering a humane attitude towards nature.

The attitude towards nature - humane, cognitive, aesthetic - is closely related to the content of the knowledge acquired by the child. Knowledge of environmental content regulates and guides the behavior and activities of children in nature. A special place in the formation of attitudes towards nature is occupied by knowledge about the laws of nature, accessible to children’s understanding.

The development of an attitude towards nature is closely connected with the special organization of the pedagogical process, based on the moral and positive experiences of the child in various life situations, on walks, excursions, in classes, etc. The teacher must be able to evoke in children compassion for a living being, a desire to take care of it, joy and admiration from meeting nature, surprise, pride in doing the right thing, pleasure from a task well completed.

It is equally important to teach children to evaluate their actions and the actions of peers and adults in the process of communicating with nature. The pedagogical process of environmental education requires solving all of the listed problems in unity.

The main principle in the selection of environmental knowledge is the principle of scientific character. It involves the inclusion of basic ideas and concepts of modern natural science in the content of the educational program. The basis of ecological culture is children’s understanding of the idea of ​​unity and interconnection of living and nonliving things in nature. Inanimate nature is presented as a source of satisfying the needs of living organisms.

The connection of plant and animal organisms with their environment is manifested in their varied adaptation to it. (For example, fish have adapted to life in an aquatic environment; their structure and lifestyle are determined by the aquatic environment).

The idea of ​​the unity of living and nonliving things in nature is presented through the disclosure of the concept of “living organism”. Living things include plants, animals and humans. Living beings move, breathe, eat, feel, reproduce. Living things can exist if their connections with the environment are not broken.

The programs also reflect the idea of ​​the systemic structure of nature at the level of an individual living organism, as well as communities of organisms and their relationship with each other and their environment. This allows us to form an initial understanding of the interaction of living organisms with the environment in ecosystems - such as a meadow, pond, forest. In the process of mastering the content of environmental knowledge, children also master elementary concepts: “plants”, “animals”, “human”, “living organism”, “inanimate nature”, etc.

The second principle underlying the selection of knowledge content when compiling programs is the principle of accessibility. The effect of this principle is clearly visible in the content and nature of knowledge for a certain age group. Thus, in early preschool age, children are capable of mastering general ideas about natural objects. It is recommended to introduce children to natural objects that are often found in their immediate environment, and to show a small number of signs when observing these objects. Kids are just beginning to see some of the interconnections of nature, so the program includes the development of private, local connections, for example,

it's raining ---- puddles appeared on the ground

it became cold ---- you should put on a hat, coat

Children in the middle group can master specific ideas about objects, so the program contains more disaggregated knowledge about an object, with many features; more accurate information about the lifestyle of animals and plants and their care. Five-year-old children also master connections that are varied in content: morpho-functional, temporal, cause-and-effect.

The program for children of senior preschool age, in accordance with the increased cognitive capabilities of children, contains knowledge at the level of generalized ideas or subject concepts.

For example, children learn the concept of “fish”. “Fish are animals that have adapted to life in water, so they have a streamlined body shape, their body is covered with scales and mucus. Fish breathe through gills and swim using fins. Fish reproduce by laying eggs or giving birth to young.” Children of older preschool age master more complex (general) connections, and not only single ones, but entire chains, different in content (cause-and-effect, genetic, spatio-temporal, etc.). This allows you to include in the program information about ecosystems, their structure, the relationships of plants, animals, and humans in them.

The third principle implemented in modern programs is the principle of the educational and developing nature of knowledge. In accordance with this principle, the programs have selected content that allows them to progressively develop the main types of children’s activities: play, work, cognitive. Thus, children master the properties of various natural objects: sand, clay, water, snow, ice, which helps them in constructive play activities.

Knowledge about a living organism, its needs in certain environmental conditions, about ways to satisfy needs makes work in nature conscious, causes pleasure, satisfaction from correctly performed actions. Environmental knowledge is also of great importance for development cognitive activity children. Mastering environmental knowledge contributes to the development of an aesthetic attitude towards nature, which finds its expression in the manifestation of joy, pleasure, delight, aesthetic assessments and activities.

The main result of children mastering environmental knowledge is the development of an ecological, humane, environmental attitude towards nature, manifested in responsibility for the life of a living being, anxiety, empathy, compassion and the desire to help.

Forms and methods of working with preschool children on environmental education.

Purposeful and successful solution of educational tasks in the process of introducing children to nature depends not only on the content of the knowledge they acquire. The correct combination of forms and methods of work plays a significant role.

In the pedagogical process of kindergarten, various forms of organizing children are used. Classes or excursions are conducted with all children (frontal form of organization) or with subgroups of children. It is better to organize work and observations of nature with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal).

Visual methods include observations, looking at paintings, demonstrating models, films, and filmstrips. Visual methods most fully correspond to the possibilities of cognitive activity of preschool children and allow them to form vivid, concrete ideas about nature. It is important for children to perceive works of art, for children to draw illustrations for stories and fairy tales by V. Bianchi and for making homemade books with the help of an adult, and for the teacher to organize exhibitions together with preschoolers. The visual products created by children are convincing, first of all, for themselves - these are the substantive results of their personal growth. They are also important for parents, as evidence of an increase in the level of environmental education of their children, as well as the level of their general intellectual development.

Practical methods include games, elementary experiments and simulations. The use of these methods allows the teacher to clarify children's ideas, deepen them by establishing connections and relationships between individual objects and natural phenomena, systematize the acquired knowledge, and train preschoolers in applying knowledge. The teacher should pay special attention to the use of games in various forms of the educational process. A child 4-5 years old is still Small child who wants to play a lot. Therefore, the teacher includes play in classes, work, observations, thinks through and organizes play-based learning situations, staging literary works with the help of dolls and other toys, and plays out fairy tale characters.

Verbal methods include stories from the teacher and children, reading works of art about nature, and conversations. Verbal methods are used to expand children's knowledge about nature, systematize and generalize it. Verbal methods help to form in children an emotionally positive attitude towards nature. A special place is given to working with the works of E.I. Charushin. A great lover and connoisseur of nature, a writer and an artist at the same time, he created many simple, clear images and plots. The situation and playing out his stories, fairy tales, looking at the author’s illustrations, and then your own visual activity will help introduce children to the world of “reflected nature”, the world of art. Fairy tales play an important role. In 4-5 year old children, fairy-tale and toy ideas about animals and nature still prevail. Without taking preschoolers away from a fairy tale and without reducing its beneficial influence on the child’s personality, but by comparing its images with real objects, objects of nature, the teacher helps children gain realistic ideas about the world around them.

Children senior group They already know more about nature and have basic skills in caring for living beings. Throughout school year The literary works of V. Bianchi are systematically used. The plots of V. Bianchi’s works are accessible and attractive for children of this age, they reliably reflect the ecological specifics of natural phenomena, teach the child to be observant, and treat with love everything that exists and lives nearby.

When working on environmental education of children, it is necessary to use different methods in a complex and correctly combine them with each other. The choice of methods and the need for their integrated use are determined by the age capabilities of the children and the nature of the educational tasks that the teacher solves. The diversity of the objects and natural phenomena that a child must learn also requires the use of a variety of methods.

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

To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena. Since observation requires concentrated voluntary attention, the teacher must regulate it in time, volume and content. Observation allows children to show nature in natural conditions in all its diversity, the simplest, clearly presented relationships. The systematic use of observation in getting to know nature teaches children to look closely, distinguish its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education. The greatest cognitive effect is provided by complex systematic observations, consisting of a number of different, but complementary observations in content.

Introducing children to nature, it is usedillustrative and visual material,which helps to consolidate and clarify children’s ideas obtained through direct perception of natural phenomena. With its help, you can form knowledge about objects and natural phenomena that are impossible to observe at the moment or in a given person (for example, a waterfall, a mountain system, etc.). With the help of illustrative and visual material, it is possible to successfully generalize and systematize children’s knowledge.

Didactic games – games with rules and ready-made content. In the process of didactic games, children clarify, consolidate, and expand their existing ideas about objects and natural phenomena. Games give children the opportunity to operate with natural objects themselves, compare them, and note changes in individual external features. Didactic games are divided into: subject, board-printed and verbal.

Object games are games using various natural objects (leaves, seeds, fruits, vegetables, stones). In these games, children's ideas about the properties and qualities of certain natural objects are clarified, specified and enriched. Printed board games – games like lotto, dominoes, cut and paired pictures. These games clarify and systematize children’s knowledge about plants, animals, and inanimate natural phenomena (“Four Seasons”, “Collect a Picture”). Word games are games whose content is a variety of knowledge that children have and the word itself. They are carried out to consolidate children’s knowledge about the properties and characteristics of certain objects (for example: “When does this happen?”, “In water, air, on earth”, “Necessary - not necessary”).

Outdoor games nature studies are associated with imitation of the habits of animals and their way of life. Some reflect inanimate nature phenomena, for example, “Sun and Rain”, “Mice and Cat”.

One type of creative games isconstruction gamesWith natural material(sand, clay, snow, pebbles, shells, cones, etc.). In these games, children learn the properties and qualities of materials and improve their sensory experience. The teacher, leading such a game, gives knowledge to children not in finished form, but with the help of search actions.

Construction games can serve as the basis for setting up experiments that are organized to resolve emerging questions: Why does snow form in some conditions, but not in others? Why is water liquid and solid? Why do ice and snow turn into water in a warm room? etc.

Experiments contribute to the formation of children's cognitive interest in nature, develop observation and mental activity. In each experiment, the cause of the observed phenomenon is revealed, children are led to judgments and conclusions. Their knowledge about the properties and qualities of natural objects (the properties of sand, snow, water) is clarified. Experiments are of great importance for children’s understanding of cause-and-effect relationships.

Main advantageexperimentation methodis that it gives children real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment. During the experiment, the child’s memory is enriched, his thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The need to give an account of what is seen, to form discovered patterns and conclusions stimulates the development of speech. It is impossible not to note the positive impact of experiments on the emotional sphere of the child, on the development of creative abilities, on the formation of work skills and the promotion of health by increasing the general level of motor activity.

Children love to experiment. In preschool age, this method is the leading one, and in the first three years it is practically the only way to understand the world. Teachers such as J.A. Komensky, I.G. Pestalozzi, J.J. Rousseau, K.D. Ushinsky and many others advocated the use of this teaching method.

Modeling is considered as a joint activity of the teacher and children to build models. The purpose of modeling is to ensure that children successfully acquire knowledge about the characteristics of natural objects, their structure, connections and relationships that exist between them. Modeling is based on the principle of replacing real objects with objects, schematic images, signs (for example, models such as “fish”, “birds”, “animals”, “living, non-living”, “dependence of plants and animals on the influence of the environment”).

During classes, excursions and walks, and in everyday communication with children, the teacher usesstories about nature. The main goal of this method is to create in children an accurate, specific idea of ​​an object or natural phenomenon being observed at the moment or previously seen. The story is also used to inform children about new, unknown facts.

The story should attract children's attention, give food for thought, awaken their imagination and feelings.

Reading a work of fictionIt helps the teacher enrich preschool children with knowledge, teach them to look deeper into the world around them, and look for answers to many questions.

Fiction about nature has a deep impact on children's feelings. Books, as a rule, contain an assessment of what is happening. Getting acquainted with their content, children experience the course of events, mentally act in an imaginary situation, experience excitement, joy, and fear. This helps to cultivate ethical ideas - love and respect for nature.

A book about nature also teaches aesthetic perception of the environment; this is helped by the figurative language of works and illustrations by artists. (see Appendix 3)

Conversation about natureused by educators for various didactic purposes:

To arouse interest in the upcoming activity (before observation, excursion, watching movies, etc.);

To clarify, deepen, generalize and systematize children’s knowledge about nature, to form an attitude towards nature.

Conversations are divided into: introductory ones, which help to gather children’s attention, arouse interest in the upcoming activity, and establish a connection between the knowledge acquired earlier and the upcoming excursion and observation.

Heuristic conversation involves establishing the cause of various natural phenomena using reasoning. The conversation is aimed at deepening knowledge about the relationships that exist in nature, children’s independent solution of cognitive tasks, and the development of evidence-based speech. For example, the teacher invites the children to think about why the dandelions in the kindergarten area are in different states: blooming, with an umbrella of seeds and with unopened buds. Answers - children's reasoning:

Here the dandelions are in the open, and there in the shade;

There is more light and warmth here, so they began to bloom earlier;

Behind the veranda the snow did not melt for a long time, so dandelions later appeared there;

And dandelions are blooming near the fence, there is less light there than here, but a little more than behind the veranda. Trees let in light. They have enough warmth and light - they bloom!

The final conversation is used to generalize and systematize children’s knowledge about nature, obtained in the process of observations, games, work, experiments, etc.

Programs, pedagogical technologies for environmental education of preschool children.

With the adoption of laws Russian Federation“On the protection of the natural environment” and “On education in the Russian Federation” and the resolution “On environmental education of students in educational institutions of the Russian Federation” (until 03.1974 No. 4/1-6), with the publication of the “Decree of the President of the Russian Federation on environmental protection environment and ensuring sustainable development" (1992), taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia, environmental education is gradually becoming the most important area in the work of preschool institutions. In this regard, there was a need to create, develop, test and introduce into the practice of preschool educational institutions special programs for developing the foundations of environmental literacy for preschoolers. These include the most famous and recommended for implementation in practice: “Our home is nature” (author N.A. Ryzhova); “Young ecologist” (author S.N. Nikolaeva); “The Planet is Our Home” (authors I.G. Belavina, N.G. Naidenskaya); “We are earthlings” (author N.N. Veresov).

Modern environmental education programs are united by the fact that they are all aimed at developing an environmental culture in preschool children, at realizing oneself as a part of nature, at developing environmentally literate behavior in everyday life, in nature, at children’s understanding of the uniqueness and beauty of the world around them. Teachers are convinced that the younger generation needs to develop a new environmental consciousness. Only in this case will ecology turn from a science into a human worldview. The child must understand well his role in the world around him, realize the consequences of his actions, and have an understanding of the laws of nature. Having a general focus, the above programs are variable. Environmental education programs should be built on an interdisciplinary basis and be distinguished by flexibility, which would allow taking into account the specific characteristics of geographical areas, and a clear environmental-educational focus (forming in preschoolers a sense of love for nature, responsibility for it, personal interest in solving environmental problems, development of values and worldviews of an ecological nature). In the personal development program of S.N. Nikolaeva “Young Ecologist”, which combines two programs (one is aimed at developing the beginnings of an environmental culture in children, the other is aimed at developing an environmental culture in adults - educators, parents), the main goal is the formation of a conscious, correct attitude towards nature, one’s health, things, materials of natural origin based on the assimilation of systematized knowledge. An important content aspect of the program is knowledge about the relationship between man and nature, about man as a creature in need of certain conditions. The main task of pedagogical technology is to form in children a consciously correct attitude towards those objects of nature that are next to them. Independent or joint work with a teacher in a corner of nature, in the kindergarten area to maintain the necessary conditions for the life of animals and plants, allows children to acquire skills and the correct ways of practical interaction with nature, that is, to join the creative process. Individual manifestations of children in practical activities, according to the author of the program, are an indicator of the degree of their environmental education and environmental culture.

According to the authors of the program “The Planet is Our Home” I.G. Belavina and N.G. Naidenskaya, the natural environment is a source of formation of bright artistic and musical images in children. The main goal of this program is to develop in children a sense of the beauty of nature, its diversity and uniqueness, fragility and durability. The program incorporates an interdisciplinary learning model. The authors believe that the teacher is an almost ideal guide. This program is structured in such a way that children have the opportunity to study the natural environment, the living conditions of living beings in connection with the characteristics of the seasons of the year. The program is designed to develop in preschoolers a caring attitude towards nature as a necessary personal quality, the development of which involves taking into account the following factors - interest in nature, the influence of man on nature, stimulating moral and aesthetic feelings towards nature. Teachers' attention is drawn to the fact that these factors are formed in unity and interconnection only when all the components of the environmental education process are thought out: goals, principles, objectives, content, forms and methods of work, conditions and expected results.

In N.A. Ryzhova’s program “Nature is Our Home,” special attention is paid to ecologization and enrichment of natural preschool environment. In order to teach children to understand how closely natural components are interconnected and how living organisms depend on their environment, it is necessary, according to the author of the program, for preschoolers to directly engage in nature. N.A. Ryzhova draws attention to the fact that to implement this program it is necessary to kindergarten organizing work to familiarize children with the surrounding world and nature in specially created conditions. The program focuses on developing children's basic scientific understanding of the relationships that exist in nature. Children learn to understand how closely natural components are interconnected and how living organisms depend on their environment. Man is seen as an integral part of nature. The program attaches great importance to the moral aspect: an emotional positive attitude towards nature, the development of the first skills of environmentally literate, safe behavior in nature and everyday life. This program is built on the principles of developmental education and is aimed at developing all aspects of the child’s personality. A basic component is identified in the program structure. The basic component consists of a number of blocks. The block has two parts: educational (initial information about nature) and educational (understanding the meaning of nature, its aesthetic assessment, caring attitude towards it).

The “We” program is intended for preschool institutions working on the issue of environmental education for children. It complements the content of the “A child discovers the world of nature” section of the “Childhood” program. The authors of this second edition adhere to the concept of environmental education for children developed by N.N. Kondratieva. The program is being successfully implemented in the regions of the North and Central Russia. It is interesting because its ecological content is psychologically intelligently designed for traditional preschoolers productive activity. By learning, the child masters ideas about the connections in nature and society, about the diversity of values ​​of the Earth’s nature.

The program presents the following types of cognitive activities:

Observation;

Ecological modeling;

Search activity.

As a result of preschool children mastering this program, the level of their environmental education significantly increases, which is expressed, first of all, in a qualitatively new attitude towards nature. The leading personal achievement of a child becomes a truly humane attitude towards the greatest value - life.

The “Young Ecologist” program was developed on the basis of theoretical and practical research in the field of environmental education of preschool children. In 1998, the Young Ecologist program was approved by the expert council of the Ministry of the Russian Federation. It includes new sections: “Inanimate nature - the living environment of plants, animals, humans”; “Recommendations for the distribution of material by age groups.” The program deliberately does not strictly link the tasks and content of environmental education to a particular age, which allows its implementation to begin at any age. age group kindergarten.

The proposed technology for environmental education of preschool children in the “Young Ecologist” program is based on the use of characters from well-known Russian folk tales that are familiar to children and which they enjoy listening to and acting out again and again. The task of fairy-tale heroes is to call positive emotions and interest in natural phenomena, help form realistic ideas about them. Therefore, the teacher himself must clearly distinguish between what is a fairy tale and where is the truth, and correctly reflect this in speech.

An important place in technology is occupied by a game - a simple plot or moving one, with imitation of the movement of animals, with onomatopoeia. In addition to fairy tales, other works of folklore and poems are used, the plots of which are played out with children. The teacher himself can adapt the material to the conditions of his group and the characteristics of the composition of the children.

The technology for the “Young Ecologist” program for working with children of senior preschool age contains some of the options for specific technologies for the formation of the principles of environmental culture. The technology is built on organizing the interaction of preschool children with the nature of their immediate environment, learning about what grows and lives next to the child.

In the proposed technology, knowledge of the phenomena of living and inanimate nature surrounding children, their practical activities with plants and animals, different shapes interactions and reflection of impressions about them are built around reading V. Tanasiychuk’s book “Ecology in Pictures” (M.: Children's Literature, 1989), intended for children of senior preschool age. Book reading is carried out throughout the academic year and is organically combined with all other forms of work.

The main task of the presented technology is to form in children a consciously correct attitude towards those objects of nature that are next to them. Therefore, reading a book is interspersed with observations in a corner of nature, in a kindergarten area, conversations, and looking at paintings.

Thus, familiarizing children with distant and nearby natural phenomena is built into one general system of work, which is consistently carried out throughout the entire school year. The themes “Forest” and “Water” occupy an important place in technology. Children get acquainted with the forest as an ecosystem, learn some of the connections of its inhabitants, and get an idea of ​​the importance of the forest in human life.

In the topic “Water”, children clarify their understanding of its properties, significance in the life of all living beings, and gain knowledge about aquatic ecosystems. This technology of environmental education ensures the comprehensive development of the child.

Taking into account the climatic, environmental, economic and other features of the Khanty-Mansiysk Autonomous Okrug A regional program for environmental education for preschool children, “Ecology for Kids,” was developed.

The scientific basis of the program is modern philosophical and historical concepts of the relationship between man and nature, which affirm the need for the formation of a new type of environmental consciousness from the first years of a person’s life, the concept of A.V. Zaporozhets about the intrinsic value of the preschool period, about the amplification of the child’s mental development, which involves the maximum realization of opportunities in specific children's activities, L.A. Wenger's concept of the development of cognitive abilities in preschool age, the child's assimilation of standards and assessment criteria developed by humanity, which change the nature of children's thinking, manifested in the transition from egocentrism to an objective understanding of reality; research by N.N. Kondratyeva, S.N. Nikolaeva, N.A. Ryzhova, A.M. Fedotova and others, proving the possibility of forming elements of environmental consciousness in older preschoolers; N.F. Reimers' provisions on human needs and the living environment that satisfies their diversity.

Purpose program is the environmental development of preschool children.

Program objectives:

Formation of children's environmental ideas through studying:

Historical and geographical factors of the territory of the Khanty-Mansiysk Autonomous Okrug;

Diversity of flora and fauna of the district;

Seasonal changes in nature.

The program is a holistic system of environmental knowledge that performs a triune function: carrying information, evoking feelings, attitudes, and inducing actions.

The program consists of five interrelated sections. It opens with the first section “Where do we live?” Its main task is to form children’s ideas about the geographical features of their small homeland. The content of the material for this section is covered by the following topics: location of the city (village, town), a person’s home, climate of the district, minerals.

The second section, “Diversity of flora and fauna of the Khanty-Mansi Autonomous Okrug,” describes the main groups of animals and plants in the district and their habitat; the main representatives of different groups of animals and plants of forests, reservoirs, meadows, and swamps are mentioned.

The inclusion of the third section, “Seasonal changes in the nature of the Khanty-Mansi Autonomous Okrug,” is due to the fact that it is a link between representatives of preschoolers about the natural world and the location of their small homeland.

Section five - “Man and his health.” In conditions of harsh climate and environmental distress, one of the most important tasks is the formation of motives for a child’s behavior, the need to learn to be healthy, and the formation of behavioral skills healthy image life, the ability to use the healing power of the nature of one’s region to improve health.

Thus, environmental education programs and technologies are based on the idea that in the preschool period a child is able to understand some aspects of human interaction with nature. In particular, the child realizes that a person, as a living being, needs very specific vital conditions. Man, as a resource manager, protects and restores the wealth of nature. In this regard, it becomes lawful conclusion about the need to develop in children the principles of ecological culture, that is, a consciously correct attitude towards phenomena, objects of the living and non-living natural environment that directly surrounds them.

Forms of organizing children's activities in the context of humanization of environmental education

An important form of working with children is classes to get to know nature. Classes are held in all kindergarten groups at strictly designated times. They allow the teacher to form knowledge about nature in a system and sequence, taking into account age characteristics children and the natural environment. Under the guidance of the teacher, children develop a system of elementary knowledge in the classroom and develop basic cognitive processes and abilities. Classes provide an opportunity to clarify and systematize children’s personal experience, which they accumulate during observations, games and work in everyday life. In the classroom, the teacher uses various teaching methods - visual, practical, verbal.

Excursion – one of the main types of classes and a special form of organizing work on environmental education. Excursions are conducted outside the preschool. This is a kind of outdoor activity. On excursions, children get acquainted with plants, animals and, at the same time, their living conditions, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation skills and interest in nature. While in the forest, on the banks of the river, children collect a variety of material for subsequent observations and work in a group, in a corner of nature (plants, branches of bushes and trees, shells, pebbles, etc.).

I often organize excursions to the Agan River in different seasons of the year, as a result, children gain knowledge about seasonal changes in nature.

Walks widely used for environmental education of children. They make it possible to accumulate ideas about such natural phenomena that occur long time. The teacher introduces children to the daily changes in nature by season (length of day, weather, changes in the life of plants and animals, human labor), organizes a variety of games with natural materials - sand, clay, water, ice, leaves, etc. Children accumulate sensory experience, develop curiosity and observation. Walking gives children joy and pleasure from communicating with nature and helps them feel its beauty.

During walks, the teacher organizes games with natural materials (sand, water, snow, fruits). In addition, games with toys driven by wind are used.

Targeted walksare carried out from the second junior group. At them, children are introduced to the striking natural phenomena of a particular season, for example, ice drift.

Ecological holidays and entertainment carry a certain load in accordance with the special content; what is important in such works is not so much the reproduction of familiar pieces of music, poems, games, guessing riddles on nature topics, but rather the involvement of children in experiencing events, in awareness of environmental problems that are understandable to children .

The child’s experience of events, various situations, accumulation of experience in solving environmental problems in accordance with the role he has assumed are the basis for the consistent selection of the correct methods of behavior in similar or similar situations.

Currently widespread in the practice of environmental educationquizzes and crosswords.These methods of work are used in older preschool age and are aimed at the intellectual development of children, as they require the reproduction and updating of ideas about natural facts and patterns known to children.

Children love to actively participatein holidays and games. They get tired of being just spectators. They are interested in communicating with the main characters of the skits, and it is imperative that all of them, without exception, be involved in the game and answer the questions of the characters.

Holidays provide great educational opportunities. Rehearsals and memorization require repeated repetition of the rules of behavior in nature. In addition, children love to perform not only in front of each other, but also in front of their parents and other adults. They, in turn, enjoy watching and listening to young artists. They are not at all indifferent to what and how their children talk. Thus, with the help of stage images, the children talk about the rules of behavior in nature not only to their peers, but also to adults, which is very important for increasing the general level of environmental culture of the population (see Appendix 8).

Elementary search activity– 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 begins with the teacher setting and children accepting a cognitive task, which always contains a question. It includes some data known to children; children must find some of the data in the process of combining and transforming already known knowledge and methods of action. A cognitive task can be solved through experience, comparative observation, or through heuristic reasoning.

Examples of cognitive tasks may include the following:

Why do tree branches sway? Why are there puddles on the ground? Why did the water outside freeze? Why does snow melt indoors? Why is snow sticky? Why does the soil thaw by midday in summer and spring and freeze by evening? etc.

The final stage of search activity is the formation of conclusions.

Conclusion

As you know, there is a “time to scatter stones” and there is a “time to gather stones.” And the last one is already approaching.

Man is physically and spiritually inextricably linked with nature. He is in constant interaction with her to preserve his life. Unlike other living systems, man plays an active role in his habitat, he increasingly modifies it, adapts and adapts the degree and characteristics of adaptation, which can be both creative and destructive for nature and man himself.

A person's beliefs are formed from childhood. One of the main moral tasks facing a teacher is to cultivate love for the homeland, and therefore a caring attitude towards native nature. This can be achieved if the child is introduced to its secrets, shown interesting things in the life of plants and animals, taught to enjoy the smell of flowering herbs, the beauty of a flower, and the landscapes of their native places. The perception of nature helps to develop such qualities as cheerfulness, emotionality, sensitivity, Attentive attitude to everything living. A child who loves nature will not madly pick flowers, destroy nests, or offend animals. The formation of love for one’s native land, city, and homeland is given special attention in kindergarten.

True ecology as a science must be knowledge with a capital K, imbued with love and humanism. No matter how many times a child remembers the names of plants, no matter how many trees and flowers he plants, if at the same time love does not ignite in him, it is fruitless. And our task is to educate a truly knowledgeable, moral and creative person. Any education, be it environmental, aesthetic, moral, must become an education of the heart, which gives rise to feelings, thoughts, and actions. “The years of childhood are, first of all, the education of the heart,” wrote V. Sukhomlinsky. And the time limit for this is short - seven years; it will be extremely difficult to do this further. We adults need to do everything possible so that children at least periodically plunge into the world of Nature, while giving them a certain freedom, the opportunity to merge and come into contact with it. The memory of the heart will preserve this communication for a long time. And even if they don’t remember everything that we, educators, would like, that’s not the main thing. If joy, love, compassion enter their little hearts, this will be the most important Knowledge.

I would like to finish my work with the words of V. Sukhomlinsky: “The world surrounding a child; This is, first of all, the world of Nature with a limitless wealth of phenomena, with inexhaustible beauty. Here in nature is the eternal source of children’s intelligence.”

Bibliography

1. Bocharova N.I. Organization of walks and hikes with children of senior preschool age. Eagle, 1988.

2. Voronkevich O.A. Welcome to ecology. Childhood-Press; 2001.

3. Goncharova E.V., Moiseeva L.V. Technology of environmental education for children of the second junior, middle, senior, preparatory groups. Ekaterinburg, 2002.

4. Gradoboeva T.V. Environmental education of children. "Preschool education", 1988.

5. Luchich M.V. About nature for children. M., 1989.

6. Levitman M.Kh. Ecology is a subject: interesting or not? – St. Petersburg: Union 1998.

7. Markovskaya M.M. Nature corner in kindergarten. – M., 1989.

8. Molodova M.P. Ecological holidays for children. – Mn: “Asar”, 1997.

9. The natural world and the child. Methods of environmental education of preschool children. / Edited by M.M. Manevtsova, P.G. Samorukova, S.P., 2000/

10. “We” - a program for environmental education for children. / N.N.Kondratieva et al. – 2nd ed., revised. And additional – St. Petersburg: “Childhood-Press”, 2000/

11. Nikolaeva S.N. Education of ecological culture in preschool age. – M., 2002.

12. Nikolaeva S.N., Komarova I.A. Story games in environmental education of preschool children. – M.,: GNOMiD Publishing House, 2003.

13. Nikolaeva S.N. Environmental education younger preschoolers. – M.: Mosaika-Sintez, 2000.

14. Nikolaeva S.N. The role of games in environmental education of preschool children. – M., 1996.

15. Nikolaeva S.N. Articles in the magazine “Preschool Education”: 1988 No. 2, 6, 8, 12; 1996 No. 7; 1998 No. 1.

16. Nikolaeva S.N. Education of ecological culture in preschool childhood. A manual for teachers of preschool educational institutions. – M.: Education, 2002.

MBOU "Kirsanovskaya Secondary School",

Totsky district, Orenburg region

"Environmental education

junior schoolchildren"

Kazyulina N.V.

Introduction

Ι. Psychological and pedagogical foundations of environmental education for schoolchildren.

1.1. Environmental education as a socio-pedagogical problem.

1.2. Environmental education in the process of education of junior schoolchildren.

ΙΙ. Experimental work: educational projects in environmental education for primary school students.

2.1. Forming the readiness of junior schoolchildren for environmental project activities.

2.2. Excursion along the ecological trail.

2.3. Design project for a green corner in a classroom.

Conclusion.

Introduction.

The environmental situation throughout the world, the global nature of environmental problems and their unique manifestation in each region of the planet urgently require an early restructuring of the thinking of humanity, individual nations and each individual person. In this regard, environmental education as a “continuous process of training, education and personal development, aimed at developing a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude towards the surrounding social and natural environment and health, becomes a new priority area pedagogical theory and practice" (from the Concept of general secondary education). The relevance of the interaction between society and the natural environment has put forward the school’s task of developing a responsible attitude towards nature in children. Teachers and parents realize the importance of teaching schoolchildren the rules of behavior in nature. And the earlier work on environmental education of students begins, the greater its pedagogical effectiveness will be. At the same time, all forms and types of educational and extracurricular activities of children should be in close relationship.

Children of primary school age are characterized by a unique unity of knowledge and experiences, which allows us to talk about the possibility of forming in them reliable foundations for a responsible attitude towards nature. All primary school subjects are designed to contribute to the development of environmental responsibility in children. An individual analysis of textbooks confirms that the prerequisites for this exist. However, it cannot be said that the problem of separation of functions and interaction of educational subjects for the purposes of environmental education has been solved. It is necessary to supplement with new elements of knowledge about each specific component of nature studied by children. With different approaches to course content, it becomes possible to introduce children to real environmental problems. Strengthening environmental education remains the number one problem in the pedagogical reality of the school.

All of the above determined the choice of research topic: environmental education of primary schoolchildren.

The severity of modern environmental problems has presented the school with a task of great economic and social significance: educating the younger generation in the spirit of a careful, responsible attitude towards nature and the protection of natural resources. This is relevance of this work.

An object: Ecological culture of junior schoolchildren.

Item: Organizational and pedagogical support for implementation integrated approach to the formation of ecological culture of junior schoolchildren in the process of educational activities.

Goals:

to form an ecological culture of junior schoolchildren in the process of educational activities;

to test a system of extracurricular activities as one of the conditions for the implementation of an integrated approach to the formation of an environmental culture among junior schoolchildren;

search for optimal technology for environmental education of junior schoolchildren.

Tasks:

determining the possibility of educational work on environmental education of junior schoolchildren;

education of new value orientations;

development of the contents of environmental games, their systematization;

revealing the essence of environmental education and upbringing.

The hypothesis of the work is the assumption that the effectiveness of the formation of ecological culture of junior schoolchildren in the process of educational work is achieved if:

the formation of environmental awareness, knowledge and experience in nature conservation activities is ensured;

implementation of complex tasks of environmental education: educational, educational and health-improving.

Environmental education as a socio-pedagogical problem.

The global problems of our time, which pose a threat to life and human civilization, have caused the need for environmental education, designed to implement the ideas of the emerging environmentally information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the general culture of mankind, and as a consequence, to the formation of the theory and practice of environmental education.

Further study of this problem, carried out by philosophers and teachers, made it possible to highlight a new aspect of education - environmental.

Ecology is the science of the relationships of plant and animal organisms and the communities they form between themselves and the environment. And by environmental education we mean the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, and transformation of nature. The main goal of environmental education: to teach a child to develop his knowledge of the laws of living nature, understanding the essence of the relationship of living organisms with the environment and developing the skills to manage his physical and mental state. Educational and educational tasks are gradually determined:

deepen and expand environmental knowledge;

instill basic environmental skills and abilities - behavioral, cognitive, transformative,

develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,

to form (nurture) feelings of respect for nature.

The clearly expressed environmental orientation of the course “The World Around us,” which these days is called traditional, created among teachers a certain attitude towards its place in environmental education, towards achieving its goals in a single-subject model, which turned out to be ineffective. The main reasons for the ineffectiveness lie in the fact that the ultimate goal of environmental education - a responsible attitude towards the environment - is a complex integrated education, and in this regard, one academic subject, which forms mainly natural science knowledge in biological ecology, will cope with the formation of a multifaceted attitude of younger schoolchildren cannot connect with the natural and social environment. The issue of involving other school subjects in the process of environmental education came up on the agenda. The idea of ​​a multi-subject model arose, in which each academic subject reveals its own aspect of the relationship between a person and the environment. In the meantime, the use of interdisciplinary content and form of teaching is mainly spontaneous, which largely determines the quality of teaching and education of younger schoolchildren. Modern trends in the development of environmental education in practice show that the optimal opportunities for developing an ecological culture among junior schoolchildren are represented by a mixed model, in which all academic subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has passed a certain path of formation: from single-subject to mixed.

Environmental education, with its focus on developing a responsible attitude towards the environment, should become the core and mandatory component of the general education training of students. One of them essential principles Environmental education is considered the principle of continuity.

A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with experimental testing of various forms of environmental education, data from a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education for schoolchildren:

the activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;

classroom lessons are combined with extracurricular activities students in the natural environment;

Along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature conservation, role-playing and situational games, school-wide councils on nature conservation, environmental workshops;

In the environmental education and education of students, the importance of the media (print, television, Internet) arises; this process becomes pedagogically balanced.

The trend in the development of environmental education is complemented by: maximum consideration of the age capabilities of students, the creation of a mandatory minimum core of content and reliance on the ideas of complex ecological-biological, global and human ecology.

Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms of environmental education have been developed. They can be classified into a) mass, b) group, c) individual.

Mass forms include the work of students in landscaping and landscaping the premises and grounds of the school, mass environmental campaigns and holidays; conferences; environmental festivals, role-playing games, work on the school site.

Group classes include club and sectional classes for young friends of nature; electives on nature conservation and basic ecology; film lectures; excursions; hiking trips on the study of nature; environmental workshop.

Individual forms involve student activities in preparing reports, conversations, lectures, observing animals and plants; making crafts, photographing, drawing, modeling.

The main criteria for the effectiveness of mass forms are the wide participation of schoolchildren in environmental activities, discipline and order, and the degree of activity. They can be identified through systematic observations and accumulation of material.

The criterion for the effectiveness of group forms of environmental education is, first of all, the stability of the composition of the club, circle, section, and the achievement of collective success. Here, much is determined by the content and methodology of classes; At the same time, the success of the team and public recognition of its merits by others are also important. Consciousness and a sense of involvement in the affairs of such a team, even if personal results are modest, forces all members to remain faithful to it for many years.

The effectiveness of individual forms of environmental education is evidenced by the increased interest of students in the study of biological disciplines and nature conservation, as well as the targeted use of knowledge and skills in environmental activities.

The conditions for the development of the relationship between school, family and the public, aimed at achieving the goals of environmental education, have also been determined.

For success, the following conditions must be met:

planning of all links of the system based on plans for joint work, which ensures the correct balance of forces, consistency, rhythm and stability of the components of all links with the school and among themselves

organizing the activities of all links of the general environmental education management system, creating prerequisites for their proper functioning

regular and pre-prepared information about the activities of each link and the exchange of information between them

control, identifying shortcomings and weaknesses in work, making adjustments to its program

studying the effectiveness of each link, summing up the overall results, analyzing the results, discussing them with the involvement of the public.

It is necessary to strengthen the environmental education of junior schoolchildren. Strengthening environmental education is an important requirement for school reform. This most important requirement, arising from the ideas of modern ecology, has acquired a legislative character. It is based on several principles that are widely known:

A universal connection with living nature. All living things are connected into a single whole by food chains and other means. These connections are only in some cases obvious to us, lying on the surface, but more often they are hidden from our eyes. Violation of these connections can have unpredictable consequences, most likely undesirable for a person.

The principle of potential utility. We cannot foresee what significance a particular species will have for humanity in the future. Circumstances change, and an animal that is now treated as harmful and unnecessary may turn out to be both useful and necessary. If we allow any species to become extinct, we risk losing a lot in the future.

The principle of diversity. Wildlife must be diverse; only then will natural communities be able to exist normally, be stable and durable.

Finally, the other side of the matter is beauty. A person will hardly be happy if he is deprived of the opportunity to see beauty. So, we are obliged to preserve all the species diversity of animals and plants.

An important educational task: to convince students that all these creatures are our “neighbors on the planet.”

In order to successfully implement environmental education for schoolchildren, the teacher himself, without a doubt, must abandon a number of traditional attitudes. This also refers to the desire to divide nature into harmful and beneficial, which has taken root in our consciousness, and the deeply erroneous, but very tenacious slogan “conquest of nature”, “domination over nature” and the view of insects as something frivolous, not particularly necessary, and finally , a widespread view of nature as an unimportant subject.

It is very important that the teacher constantly searches for new, effective methods of teaching and education, purposefully expanding his knowledge about nature.

The school, as the central system of environmental education for schoolchildren, should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and develop their responsible attitude towards nature.

Environmental education in the educational process

younger schoolchildren.

The severity of modern environmental problems has confronted pedagogical theory and school practice with the task of educating the younger generation in the spirit of a careful, responsible attitude towards nature, capable of solving issues of rational environmental management, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every person, it is necessary to purposefully cultivate a sense of responsibility for the state of the environment from childhood.

In the system of preparing the younger generation for rational use of natural resources and a responsible attitude towards natural resources, an important place belongs to the primary school, which can be considered as the initial stage of enriching a person with knowledge about the natural and social environment, introducing him to a holistic picture of the world and the formation of a scientifically based, moral and aesthetic relationship to the world.

Wildlife has long been recognized in pedagogy as one of the most important factors in the education and upbringing of younger schoolchildren. Communicating with it, studying its objects and phenomena, children of primary school age gradually comprehend the world in which they live: they discover the amazing diversity of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that motivate they care about the preservation and enhancement of natural resources.

The basis for the formation and development of a responsible attitude towards nature, the formation of an ecological culture of junior schoolchildren is the content of primary school subjects, which carry some information about the life of nature, about the interaction of man (society) with nature, about its value properties. For example, the content of subjects of the humanitarian-aesthetic cycle (language, literary reading, music, fine arts) allows us to enrich the stock of sensory-harmonic impressions of younger schoolchildren, contributes to the development of their value judgments, full communication with nature, and competent behavior in it. It is well known that works of art, just like real nature in its diverse manifestations of colors, shapes, sounds, aromas, serve as an important means of understanding the surrounding world, a source of knowledge about the natural environment and moral and aesthetic feelings.

Labor training lessons help expand students' knowledge about the practical significance of natural materials in human life, the diversity of their work activities, the role of labor in the life of a person and society, and contribute to the formation of skills and abilities of competent communication with natural objects, and the economical use of natural resources.

In the course of studying natural history, three levels of studying nature can be distinguished:

Level 1: natural objects are considered separately, without focusing on the connections between them. This is an important level, without which subsequent ones are impossible, but one cannot be limited to it either.

Level 2: natural objects are considered in their interrelation. Attention is focused on, for example, what certain animals eat, the corresponding food chains are built, etc.

Level 3: this is the level when not only natural objects are considered, but processes. In other words, the third level is exactly the level where knowledge of ecological connections helps explain the phenomenon to children.

The connection between living and inanimate nature is that air, water, heat, light, mineral salts are the necessary conditions for the life of living organisms. This connection is expressed in the adaptation of living beings to their environment. Between living and inanimate nature there are connections of a reverse nature, when living organisms influence the inanimate environment around them. The connections between animals and plants are very interesting. The connections between humans and nature are also of great importance. They manifest themselves, first of all, in the diverse role that nature plays in the material and spiritual life of man.

The target settings of primary school subjects determine the need to use them together to educate younger schoolchildren in the spirit of love and respect for nature. Based on the content of all educational subjects, leading ideas and concepts are formed that form the core of environmental education and upbringing in primary school. Based on the accumulation of factual knowledge obtained from various subjects, primary schoolchildren are led to the thought (idea) that nature is the environment and a necessary condition for human life: in nature he rests, enjoys the beauty of natural objects and phenomena, plays sports, works; from it he receives air, water, raw materials for making food, clothing, etc.

No less important is the idea that human labor is a condition for the use and protection of the natural resources of the native land, revealed to elementary school students through specific facts and conclusions.

Fostering schoolchildren's hard work and responsible attitude towards the use and enhancement of natural resources can be expressed in the following activities of elementary school students: observing a culture of behavior in nature, studying and assessing the state of the natural environment, some elements of planning for the improvement of the immediate natural environment (landscaping), performing feasible labor operations on plant care and protection.

The most important idea embedded in the content of environmental education and upbringing in primary school is the idea of ​​the integrity of nature. Knowledge about connections in nature is important both for the formation of a correct understanding of the world and for cultivating a responsible attitude towards the conservation of natural objects that are in complex relationships with each other. The disclosure of food connections in wildlife, the adaptability of living organisms to their environment, to seasonal changes in nature, the human influence on the life of plants and animals permeates the content of all natural history lessons and is an incentive for younger schoolchildren to realize the need to take into account and preserve natural relationships when organization of any activity in nature.

The idea embedded in the reading lesson program is extremely important for the implementation of the patriotic aspect of environmental education: to protect nature means to protect the Motherland. For every person, the concept of Motherland is associated with native nature. Lakes and blue rivers, golden grain fields and birch groves - all these familiar pictures of the nature of a familiar region from childhood, under the influence of literary works, merge in the younger schoolchild into a single image of the Motherland. And the feeling of responsibility for one’s country is identified with the feeling of responsibility for its nature: to protect nature, its riches, beauty and uniqueness means to protect one’s home, one’s land, one’s Motherland.

The leading ideas of the content of environmental education in primary school create the basis for grouping and revealing both general and some specific concepts about the interaction of man and nature.

As we study topics about nature in natural history and reading lessons, the concept of “nature” is gradually enriched, filled with specific content: knowledge about natural objects and phenomena, natural communities and landscapes. It must be said that a fairly wide range of very different objects and natural phenomena have been identified for study. Knowledge of these objects and phenomena allows students to navigate the world around them quite well and prepares the basis for studying the fundamentals of science in middle and high school.

Among the most important concepts required for environmental education of schoolchildren is the concept of man as a biosocial being, vitally connected with his environment, although he has managed to overcome his complete dependence on unfavorable natural conditions and phenomena. When studying in elementary school issues related to man, his health, rest and work, students are led to the idea that for him normal life We need favorable natural conditions that need to be preserved and multiplied.

Obviously, it is difficult to bring elementary school students to understand this idea in its entirety, but they receive some elements of knowledge about the connection between man and the natural environment.

A major cognitive and educational role in the formation of a caring attitude of primary schoolchildren towards the natural environment is played by the disclosure of the term “nature conservation” as an activity aimed at preserving and increasing natural resources. Issues of nature conservation are given much attention in natural history and reading lessons, in the formation of goals, and in the content of sections. The essence of the concept of “nature conservation,” unfortunately, is not specified in relation to the age-related capabilities of younger schoolchildren, both in terms of understanding and organizing children to participate in practical activities, although it is outlined by the content of the topics studied.

A necessary element in the formation of a caring attitude towards nature is a holistic aspect that reveals the diverse role of nature in human life and is the most important motive for nature conservation. Thus, when teaching reading, the aesthetic side of protecting the nature of their native land is emphasized, and students’ ability to aesthetically perceive the beauty of nature is developed. The same problem is solved when teaching fine arts. At the same time, in the lessons of labor training and natural history, some issues on nature conservation are considered only from the position of “usefulness”, which, with a one-sided impact on children, can lead to the formation of a utilitarian-consumer attitude towards nature. In this regard, there is an obvious need to use interdisciplinary connections in environmental education and upbringing of junior schoolchildren in order to show children the beauty of nature, its cognitive, health-improving and practical activities, to awaken in them the desire to cherish it as a source of beauty, joy, inspiration, as a condition of existence humanity.

The most important component of environmental education is the activities of younger schoolchildren. Its different types complement each other: educational contributes to the theory and practice of interaction between society and nature, mastering the techniques of causal thinking in the field of ecology; the game forms the experience of the concept of environmentally appropriate decisions, socially useful activities serve to gain experience in making environmental decisions, and allows you to make a real contribution to the study and protection of local ecosystems, and the promotion of environmental ideas.

The success of environmental education and training at school depends on the use of various forms of work and their reasonable combination. Efficiency is also determined by the continuity of students’ activities in school conditions and environmental conditions.

In the natural history course, much attention is paid to developing students’ knowledge of the rules of individual behavior in nature. It is explained to students that compliance with the rules of behavior when communicating with nature is one of the most important measures for protecting nature. An important example of developing students' knowledge about the rules of behavior in nature are exercises in applying these rules in practice. In object lessons, excursion lessons, labor training lessons, reading lessons. Natural history excursions are conducted to familiarize and study the surface and vegetation of the surrounding area and identify their features. But all the work will only have an impact on the feelings and development of students if they have their own experience of communicating with nature. Therefore, excursions, walks, and hikes should occupy a large place in the system of work to cultivate love for nature. They may be related to the study of program material, be of a local history nature, or may simply be devoted to getting to know nature. But it should be borne in mind that during excursions into nature we must also solve the problems of aesthetic education.

It is not so easy to teach a student to notice the beauty in nature. First of all, the teacher himself must see and feel this. Typically, environmental protection is reduced only to questions about green spaces. It also needs to be considered much more broadly. During excursions and walks in the surrounding area, children may encounter, for example, polluted springs. Clearing the spring of debris is everyone’s job. If the excursion takes place in an area whose surface is characterized by ravines and gullies, then here too children can put their strength into fighting the ravines. It is extremely important to teach children to look for such useful things themselves. Before the excursion to nature, the teacher helps the children organize working groups, each of which receives its own task. It is important that in all groups there are children who are already well acquainted with the features of the nature of their region, and children who do not show interest in them. This combination will provide an opportunity to exchange knowledge during the work process. The organization of tasks may be different. In one case, group members perform different tasks: some collect plants for a collection, others collect rocks. Exhibitions of collections, drawings, etc. collected during excursions are organized in the classroom.

I would like to draw attention to the combination of such forms of work organization as a circle - a school club (ecological direction). As a rule, students up to the fourth grade are actively involved in environmentally themed clubs. The school club is focused primarily on cognitive and simple practical activities of primary school students. Development of environmentally conscious projects for the construction of a school site, ecological trail, routes of environmental expeditions around the native land, participation in the organization and implementation of them with the involvement of primary school students, school themed evenings, exhibitions, environment day - all these activities can be successfully organized in a school club .

Another goal of environmental education is for students to acquire experience of holistic organizations and value judgments. This task is most successfully solved in the process of schoolchildren mastering practical skills in studying the state of the natural environment, the goals and nature of human activity in it, identifying and evaluating its results. Here the relationship between students’ activities in nature and school conditions is extremely important.

The goal of environmental education is to equip students with labor skills to protect, care for, and improve the environment. This activity is based on the theoretical knowledge acquired by schoolchildren in the classroom and in the process of self-education.

The success of environmental education is largely determined by the interested participation of all or most of the teaching staff of the school in organizing environmentally oriented activities of students.

Excursion along the ecological trail.

Excursions and walks along the ecological trail are of great educational importance.

Ecological trail is a type of “nature study trail” that has been actively created in recent years. The purpose of creating such a trail is to teach children using the example of specific natural objects, communicate with nature, and cultivate a caring attitude towards it.

Excursions and walks are of great importance in instilling environmental consciousness in schoolchildren and in developing an environmental culture. On excursions, observing plants and animals, the beauty of their native nature and its uniqueness are revealed to children. At the same time, we notice the unreasonable, harmful influence of man on nature. To teach a child to see these contrasts around him, to empathize and reflect, environmental fairy tales are used. For children, these excursions along the ecological path bring great joy and pleasure; this is where a love for our nature is laid.

During the excursion, attention is paid to the issue of nature conservation. Plants should be handled with care, do not break branches of trees and shrubs, do not uproot flowering plants, and do not pick off flowers from them. Attention is drawn to those plants that are taken under special protection.

The most favorable time for an autumn excursion is the end of September, when the leaves of trees and shrubs acquire a characteristic species color and the process of leaf fall is pronounced.

The ecological path begins from the central entrance to the park.

Think about who will meet us now? (Trees, shrubs, herbaceous plants.)

We will admire the colors of golden autumn, the brightest, albeit shortest period - leaf fall. Let's say hello to the owners and wish them warmth and beauty.

Listen to the silence of the forest. Do you think the forest is happy to see you? How do you feel, what is your mood.

If you feel good, then the forest is happy with you. Always come to the forest as if you were visiting a friend, take care of it. See how much joy he sends you!

Give your smiles to each other. Tell me, what is the magical power of a smile? You are happy in your soul, you are in a good mood. If you learn to smile at beauty, kindness, and each other, then your magical smile will always return to you with joy. After all, the world around us is a big magic mirror. Be attentive today on the excursion, and you will definitely notice it if you manage to see all the beauty of the surrounding nature and smile at it.

Is it so quiet in the forest? Listen to the rustling of falling leaves and the sound of the breeze in the branches. What does the forest smell like in autumn? (smells like fallen leaves and mushrooms.)

Forest air is clean and contains substances produced by all plants. Therefore, breathing clean forest air is good for your health.

Remember which breathing - through the nose or through the mouth - is more beneficial and why? Get used to breathing through your nose, especially if the weather is cool: cold air needs to warm up in your warm noses before it enters your lungs.

Stop 1. In the studio of the artist Autumn. Let's admire the autumn colors of the painted forest tent. Try to count how many flowers and shades you see on the leaves of trees and shrubs? Please note that the leaves of different trees differ in color. Birch leaves are yellow, aspen leaves are red.

Why do the leaves fall? (Children express their guesses)

Leaf fall of trees is a protection against winter drought and cold. During the warm months, just one large birch tree evaporates about 7 tons of water. Having saved the leaves through which this water evaporates for the winter, the birch tree would die from drought: in winter you cannot get so much water from the soil.

Here you and I are walking along a soft colored carpet. Take a closer look at which trees have the most leaves among the fallen ones? It turns out that the birch tree loses its leaves first, and the aspen tree later. (Children move from tree to tree, collect and examine fallen leaves.)

Stop 2. Sports. (Performed on a flat clearing or sports ground)

One of the rules of behavior in nature is to behave quietly so as not to disturb forest inhabitants, especially birds. Therefore, our stop should not be noisy.

We watched with you the beauty of autumn nature, the smooth and slender trunks of birch trees. Straight, white-trunked birch trees remind us of correct posture. Look at each other. Do you have correct posture?

Students, under the guidance of a teacher, perform several exercises to strengthen their posture. Breathing is voluntary.

If a person engages in physical exercise, his muscles turn into a protective frame that protects the internal organs and spine from deformation. And everyone helps their own muscles.

So, we straighten our backs, we hold our heads proudly - high and beautiful. Now let's walk - we also need to train a beautiful gait. Try to watch your gait and posture if you want to be beautiful and healthy.

Our excursion to the autumn park has ended.

Look at each other. Maybe the artist Autumn painted you a little? Your cheeks became rosy and your eyes glowed. Why? Because being in the fresh air improves your health, and a healthy person is always beautiful. And if you want to be healthy and beautiful, as you are now, stop watching unnecessary movies and spend this time in nature.

You see how many health secrets we have learned today. Remember them.

On the way back, the teacher approaches the trees, asks the children what they are called, and asks them to show the leaves of this tree. And in order to prolong the joy of communicating with autumn nature, he suggests bringing it home with a small bouquet of the most beautiful leaves, and you will learn another secret of the magical power of autumn.

Why do you think grandma might get angry or sad: when you are rude to her, when you come home with wet feet, or when you bring her a bouquet of bright flowers? autumn leaves? Today you have the opportunity to check how your mood lifts when you manage to please another person, especially a loved one. This again returns to you the good mirror of the world around you. Know how to look at it correctly!

After the excursion, an activity should be held that will allow children to maintain the emotional mood gained during the excursion, to create for them a unified picture of autumn, which includes not only knowledge about seasonal changes in nature, but also the sounds, colors and smells of autumn.

On walks or on ecological paths, children are taught to record beautiful landscape, a lonely tree and then, coming to the group, make a sketch and compose a story based on your drawing.

In the environmental education of children, great importance is attached to making observations while walking. This work not only develops children’s powers of observation, but also encourages them to draw conclusions about certain phenomena occurring in living and inanimate nature, developing the child’s logical thinking and spoken language.

Love for nature is a great feeling. It helps a person become fairer, more generous, more responsible. Only those who know and understand it, who know how to see it, can love nature. In order for a person to learn this, a love of nature must be instilled from early childhood. Thus, when interacting with the environment, children broaden their horizons, acquire new knowledge, and develop spiritual, moral and volitional qualities, such as friendship and mutual assistance, mutual trust, perseverance, endurance, and collectivism. Motor skills develop and health improves, rules of behavior in the surrounding natural world are studied.

In order to form a conscious attitude towards nature in children, it is necessary to thoughtfully use the surrounding natural and objective environment, show the relationship of plants and animals with external conditions, their adaptability to the environment, the dependence of life and the state of the body on the influence of external facts and human activity.

Thus, properly planned work leads to children becoming kinder, able to empathize, rejoice, worry, and master the skills of caring for plants and birds.

So, step by step, we must strive to instill in children careful, loving relationship to the surrounding world.

Conclusion

Based on the topic of our research, we can draw the following conclusions:

The problem of environmental education has existed and will continue to exist throughout the development of society. Proper environmental education will help prevent many of humanity's environmental problems in the future. It is at primary school age that the child receives the basics of systematic knowledge; here the features of his character, will, and moral character are formed and developed. If something significant is missing in raising children, then these gaps will appear later and will not go unnoticed. Setting the goals and objectives of environmental education made it possible to determine the content of the educational process. The main stages of the essence of the education process, trends and forms of environmental education are highlighted. For each form, the main criteria for effectiveness are identified: mass scale, stability, and the ability to apply environmental knowledge. Indicators of a well-educated personality are: environmental knowledge, skills, practical results, which are expressed in students performing socially useful work on nature conservation. The most popular means of teaching ecology are excursions. They allow us to identify natural connections and the main stages of studying nature.

I would like to hope that environmental education will be further developed, and the shortcomings of teachers and teaching methods, which play an important role in the education of younger schoolchildren, will be corrected.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

WITHpossession

Introduction

1. Historical and pedagogical aspect of the problem of environmental education

1.1 Formation of environmental culture and problems of education

1.2 Formation of environmental education for schoolchildren

1.3 Theoretical foundations of environmental education for junior schoolchildren

2. Ways of environmental education for schoolchildren

2.1 The essence of environmental education for schoolchildren

2.2 Methods and forms of environmental education

2.3 Environmental education of junior schoolchildren

Conclusion

List of used literature

INconducting

The history of mankind is inextricably linked with the history of nature. At the present stage, issues of traditional interaction with humans have grown into a global environmental problem. If people do not learn to take care of nature in the near future, they will destroy themselves. And for this we need to cultivate environmental culture and responsibility. And environmental education should begin from primary school age, since at this time acquired knowledge can later be transformed into strong beliefs.

Environmental education is the most important thing in our time. Students who have received certain ecological ideas, will be more careful about nature. In the future, this may affect the improvement of the environmental situation in our region and in the country.

CspruceRwork: create a system of work on environmental education of junior schoolchildren.

Zadachiresearch:

Consider the environmental problem as a global problem for humanity;

Expand the issue of ecology as a science, its emergence, goals, principles;

Find out what natural history material contributes to environmental education, what are the basic conditions for environmental education;

Consider the contribution of domestic and foreign teachers to the development of the problem of environmental education;

Reveal the essence, goals, methods and forms of environmental education;

Consider the norms of environmental behavior and the peculiarities of their perception by primary schoolchildren;

To study the best practices of teachers in the field of environmental education of students;

During the work, the following literature was studied:

Classical - works by Babanov T.A., Vorobyov A.N., Kirillov Z.P., Zhukov I.V. - reveals the views of famous teachers on raising a child using the means of nature and in harmony with it; give an idea of ​​the science of ecology; about the experience of environmental education of junior schoolchildren.

Subject of study: environmental education of junior schoolchildren in educational activities.

Object of study: the process of environmental education and upbringing of schoolchildren.

This work will help practicing teachers in solving the problems of environmental education of students in natural history lessons in elementary school.

1. Historical and pedagogical aspect aboutproblems of environmental education

1.1 Formation of environmental culture andeducation problems

The process of forming an ecological culture is considered as a unity of three problems:

Broad explanation of the disastrous consequences of environmental pollution;

Acquiring an ecological approach to the organization of the economy and other areas of life and activity of society;

Formation of environmental consciousness.

Ecological culture includes appropriate ideals and values, norms of behavior, and environmental responsibility. It is wrong to assume that the sphere of moral and environmental responsibility begins and operates within the framework of professional morality. A person’s thoughtless attitude towards nature in everyday life (on vacation, when consuming the “gifts of nature”) is no less destructive and destructive than targeted industrial influence. As a rule, a person who has not been instilled with a moral attitude towards nature since childhood, upon becoming a subject of production, will turn out to be deaf to belated efforts to instill in him the norms of professional environmental morality.

The most significant thing in the process of greening morality is a gradual, complex restructuring of consciousness. At the same time, one of the most important moments is moral and environmental education and enlightenment in the family, children's and educational institutions, in the entire system of society. The norms of moral attitude towards nature, which have become an internal need, can play a high role in solving environmental problems.

From this we can conclude: without updating the scientific, technical, investment, structural and production sphere, without reorienting spiritual life, it is impossible to update existing environmental relations and improve the situation on our planet as a whole.

When considering environmental problems, one cannot help but address the global problems of our time.

Today, most people receive a large flow of information about these problems. And this information, depending on its content, can cause in people both the illusion of ease of overcoming global problems and pessimism regarding the future development of mankind.

Firstly, interest in global problems as something completely new, unusual, fraught with a serious threat to all life on Earth, gradually lost its original urgency. This was influenced by information about impending dangers. It kept repeating itself over the years and eventually people got tired of it.

Secondly, a number of forecasts predicting the imminent onset of crises and cataclysms did not come true.

Thirdly, the basic forms and methods of research have been developed in principle. These are: scientific projects carried out on an interdisciplinary basis; forecasting global processes based on mathematical modeling methods using a computer; expert assessments and much more. These forms and methods were improved and provided new results, but these results were devoid of sensationalism.

Fourthly, in order to effectively solve global problems, it was necessary to divide knowledge, specialize and conduct research within individual sciences. And this has complicated the interaction of both these sciences themselves and the specialists representing them. From this we can conclude that the primacy of global problems is increasingly being questioned by people with ordinary consciousness.

Today, globality criteria are not sufficiently developed. In a broad sense, global problems include all contradictions modern world. Problems not only of the entire planet, but also the problems of individual states and the problems of our ancestors.

Consequently, environmental problems are among the global problems that require immediate solutions.

1. 2 Formation of environmentaleducation of schoolchildren

The global problems of our time, which pose a threat to life and human civilization, have caused the need for environmental education, designed to implement the ideas of the emerging environmentally information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the general culture of mankind, and as a consequence - to the formation of the theory and practice of environmental education.

Further research into this problem, carried out by philosophers and teachers, made it possible to highlight a new aspect of education - environmental.

Ecology is the science of the relationships of plant and animal organisms and the communities they form between themselves and the environment. And by environmental education we mean the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, and transformation of nature. The main goal of environmental education: to teach a child to develop his knowledge of the laws of living nature, understanding the essence of the relationship of living organisms with the environment and developing the skills to manage his physical and mental state. Educational and educational tasks are gradually determined:

deepen and expand environmental knowledge;

instill basic environmental skills and abilities - behavioral, cognitive, transformative,

develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,

to form (nurture) feelings of respect for nature.

In the last 20 years, the attention of scientists to the study of problems of environmental education and training has increased significantly. Of particular interest are the works of N.M. Verzilina, A.N. Zakhlebny, I.D. Zvereva, B.G. Johannzen, V.S. Lipitsky, I.S. Matrusova, A.P. Mamontova, L.P. Pechko, V.A. Sukhomlinsky and others, who consider various aspects of environmental education and education of students in the educational process and in the organization of socially useful work on nature conservation. Today, the ideas of modern integrated ecology are actively being introduced into the practice of teaching and educating younger schoolchildren. However, the variety of works, schools, variability of training programs, and creative developments give rise to many problems and questions.

Origin modern trends Environmental education and upbringing in primary school can be dated back to the early 70s, when it experienced a number of serious changes, in particular the introduction of a new subject “natural history” into the curriculum. The clearly expressed environmental orientation of the new course, which these days is called traditional, created among teachers a certain attitude towards its place in environmental education, towards achieving its goals in a single-subject model, which turned out to be ineffective. The main reasons for the ineffectiveness lie in the fact that the ultimate goal of environmental education - a responsible attitude towards the environment - is a complex integrated education, and in this regard, one academic subject, which forms mainly natural science knowledge of biological ecology, will cope with the formation of a multifaceted attitude of primary schoolchildren towards the natural and social environment cannot.

The issue of involving other school subjects in the process of environmental education came up on the agenda. The idea of ​​a multi-subject model arose, in which each academic subject reveals its own aspect of the relationship between a person and the environment. In the meantime, the use of interdisciplinary content and form of teaching is mainly spontaneous, which largely determines the quality of teaching and education of younger schoolchildren.

Modern trends in the development of environmental education in practice show that the optimal opportunities for developing an ecological culture among junior schoolchildren are represented by a mixed model, in which all academic subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has passed a certain path of formation: from single-subject to mixed. However, the search in this direction is still ongoing.

Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and a mandatory component of the general educational training of students. One of the most important principles of environmental education is the principle of continuity.

1 . 3 Theoretical foundations of environmental education for junior schoolchildren

A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with experimental testing of various forms of environmental education, data from a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education for schoolchildren:

the activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;

Great - classwork is combined with extracurricular activities of students in the natural environment;

Along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature conservation, role-playing and situational games, school-wide councils on nature conservation, environmental workshops;

In the environmental education and education of students, the importance of the media (print, radio, television) arises; this process becomes pedagogically balanced.

Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms of environmental education have been developed. They can be classified into:

a) Mass;

b) Group;

c) Individual.

TO massive forms include the work of students in landscaping and landscaping the premises and grounds of the school; massive environmental campaigns and holidays; conferences; environmental festivals; role-playing games, work in the school area.

TO group- club and sectional classes for young friends of nature; electives on nature conservation and basic ecology; film lectures; excursions; hiking trips to explore nature; environmental workshop.

Individuallyand I the form involves students’ activities in preparing reports, conversations, lectures, observing animals and plants; making crafts, photographing, drawing, modeling.

The main criteria for the effectiveness of mass forms are the wide participation of schoolchildren in environmental activities, discipline and order, and the degree of activity. They can be identified through systematic observations and accumulation of material.

The criterion for the effectiveness of group forms of environmental education is, first of all, the stability of the composition of the club, circle, section, and the achievement of collective success. Here, much is determined by the content and methodology of classes; At the same time, the success of the team and public recognition of its merits by others are also important. Consciousness and a sense of involvement in the affairs of such a team, even if personal results are modest, forces all members to remain faithful to it for many years.

The effectiveness of individual forms of environmental education is evidenced by the increased interest of students in the study of biological disciplines and nature conservation, as well as the targeted use of knowledge and skills in environmental activities.

The conditions for the development of the relationship between school, family and the public, aimed at achieving the goals of environmental education, have also been determined.

For success, the following conditions must be met:

planning of all links of the system based on plans for joint work, which ensures the correct balance of power, consistency, rhythm and stability of the components of all links with the school and among themselves;

organizing the activities of all links of the overall environmental education management system, creating prerequisites for their proper functioning;

regular and pre-prepared information about the activities of each link and the exchange of information between them;

control, identifying shortcomings and weaknesses in work, making adjustments to its program;

studying the effectiveness of each link, summing up the overall results, analyzing the results, discussing them with the involvement of the public.

The main stages of transformation and interaction with nature in the educational process were identified. At the preparatory stage, the teacher studies the relationship between the student and nature that has developed in the present life experience (objective connections with the environment) and the attitude of schoolchildren to its phenomena (subjective connections). Individualized and group ways for students to become familiar with natural attractions are being developed. Labor, search, and environmental matters are jointly determined. Suggestions are usually made by the students themselves. The teacher tries to connect them more deeply with the zone of proximal development of individual inclinations and abilities. Simultaneously with the study of the subject connections of the components with nature, the teacher establishes their prevalence, the degree of commonality of relationships and other prerequisites for the collectivist self-determination of schoolchildren, their ability to correlate personal influences on nature with its influence on the development of sensory - emotional, volitional, intellectual activity.

The initial stage of building the educational process is characterized, first of all, by the involvement of students in subject-transforming activities in nature. The goals of the stage are to accustom schoolchildren to rational use of natural resources, work, conservation of natural resources, and the acquisition of practical experience in relations with the natural environment. Participation in activities, especially when they are carried out in collective forms, reveals the ability to reckon with comrades, provide assistance to them, combine business and personal interests, and focus on the rules of behavior in nature.

Based on the work of caring for clearings, participating in harvesting, and planting forest parks, the need for a passive approach of teachers to the formation of labor and economic relations among schoolchildren was revealed. Each type of activity, higher on the position of the individual as a whole, is most conducive to the development of individual properties of schoolchildren, the cultivation of a moral and aesthetic orientation towards the natural environment. Therefore, activities led by a teacher require systematic organization. The result of education at this stage is the practical knowledge and efforts of schoolchildren, personal experience of influencing the environment and saving wealth, enriching cognitive interests, and the need for activity among nature. The business relations of the class are significantly intensified, mutual understanding is growing, there is a desire to compare oneself with comrades, imitate the best of them, and earn respect and authority.

At the second stage of building the educational process, the educational activity of schoolchildren became the leading one. Without being directly involved in the work of nature conservation, it helped to systematize impressions about nature and personal activity, and opened up the opportunity to combine the practice of interaction with nature and education. The main attention is paid to the connection between activities in nature and teaching the Russian language and literature. The development of the language and speech of schoolchildren, work with works of literature, fine art, and music allows the student to more deeply reveal the spiritual value of nature, to shed new light on the role of caring for the environment and its rational use in meeting the needs of society.

A special stage in building the educational process is the purposeful formation of the student’s personality.

It is necessary to distinguish between the incidental formation of personality qualities, which occurs in a variety of activities, and various relationships with people, nature, and specially organized education of the individual. A special organization arises when a specific goal is set at this stage of education, when the teacher’s influence is individualized and schoolchildren are involved in activities in nature, which involve the formation of a worldview, beliefs, value orientations, speech, will, and character. In the relationship between teacher and student, the following functions are realized: strengthening and enriching connections with nature, specific development of practical relationships, organizational combination of pedagogical and systemic approaches.

It is necessary to strengthen the environmental education of junior schoolchildren. Strengthening environmental education is an important requirement for school reform. This most important requirement, arising from the ideas of modern ecology, has acquired a legislative character. It is based on several principles that are widely known:

A universal connection with living nature. All living things are connected into a single whole by food chains and other means. These connections are only in some cases obvious to us, lying on the surface, but more often they are hidden from our eyes. Violation of these connections can have unpredictable consequences, most likely undesirable for a person.

The principle of potential utility. We cannot foresee what significance a particular species will have for humanity in the future. Circumstances change, and an animal that is now treated as harmful and unnecessary may turn out to be both useful and necessary. If we allow any species to become extinct, we risk losing a lot in the future.

The principle of diversity. Wildlife must be diverse; only then will natural communities be able to exist normally, be stable and durable.

Finally, the other side of the matter is beauty. A person will hardly be happy if he is deprived of the opportunity to see beauty. So, we are obliged to preserve all the species diversity of animals and plants.

An important educational task: to convince students that all these creatures are our “neighbors on the planet.”

In order to successfully implement environmental education for schoolchildren, the teacher himself, without a doubt, must abandon a number of traditional attitudes. This also refers to the desire to divide nature into harmful and beneficial, which has taken root in our consciousness, and the deeply erroneous, but very tenacious slogan “conquest of nature”, “domination over nature” and the view of insects as something frivolous, not particularly necessary, and finally , a widespread view of nature as an unimportant subject.

It is very important that the teacher constantly searches for new, effective methods of teaching and education, purposefully expanding his knowledge about nature.

The school, as the central system of environmental education for schoolchildren, should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and develop their responsible attitude towards nature.

2 . Ways of environmental educationI'm schoolchildren

2 .1 The essence of environmental education for schoolchildren

Consideration of the theory of environmental education must begin with a definition of its essence. Environmental education is an integral part of moral education. Therefore, by environmental education we understand the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs. During the natural history lessons the following ideas were formed:

Why are fields, forests, and meadows called natural communities?

Why do various elements of natural communities exist?

How should a person behave when in these natural communities?

This environmental knowledge was translated into beliefs, proving the need to live in harmony with nature. Knowledge translated into beliefs forms environmental consciousness. Ecological behavior consists of individual actions (a set of states, specific actions, abilities and skills) and a person’s attitude towards actions, which are influenced by the goals and motives of the individual (motives in their development go through the following stages: emergence, saturation with content, satisfaction).

Defining the essence of environmental education, the following stands out, firstly: features of this process:

1) stepwise character:

a) formation of environmental ideas;

b) development of environmental consciousness and feelings;

c) formation of beliefs in the need for environmental activities;

d) development of skills and habits of behavior in nature;

e) overcoming the consumer attitude towards nature in students’ character; environmental education schoolchild education

2) duration;

3) complexity;

4) spasmodicity;

5) activity;

Secondly: great value psychological aspect, which includes:

1) development of environmental consciousness;

2) the formation of appropriate (nature-conforming) needs, motives and attitudes of the individual;

3) development of moral, aesthetic feelings, skills and habits;

4) education of a stable will;

5) formation of significant goals for environmental activities.

Therefore, the formation of environmental consciousness and behavior in unity must begin from primary school age.

2 . 2 Methods and forms of environmental education

Each form of organizing the educational process stimulates different types of cognitive activity of students: independent work with various sources of information allows you to accumulate factual material and reveal the essence of the problem; the game creates the experience of making appropriate decisions, Creative skills, allows you to make a real contribution to the study and conservation of local ecosystems, promoting valuable ideas.

At the first stages, the most appropriate methods are those that analyze and correct the environmental value orientations, interests and needs that have developed among schoolchildren. Using their experience of observation and environmental activities, the teacher, during a conversation, with the help of facts, figures, and judgments, evokes emotional reactions from students and strives to form their personal attitude to the problem.

At the stage of formation of an environmental problem, methods that stimulate independent activity of students acquire a special role. Assignments and objectives are aimed at identifying contradictions in the interaction of society and nature, at forming a problem and generating ideas about how to solve it, taking into account the concept of the subject being studied. Discussions stimulate educational activities, promoting students' personal attitude to problems, familiarization with real local environmental conditions, and the search for opportunities to solve them.

At the stage of theoretical substantiation of the ways of harmonious influence of society and nature, the teacher turns to a story that allows us to present the scientific foundations of nature conservation in broad and diverse connections, taking into account factors at the global, regional, and local levels. Cognitive activity stimulates the modeling of environmental situations of moral choice, which generalize the experience of decision-making, form value orientations, and develop the interests and needs of schoolchildren. The need to express aesthetic feelings and experiences through creative means (drawing, story, poetry, etc.) is activated. Art allows you to compensate for the predominant number of logical elements of knowledge. The synthetic approach to reality and emotionality inherent in art are especially important for the development of motives for studying and protecting nature.

Role-playing games are a means of psychologically preparing schoolchildren for real environmental situations. They are constructed taking into account the specific purposes of the subject. A number of methods have universal significance. Quantitative experiment (experiments in measuring quantities, parameters, constants characterizing environmental phenomena; experimental study of environmental engineering, technology; experiments illustrating the quantitative expression of environmental patterns, etc.) allows you to successfully form the structural elements of environmental knowledge and treat them as personally significant .

In an effort to evoke emotional reactions in students and to show the unattractiveness of irresponsible actions, the teacher uses example and encouragement. Punishment is considered as an extreme, exceptional measure of influence on students.

If these educational methods are used at the right stage of education, taking into account the psychological preparedness of students and taking into account natural conditions, then the teacher can form an environmentally literate and educated personality.

2 . 3 Environmental education of junior schoolchildren

As you know, education in the broad sense of the word is the process and result of personality development under the influence of targeted training and education. Teaching is a process of interaction between a teacher and a student, during which a person’s education is carried out.

The lesson solves three problems: educational, educational and developmental. Therefore, the lesson provides more opportunities for instilling in younger schoolchildren a new attitude towards nature, based on humanism. In order for environmental education not to be groundless, the formation of environmental consciousness is imperative. An environmentally educated person, knowing what harm certain actions cause to nature, forms his attitude towards these actions and decides for himself the question of their legality. If a person is environmentally educated, then the norms and rules of environmental behavior will have a solid basis and will become the beliefs of this person.

Based on this, we pose the question: what is the essence of environmental education in primary school and what concepts are accessible to younger schoolchildren?

Studies by psychologists and teachers (for example, V.V. Davydov) have revealed that even older preschoolers can form generalized ideas about the world around them, about the connections between objects and phenomena in nature. At a level accessible to students, the connections between inanimate and living nature, between various components of living nature (plants, animals), between nature and humans are considered. Through knowledge of these connections and relationships, students study the world around them and ecological connections also help them in this. Their study allows schoolchildren to acquire the foundations of a dialectical-materialistic worldview and contributes to the development logical thinking, memory, imagination, speech.

The teacher's constant attention to the disclosure of ecological connections significantly increases students' interest in the subject. When studying a course descriptively, the interest of schoolchildren gradually decreases; this happens inevitably, even if the teacher attracts fun facts, riddles, proverbs, etc., since the theoretical level of the material remains essentially unchanged. If, when studying natural history, various and quite complex connections that exist in nature are revealed, the theoretical level of the material increases, the cognitive tasks assigned to the student become more complicated, and this contributes to the development of interest.

The study of environmental connections helps to improve the environmental culture of schoolchildren and foster a responsible attitude towards nature. Without knowledge of ecological connections, it is difficult to imagine the possible consequences of human intervention in natural processes. Without this, full-fledged environmental education of schoolchildren is impossible.

In the natural history course, three levels of nature study can be distinguished.

First level: objects of nature are considered in their isolation, without focusing on the connections between them. This is an important level, without which the study of subsequent levels will be difficult, but it cannot be limited to it.

Second level: objects of nature are considered in their mutual connection. For example, we study what different animals eat and build food chains.

Third level: it is no longer just objects of nature that are considered, but processes. At previous levels, subjects were studied, and at this level the changes that occur to them. What natural changes are we primarily interested in in nature?

Firstly: seasonal - they are based on the action of natural factors; second: changes caused by human activities. These processes arise in nature due to factors that are transmitted along a chain of existing connections. The third level of nature study helps students, based on environmental knowledge, explain natural phenomena, and in some cases, predict them.

For full-fledged environmental education, it is necessary to study nature at all three levels.

Let's look at some of the connections taught in science lessons. The connections between inanimate and living nature are that air, water, heat, light, and mineral salts are the conditions necessary for the life of living organisms; changes in the actions of these factors affect the organisms in a certain way. This connection is also expressed in the adaptability of living beings to their environment. For example, it is known how vividly the ability of living organisms to live in water manifests itself. Organisms living in a land-air environment have a very interesting form of connection with inanimate nature: air movement - wind serves as a means of distributing the fruits and seeds of a number of plants, and these fruits and seeds themselves have clearly visible adaptive characteristics.

Between inanimate and animate nature there are also connections of a reverse nature, when living organisms influence the inanimate environment around them. For example, they change the composition of the air. In the forest, thanks to the plants, there is more moisture in the soil than in the meadow; in the forest the temperature and air humidity are different.

The soil is formed by the interaction of inanimate and animate nature with living organisms. It occupies an intermediate position between inanimate and living nature and serves as a connecting link between them. Many minerals that belong to inanimate nature (limestone, peat, coal and others) were formed from the remains of living organisms.

Ecological connections within living nature are also very diverse. The connections between different plants are most noticeably manifested in the indirect influence of some plants on others.

For example, trees, by changing illumination, humidity, and air temperature under the forest canopy, create certain conditions that are favorable for some plants in the lower tiers and unfavorable for others. So-called weeds in a field or garden absorb a significant portion of moisture and nutrients from the soil, shading cultivated plants, affecting their growth and development, inhibiting them.

The connections between plants and animals are interesting. On the one hand, plants serve as food for animals (food connection); create their habitat (saturate the air with oxygen); give them shelter; serve as material for building dwellings (for example, a bird's nest). On the other hand, animals also influence plants. For example, their fruits and seeds are distributed, due to which some fruits have special devices (burdock seeds).

Between animals different types Food connections are especially clearly visible. This is reflected in the concepts of “insectivores” and “carnivorous animals”. The connections between animals of the same species are interesting, for example, the distribution of nesting or hunting territory, the care of adult animals for their offspring.

There are peculiar connections between fungi, plants and animals. Mushrooms growing in the forest, with their underground part as mycelium, grow together with the roots of trees, shrubs, and some herbs. Thanks to this, mushrooms receive organic nutrients from plants, and plants from fungi receive water with mineral salts soluble in it. Some animals eat mushrooms and are treated with them.

The listed types of connections between inanimate and living nature, between components of living nature, manifest themselves in a forest, meadow, and reservoir, due to which the latter become not just a set of different plants and animals, but a natural community.

Discovering the connections between man and nature is very important. Moreover, man is considered as a part of nature, he exists within nature and is inseparable from it.

The connection between man and nature is manifested, first of all, in the diverse role that nature plays in the material and spiritual life of people. At the same time, they also manifest themselves in the reverse impact of humans on nature, which in turn can be positive (nature conservation) and negative (air and water pollution, destruction of plants, animals, etc.). Human impact on nature can be direct - collecting wild plants for bouquets, exterminating animals during hunting; and indirectly - a violation of the habitat of living organisms, that is, a violation of the state of inanimate or living nature that is necessary for these organisms: water pollution in the river leads to the death of fish, cutting down old hollow trees leads to a decrease in the number of birds living in hollows, and so on.

There are no unambiguous recipes for what environmental connections, in what lesson and how exactly to consider them. This can only be decided by a teacher working in a specific class in a specific natural environment. It is important to take into account the need for a differentiated approach to students and the selection of tasks of varying degrees of difficulty for them.

Material about environmental connections should be a mandatory element of the content of both a lesson in learning new material and a general lesson. By receiving a certain system of knowledge in Natural History lessons, students can also learn the norms and rules of environmental behavior in nature, since environmental education fosters a responsible attitude towards nature.

But the norms and rules of behavior will be poorly understood if the conditions of environmental education are not taken into account.

The first most important condition is that environmental education of students should be carried out in a systematic manner, using local local history material, taking into account continuity, gradual complication and deepening of individual elements from 1st to 3rd grade.

The second indispensable condition is that it is necessary to actively involve younger schoolchildren in practical activities feasible for them to protect local natural resources. There are a lot of such things: internal and external landscaping of the school, park, caring for flower beds, patronage of forest areas where the forest is close to the school, collecting fruits and seeds of meadows and trees and shrubs, cleaning up dead wood, protecting and feeding birds, patronage of natural monuments during the study of their native land, and the like.

From all that has been said above, it follows that education based on the disclosure of specific ecological connections will help students learn the rules and norms of behavior in nature. The latter, in turn, will not be unfounded statements, but will be conscious and meaningful beliefs of each student.

Society has never tolerated permissiveness within itself, even in small things. There are certain rules of politeness that we rightly consider necessary: ​​thank you, please allow me, rules of behavior at a party, at the table, and the like. But permissiveness towards nature was forgiven and even encouraged.

It is also obvious that from children’s environmental permissiveness (pick a flower, kill a butterfly) to adult (cut down a cedar forest, lime the sea, “turn” rivers) the road is very short, especially if it is well-trodden, paved and without barriers. But further... Then this road ends in an abyss.

Teachers and parents should try to block the very beginning of this path. Meanwhile, the path of consumerism towards nature is treacherous. It lures you with seemingly harmless joys, then with considerable and immediate benefits, as well as with traditions and habits.

Everyone should know basic environmental prohibitions, adherence to which should become the norm of behavior for all people.

But the question arises: are these rules good if they are mainly prohibitive in nature. After all, it turns out: “Don’t do this, don’t do that...”. Are too many prohibitions imposed on a child?

The answer to this question will consist of two points.

1. Certain environmental restrictions are absolutely necessary. To doubt this means to make, albeit not a conscious, concession to the consumer attitude towards nature, from which nothing but disaster can come.

2. It is impossible to “bring down” these prohibitions on the child “from above”. What is needed is targeted, painstaking work, aimed at ensuring that the rules of behavior in nature are conscious, felt, and many are discovered by primary schoolchildren, so that they become their own beliefs, and the basic rules gradually turn into a simple and natural habit, like the habit of saying “ thank you” or drying your feet before entering school.

Below are the rules of behavior in nature, some of them are briefly commented on.

1. Do not break branches of trees and bushes.

What could be the rationale for this rule?

A living being, branches along with leaves play an important role in its life. For example, leaves are involved in plant respiration.

It is possible that the teacher will find an opportunity to inform children about the nutrition of a plant “from the air” with the help of leaves: in the light (from carbon dioxide and water) they form the nutrients necessary for plants, animals and humans (starch, oxygen). What right do we have to senselessly break off branches and prevent the plant from living? In addition, leaves release oxygen into the air, trap dust, and it is no coincidence that where there are a lot of plants, it is easy to breathe. We must also remember about the beauty of plants, which we can destroy by breaking off branches. This rule also applies to flowering bird cherry and other trees and shrubs, which especially often suffer because of their beauty.

2. Do not damage the bark of trees!

It is known that children often carve inscriptions on the bark of trees, for example, their names, and make other marks. This disrupts the beauty of nature and is very harmful to the trees (sap flows out through the wound, microbes and tinder fungi can penetrate under the bark, causing diseases and even death of the tree).

3. Do not collect birch sap.

Remember that this harms the tree.

4. Don’t pick flowers in the forest or meadow.

Let beautiful plants remain in nature! Remember that bouquets can only be made from plants that are grown by humans.

Collecting wild plants for bouquets is a very powerful factor in the human impact on nature. It is often underestimated, considering that the harm caused to the plant world does not deserve attention. However, it was precisely the long-standing habit of picking flowers that led to the disappearance of many plants in places often visited by people (sleep grass, lady's slipper, starwort and others). The victims of our “love” for flowers have become not only initially rare plants, but also once quite common, even widespread species, such as the lily of the valley. That is why it would be wrong to direct students to collect small, modest bouquets, contrasting them with “huge broom bouquets.” It is important to show what harm people can cause to nature if they pick even just one flower. After all, not a trace will remain of the beauty of the meadow if a class of students who love “modest bouquets” visits it. It is important that the children understand simple truths: a flower grown in a meadow is “at home” here, it is connected with other inhabitants of the meadow. For example, insects fly to a flower and feed on its nectar. After flowering, fruits and seeds appear. They fall into the soil, where new plants grow from the seeds... Do we have the right to pick a flower just to admire it for a while? Of course not. For this purpose, beautiful plants are specially grown in gardens, flower beds, greenhouses, etc. And beautiful wild flowers should remain in nature.

5. From medicinal plants, you can collect only those that are abundant in your area. Some plants must be left in nature. Medicinal plants are the most valuable natural wealth that must be treated with care. The number of some of them has sharply decreased due to mass collection (valerian, lily of the valley, moss, etc.). Therefore, children can harvest those plants that are numerous (knotweed, shepherd's purse, yarrow, etc.). But these plants also need to be collected in such a way that most of them remain intact in the collection areas.

Of course, the collection of medicinal herbs should be carried out under the guidance of a teacher, or even better - medical worker or a pharmacy worker. It is absolutely unacceptable that the procurement of medicinal raw materials turns into a massive extermination of local flora “for show”. It is clear that one such “event” can negate the long efforts of teachers in environmental education of schoolchildren, not to mention the damage that nature will suffer.

6. Collect edible berries and nuts so as not to damage the branches.

7. Do not knock down mushrooms, even poisonous ones.

Remember that mushrooms are very necessary in nature.

Some children develop a negative attitude towards inedible, and especially poisonous, mushrooms. When children encounter such mushrooms, they try to destroy them (knock them down, crush them), often citing the fact that such mushrooms can poison animals or people. It is known that mushrooms, including those inedible for humans, are a component of the forest. With their underground part - the mycelium - they grow together with the roots of trees, shrubs, grasses, providing them with water, mineral salts, and growth substances. For animals, mushrooms serve as food and medicine. Mushrooms are forest orderlies: they participate in the decomposition of plant residues. No less important is that mushrooms decorate the forest. It is the fly agaric, as you know, that is one of our most beautiful mushrooms.

8. Don’t tear off cobwebs in the forest and don’t kill spiders.

Spiders are a traditional object of hostility and disgust on the part of humans. This prejudice is based on ignorance and inattention to the environment. Spiders are as much a part of nature as other animals.

The life of spiders is full of interesting details, many of which are accessible to children's observations. Spider webs, and they themselves, are beautiful in their own way. In addition, these predatory creatures destroy many mosquitoes, flies, aphids and other insects that cause damage to humans and their households.

9. Do not catch butterflies, bumblebees, dragonflies and other insects.

10. Don’t destroy bumblebees’ nests.

Bumblebees are insects whose numbers have recently declined sharply everywhere. The reason for this is the widespread, immoderate use in agriculture pesticides, to which bumblebees are very sensitive; destruction of bumblebee nests during haymaking; burning dry grass in the meadows. The plight of bumblebees is aggravated by the destruction of their nests for honey, which, by the way, is tasteless, or just for fun. But bumblebees are the only pollinators of legumes. Without them, there would be no clover, alfalfa, china, peas, and so on in the forests and meadows.

11. Don’t destroy anthills.

12. Take care of frogs, toads and their tadpoles.

13. Do not kill snakes, even poisonous ones.

All of them are needed in nature. And from the venom of poisonous snakes, a person receives the most valuable medicine.

14. Don't catch wild animals and take them home.

It is known that lizards, hedgehogs, some fish, and birds often become victims of children’s love for “our little brothers”, which is expressed in the fact that these animals are caught, brought home (or to school) and tried to be kept in captivity. Most often, such attempts end in the death of animals, since captivity conditions cannot replace their natural environment. It is important to convince students that the best “home” for wild animals is a forest, meadow, pond, etc., and in our house or a living corner of the school we can only keep those animals that are accustomed to life in these conditions, appeared on light in captivity, which are specially bred to be kept near humans.

15. Don't go close to bird nests.

Following your tracks, predators can find them and destroy them.

If you happen to find yourself near a nest, do not touch it and leave immediately. Otherwise, the parent birds may leave the nest for good.

16. Don't destroy birds' nests.

17. If you have a dog, do not let it walk in the forest or in the park in spring or early summer. She can easily catch poorly flying chicks and helpless baby animals.

18. Do not catch and take home healthy birds and animals. In nature, adult animals will take care of them.

Especially often, children bring home or to the classroom chicks that have already fledged, but cannot fly, which they consider to have “fallen out of the nest.”

Usually these turn out to be so-called fledglings, i.e. chicks that have already left the nest (flying away from it) and growing up that are learning to fly. Parents feed them. Chicks caught by the boys, as a rule, quickly die in captivity.

19. In the forest, try to walk along paths so as not to trample down the grass and soil.

Many plants and insects die from trampling.

20. Don’t make noise in the forest or in the park.

With noise you will scare away the animals, disturb them, and you yourself will see and hear much less.

21. Don’t burn the grass in the meadow in spring.

In the spring, with dry grass, the sprouts of young grass burn, the underground parts of many plants die, as a result, some of them completely disappear from the meadows. Many insects, nests of bumblebees and birds die from fire.

A fire can spread to forests and human buildings.

22. Do not leave garbage in the forest, park, meadow, or river.

Never throw garbage into waterways.

This is one of the simplest and at the same time most important rules. The garbage left by people literally everywhere disfigures the face of nature. By throwing garbage into bodies of water, or even simply leaving it on the shore, from where it then easily falls into the water, we can bring misfortune to other people.

These are the basic rules of behavior in nature that students in primary school can master. This list is not final. In the future, it may be supplemented or shortened, and the wording will be clarified.

Having mastered environmental rules and formed on their basis the conviction of the need to follow these rules, the children’s actions will not harm nature.

Zconclusion

Based on the research topic, the following conclusions can be drawn:

1. Ecology is a relatively young science, and it arose from the need of humans to preserve nature and themselves. Aspects of the study of this science are quite extensive. It widely studies man, his habitat, the relationship with nature, his influence on the environment and nature. This increased interest in man as an object of science has developed due to existing environmental problems. Soon, people will need to prevent these problems or eliminate their consequences.

2. Society is faced with global environmental problems and their solution depends on: a) updating the scientific, technical, investment, structural and production spheres; b) from the reorientation of spiritual life (instilling a new attitude towards nature, based on the relationship between nature and man, instilling norms and rules of environmental behavior).

3. People began to deal with the problem of environmental education back in the 17th century. But in our time, this problem has become more urgent due to the impending environmental crisis. And all of humanity should not remain aloof from solving the problems of environmental education of the younger generation.

4. The theoretical basis of environmental education is based on solving problems in their unity: training and education, development. The criterion for developing a responsible attitude towards the environment is moral concern for future generations. Correctly using various methods of education, a teacher can form an environmentally literate and educated personality.

5. As you know, education is closely related to learning, therefore education based on the disclosure of specific environmental connections will help students learn the rules and norms of behavior in nature. The latter, in turn, will not be unfounded statements, but will be conscious and meaningful beliefs of each student.

6. There are basic rules of behavior in nature that primary school students can learn. These rules cannot be imposed on children; purposeful, thoughtful work is needed to ensure that knowledge turns into beliefs.

Similar documents

Methods and forms of environmental education. Project activities as a means of environmental education for schoolchildren. Type of dominant attitude towards nature among younger schoolchildren. Level of value attitude towards nature in young children.

thesis, added 01/24/2018


Historiography, current state of the problem, basic principles and methods of environmental education of students. Experimental work and analysis of results to increase the effectiveness of environmental education for primary schoolchildren through the use of games.

thesis, added 02/10/2013


The essence and conditions for developing an individual’s ecological culture. System of environmental education: means, methods, forms and techniques. Development of a methodology for a pedagogical experiment on the formation of environmental education of junior schoolchildren in the classroom.

course work, added 04/10/2012


Environmental education of junior schoolchildren as a social and pedagogical problem. Features of environmental education in the process of education of junior schoolchildren. The main goal of environmental activities is the environmental activities of junior schoolchildren.

course work, added 02/19/2014


Theoretical foundations of the problem of environmental education and upbringing of junior schoolchildren in the process of extracurricular activities. Organizational and pedagogical support for the implementation of an integrated approach in the formation of the ecological culture of junior schoolchildren.

course work, added 06/24/2009


Historical and pedagogical aspect of the problem of environmental education, its content, purpose and criterion of effectiveness. Environmental education within the framework of biology lessons on the topic "Man" and extracurricular activities. Methods and forms of environmental education.

course work, added 04/30/2014


Consideration of issues of ecology and environmental education of schoolchildren in psychological and pedagogical literature. Organization of teacher activities on environmental issues for schoolchildren in the course of knowledge of the world. State support for environmental education.

course work, added 06/08/2015


Theoretical foundations of environmental education and upbringing. Analysis of teaching experience. System of environmental education and upbringing: essence, principles, purpose, objectives, forms, methods. Formation of leading environmental ideas in environmental education

course work, added 07/09/2008


Philosophical meaning of greening natural science. Environmental education as part of the formation of a person’s worldview. Main directions, methods and forms of implementation of environmental education; organization of circle work with younger schoolchildren.

thesis, added 05/08/2011


Psychological and pedagogical foundations of the formation of ecological culture of 3rd grade students. Methods of environmental education for junior schoolchildren. Analysis of environmental education and its innovative modification. The essence of teaching ecology.

Psychological and pedagogical foundations of environmental education of preschool children.

The twenty-first century was predicted as information-ecological. This fact is confirmed, which allows us to talk about the priority of environmental education of the younger generation. However, according to CEO UNESCO F. Mayor, this problem can only be solved “through Global Education”, i.e. placing environmental issues at the center of all educational programs, starting in preschool. Posing the question in this way is not accidental. Environmental education has indeed not achieved high results. “Almost a hundred years of propaganda for this protection (environmental education) has been going on at a snail’s pace and is limited mainly to pious sighs on paper and eloquence at congresses and conferences” (O. Leopold).

The essence of the matter is that environmental education is still of a purely educational nature. Yes, elements of thematic knowledge are included in the content of classes, but, in our opinion, they are mainly of an informational nature. The methodology is focused more on formal learning; there is no analysis or assessment of environmental situations and the actions of people in the environment. As for preschool education, the search for effective strategies and technologies is still underway, and a wide variety of approaches are being explored. Some experts believe that it is necessary to introduce special classes, since environmental education is not identical to biological education. Others advocate for the effective “greening” of the educational process. Note: it is the second approach that is receiving increasing support. As noted by S.D. Deryabo and V.A. Yasvin, today it is vitally important to green all spheres public life, and first of all, the person himself must be ecologized in all spheres of his activity - in everyday life, in education.

But here’s what’s remarkable: supporters of different points of view, nevertheless, are united in one thing - it is necessary to form an individual’s environmental consciousness. An increasing number of researchers are convinced that the environmental crisis is largely ideological in nature, and “only a person with an ecocentric consciousness” who understands the laws of nature and realizes that man is a part of nature can save our planet. Of course, resolving the issue requires significant adjustments. We are talking, first of all, about filling scientific knowledge with humanistic content, about modifying not only the goals, but also the content of work in educational institutions, including preschool ones. The main path to entering the new reality should lie through the development of personality based on an “active, offensive-affirming” attitude towards the world around us (S.A. Rubinstein), on the ability to create for the benefit of humanity (A.N. Leontyev).

So the main way is psychological development personality. L.I. Bozhovich sees it at a level that makes a person able to control his behavior and activities, perceive himself as a single whole, different from the surrounding reality and other people; with their own views and attitudes, moral requirements and assessments, making a person relatively stable and independent of the situational influences of the environment. A person, in the view of a scientist, is an active, not a “reactive” figure. She also formulated provisions that are typical for a child from 1 to 7 years old. In the first year of life, a child has psychological formations - “motivating ideas”. They free him from the “dictation” of external influences and turn him into a subject of activity. For a three-year-old child, this is the “I” system and the need it creates to act on one’s own (“I myself”); for a seven-year-old, “the personal formation is his already established internal position, which ensures his experience of himself as a social individual.” In other words, the scientist closely links the characteristic with activity, with action determined by his own motives.

In this regard, the question arises: how should environmental education “affect” the growing personality? Many researchers closely link the environmental development of preschool children with moral development. You can read about this in the works of L.I. Bozhovich, A.V. Zaporozhets, A.N. Zakhlebny, L.P. Pechko, B.T. Likhacheva, D.B. Elkonina. Scientists believe that much attention should be given to those types of educational activities that, as a system-forming component, instill in children an environmental culture.

What is meant by this? We are talking about a culture of cognitive activity to master the experience of humanity in relation to nature, the success of which is associated with the development of moral traits; about the work culture that is formed when performing specific tasks in various areas of environmental management; about the culture of spiritual communication with nature, i.e. a culture that develops aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres. L.D. Bobylev connects the concept of “ecological culture” with the development of the nature of the child himself, his abilities, physical and intellectual strength, with the cultivation of hard work and respect for nature.

Indeed, the preschool period of childhood is the most important in the development of a child: at this age the foundations for the integration of a holistic personality are laid; acquired knowledge can later be transformed into strong beliefs. However, environmental education will only have a noticeable impact on the child’s behavior if it covers both the rational and emotional spheres. The natural basis for the process of such education should be the objectively developing relationships with the environment at different age periods. In preschoolers, these relationships are realized on an unconscious basis. Children, without realizing it, are not separated from the external environment, they feel like a natural part of nature - they openly perceive and appropriate environmental rules, turning them into their habits. What determines these subjective features? To a greater extent, the peculiarities of thinking, its unformedness. J. Piaget also established: the main feature of the cognitive activity of a preschooler– egocentrism. It is egocentrism that leads to the fact that the child, without clearly differentiating his self and the world around him, the subjective and the objective, transfers his own internal motivations to the real connections between the phenomena of the world. The lack of formation of the cognitive sphere leads to anthropomorphism. The child finds an explanation for any cause and effect relationships in the nature around him, by analogy with those that are characteristic of people. This leads to the formation of a “subjective attitude”, to the fact that he begins to consider various natural objects as subjects capable of thinking, feeling, and having their own goals and desires. But the attribution of everything natural to the sphere of “human” does not mean at all that for a child it is something equal in its intrinsic value.

The second characteristic feature of a preschooler’s thinking isartifactualism (from lat. artificially And do) , i.e. the idea that all objects and phenomena of the surrounding world are made by people themselves for their own purposes. Artificialism determines the formation of a pragmatic attitude towards nature. It has been established experimentally: a child shows cognitive interest in natural objects, when interacting, he focuses on the state and well-being of the natural object itself, and not on the assessment of its actions by adults, etc. Sometimes his cognitive activity is too “research” in nature, when it is possible that he may even cause harm to the object in question. How to explain this “cruelty”? The point is that the preschooler does not consider the natural to be equal to him in its intrinsic value. The development of the perceptual-affective component in relation to nature requires a certain level of formation, both cognitive and emotional spheres personality. This level is reached, as is known, much later. The practical component of the intensity of attitude towards nature is also quite low in preschoolers. The “actual” component is also slightly developed, which is manifested in the contradiction between declared and real behavior in nature. So what prevails?Cognitive component relationships, cognitive subjective-pragmatic type of subjective attitude towards nature (S.D. Deryabo).

These features of a preschool child’s thinking in relation to nature are the most important condition for the development of an ecological personality, a personality that must have an “ecocentric type of ecological consciousness.” The latter should be understood as psychological involvement in the natural world, the perception of natural objects as full-fledged subjects, the desire for non-pragmatic interaction with the natural world. Accordingly, these same features are also characteristics of an ecological personality. According to B.T. Likhachev, the content of the concept of “personal ecology” should be considered as the unity of a correspondingly developed consciousness and emotional and mental state. The core of such consciousness is a specially oriented mental ability that guarantees reasonable inclusion in nature, in the life of society, and participation in environmental activities dictated by need.

The mere presence of environmental knowledge does not guarantee environmentally appropriate behavior. An appropriate attitude towards nature is also necessary. However, both understanding and desire are not enough if the child cannot realize his plans in the system of his own actions.” That's right, it will be necessary to organize such activities, during which a person can master the appropriate technologies for interacting with nature.

The focus on the humanization of modern environmental education dictates different approaches to working with children in this area. The only and reliable assistant is culture and spirituality. “Beyond spiritual content,” writes M.K. Mamardashvili, “any business is half the battle.” The fundamental prerequisite for this process should be the development of the child’s moral and value sphere. In this regard, it is appropriate to recall the words of Academician B.T. Likhacheva: “Ecological consciousness requires reinforcement with a feeling, an emotionally holistic, deeply moral attitude towards nature, society, and people. The entire moral orientation of a child should be focused on the development of such feelings and states as love, excitement of conscience, and the experience of communication with nature and people as the highest happiness. Nature is immoral, it is beyond good and evil. Its greatness and calmness help us realize our place in it. It is necessary to develop a sense of harmony, the ability to have an enthusiastic attitude, to experience the beautiful, the delightful, the sublime.”

We all know: preschool age is the period of the most intensive formation of moral attitudes and moral feelings. In the overwhelming majority of cases, the methods of moral education practiced in modern preschool educational institutions are aimed at developing moral judgments, ideas and assessments in children. The basis of this approach: it is assumed that these ideas will become the future guarantee of the child’s moral behavior. And at the same time, there is another opinion: there is no direct correspondence between knowledge of moral standards and their implementation. Yes, we can believe that a certain strategy of moral education has a positive impact on personal development. But true morality develops in preschool age not through self-awareness and self-esteem, not through the assimilation of moral norms, but through the cultivation of a special vision of the other and attitude towards him. L.S. Vygotsky (in whose theory, as is known, voluntariness, awareness and mediation are considered as the central characteristics of higher mental functions) categorically objected to methods of education based on self-regulation and mediation with a moral norm. The scientist emphasized: “...he who does not know that he is acting morally acts morally.” In these words one can see the main vector of the environmental education strategy.

Research by psychologists has established that any human action must be preceded by the readiness and ability to act. “Experience convinces,” writes D.N. Kavtaradze, - that slogans and even the most good books and films are not sufficient for the formation of active environmental consciousness. Consciousness is formed in the process of activity. If a boy or girl fences off anthills and saves fry, they seem to be participating in the work of nature itself. It is not just mercy that is being brought up here (which in itself is very important), but something more is happening, which has no name and which is only in weak degree reflects the term “formation of consciousness”. A.N. Leontyev, speaking about the need to develop readiness for proper interaction with the surrounding nature, notes the emotional side - receptivity to the natural world, a feeling of surprise, enthusiasm, an emotionally positive attitude towards its objects, motives of behavior.

And indeed, it is necessary to “return to nature” in the sense of feeling, impression, understanding of inseparability from it. How to connect this idea - “return to nature” - with preschoolers? Let's remember: what is important for children? These are emotional experiences associated with the process of communication, various activities, and environmental activity.

Therefore, the pedagogical strategy should be aimed at developing a sense of belonging, a sense of community with nature. Our survival and environmental protection may turn out to be only abstract concepts if we do not instill in every child a simple and convincing thought: “People are part of nature, we must love our trees and rivers, arable lands and forests, as we love life itself.”

Primary school age is the most favorable period for the formation of the foundations of ecological culture, because during this period of child development, characterized by the predominance of the emotional and sensory way of mastering the surrounding world, the properties and qualities of the individual are intensively formed, which determine its essence in the future. At this age, a visual-figurative picture of the world and the moral and ecological position of the individual are formed in the minds of students, which determines the child’s attitude to the natural and social environment and to himself. The brightness and purity of emotional reactions determines the depth and stability of the impressions received by the child. Hence, the interpretation of the world, considered in its integrity, is predominantly speculative, without substantive fragmentation. A child of primary school age also begins to show interest in the world of human relations and find his place in the system of these relations; his activities acquire a personal nature and begin to be assessed from the standpoint of laws adopted in society.

The basis of communication between younger schoolchildren and living nature is the attitude of the elder to the younger.

The process of interaction between a child and the plant and animal world is contradictory. A child may develop an emotional attitude towards him, both in a moral and immoral act. This is due to younger schoolchildren’s ignorance of the rules of interaction with natural objects. Therefore, it is important to form children’s ideas about nature and forms of attitude towards it.

Important conditions for the emergence of complex emotions and feelings in children are the interrelation and interdependence of emotional and cognitive processes - the two most important areas of mental development of primary schoolchildren.

The manifestation of moral emotions is closely related to moral choice, when a child faces decisions that are equally possible, but different in their moral essence. When a child interacts with plants and animals, moral choice is made easier by the fact that the state of natural objects is determined by the child’s specific practical action and can only be changed by him. For example, the attendant forgot to water the plants: the leaves drooped and began to fall off, and the unopened bud withered. The sight of the plant forces the attendant to evaluate his behavior and change it. The consequences of improper interaction with objects of living nature are often delayed, so younger schoolchildren should develop the ability to foresee the possible consequences of their actions.

It is easier for a younger student to establish similarities than to find differences. They are the ones that lead to identification with oneself (an animal, a plant is in pain, like me). The child understands more easily what is connected with him, his feelings, life manifestations and needs.

Thus, primary school age is the most favorable period for the formation of the foundations of ecological culture, since during this period of the child’s development, the properties and qualities of the individual are intensively formed, which determine its essence in the future.