The influence of folklore on the education of environmental culture in preschool children. Folklore as a means of educating ecological culture
GMO educators
Message from work experience
“Folklore as a means of educating environmentalculture"
Teacher of preschool educational institution KV No. 19 “Smile”
The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves... The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth V finished form, but is brought up.
Nature influences children on a daily basis. But the baby does not notice much, and sometimes his perception is very superficial. And yet here, in the kingdom of nature, he has his first sensory experience, accumulates sensations coming from life itself. Here he is a pioneer, an explorer, and sometimes a loser. It is not immediately possible to cross a ditch or step over a stream, since there is no experience, there is no ability to estimate the distance “by eye”. And it is not from birth that we know that the nettle “bites” and the burdock “sticks”...
Children's folklore is a type of folklore and a section of fiction for preschoolers. Its peculiarity is that it combines poetry, songs, gaming techniques, and dance.
A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. So gradually children's folklore organically enters daily life baby.
The use of children's folklore in working with children has several directions, but their definition is conditional, since problems are solved in a complex manner.
First direction- this is the establishment and formation of trusting, kind, affectionate relationships between adults.
Second direction– children perform various movements when speaking folk nursery rhymes, jokes, nicknames, sentences, etc.
Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful. The child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.
What about children's folklore?
Pestushki- songs that accompany child care.
Nursery rhymes- games between an adult and a child (with his fingers, hands).
3nicknames- appeals to natural phenomena (sun, wind, rain, snow, rainbow, trees).
Sentences- appeals to insects, birds, animals. Counting tables are short rhymes that serve to equitably distribute roles in games.
Tongue twisters and frequent twisters, quietly teaching children correct and pure speech.
Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.
Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.
Boring fairy tales, which have no end and which can be played many times.
Russian folk song is the result of observations of the surrounding nature, with which the life of ordinary people is inextricably linked.
Russian song, chant, nursery rhyme, riddle, proverb, counting rhyme, ditty is the first and most accessible source of knowledge and information about the world around us. Colorful, expressive, figurative language awakens children's interest in folklore and contributes to the formation of the child's spiritual and emotional world. Most genres of small forms are the key to understanding the environment. Musical, short, rhythmic, with simple content, in an accessible poetic form, Russian folk songs, chants, and songs are easily remembered by children. They are the most accessible source of knowledge and information about the world around us. Introducing children to Russian folklore in connection with ecology is a new topic, little studied, and undoubtedly very interesting.
Folklore has a powerful motivating force that influences the development of a child’s positive reaction, helps to see what was previously unnoticed, to hear nature and its voices, and through music and song lyrics to realize what is seen and heard. Children listen, sing, think and think. Caring for the environment, warmth, kindness, respect and mercy - this is already nature conservation. And how this is needed by flowers, trees, birds, animals, and all people!
In educating preschoolers, I widely use folklore, which contributes not only to the formation of an emotionally positive attitude towards the world as a miracle, but also to cognitive development.
When selecting folklore works, I relied on the following principles.
Accessibility of content for children preschool age.
Cognitive and moral significance.
The possibility of developing on their basis the ability to feel the natural world.
For a long time, people have accumulated experience in establishing connections between natural objects and the human world. He put this experience into the form of signs, sayings, proverbs, chants, riddles, songs, fairy tales, and legends.
Signs allowed our ancestors to foresee what the harvest would be like (which was vitally important for them), to “guess” the weather for the near future, to find the way home... Knowledge and use of signs in everyday life help to develop observation skills, the ability to compare, analyze, and draw conclusions .
When working with children, I use signs whose accuracy can be verified, for example, signs related to predicting the weather for the near future.
For example.
If there are many stars in the sky in the winter evening, expect frost the next day.
A cat scratches the floor - wait for a snowstorm.
The dog is lying in the snow - a blizzard is just around the corner.
In the morning there is no dew on the grass - wait for rain.
Bees are clustered around a blooming acacia tree - it will rain.
Sparrows bathing in dust mean rain.
Swallows and swifts are flying low, soon it will start to rain.
We sketched out observations related to signs: what was expected and what actually happened. Did some children “discover” signs of the weather themselves?
Calls, sentences. They are usually said when doing something (for example, jumping on one leg so that water that gets there during bathing will pour out of the ear); they turn to someone (for example, to a mouse to give a new tooth instead of a lost milk one), etc.
Calls and sentences were filled with the deepest faith of our ancestors in the almighty forces of nature, and their knowledge brought children and adults closer together: the sentences filled their hearts with hope for a bountiful harvest, prosperity, wealth, helped them more easily endure adversity, and treat everyday troubles with humor.
I use calls and sentences primarily as a gaming technique.
Watching the rainbow, the children asked her to water the earth.
Rainbow - arc,
Send us some rain.
When it rains, children joyfully call out to it and “cajole” it.
It's raining, it's raining,
Water with a ladle
Water all day
For our barley.
On woman's rye,
Oats for men
On girlish buckwheat,
For millet
Rain, rain, more,
I'll give you the grounds
I'll go out onto the porch,
I'll give you a cucumber
I'll give you a loaf of bread
Water as much as you want
When it rains for a long time and the children cannot go outside, we call on the sun.
Bucket sun,
Look out, shine a light.
Your children are crying
They want to drink and eat.
Sunshine, sunshine,
Look out the window
I'll give you a spindle
I'll sprinkle some peas.
People turned to the rainbow to “give” good weather.
Rainbow-arc,
Stop the rain!
Rainbow - arc,
Don't let it rain
Come on, honey Bell!
Children make sentences to ladybug, which can “predict” the weather: if it flies away, go to the bucket, if it crawls on your palm, wait for the rain.
Cow, little cow,
Will it rain or rain tomorrow?
If it's a bucket, then fly,
If it's raining, sit down.
Ladybug,
Bucket or bad weather?
Some chants are associated with holidays that brought people closer to nature. So, in Rus', birds were usually released on Annunciation Day (April 7).
Titmouse sisters,
Tap dancers,
Red-throated bullfinches,
Well done guys,
Sparrow thieves!
You can fly freely,
You will live in freedom,
Bring spring to us soon!
Now birds are not released into the wild: if they have lived in a cage for a long time, it is difficult for them to adapt to nature. Therefore, this chant can be used in the dramatization “Meeting of Spring”, in which children portrayed different birds.
For spring, which everyone was looking forward to, different calls were made. In some they asked for the snow to melt faster, for warmth to set in, and for silken grass to appear; in others they asked for a rich harvest.
Spring is red, appear,
Turn around like a bright sun!
Melt us a snowball
Green up our meadow
Spring, red spring!
Come, spring, with joy,
With joy, with joy,
With great mercy,
With tall flax,
With deep roots,
With abundant bread!
Using nicknames and sayings when working with children helps not only to attract their attention to nature, but also to develop interest in folk art, their native language, and independent observations.
Nursery rhymes. They, as a rule, accompanied games with babies (with their fingers, arms, legs).
Legs, legs,
Run along the path
Pick some peas
A complete basket!
Bring it home
Treat everyone!
Legs, legs,
Where are you running?
Into the woods, into the bore
Mushrooms, berries to collect,
Stock up for winter!
When working with older preschoolers, nursery rhymes facilitate the process of getting to know the world around them.
For example. I show the children illustrations of horses of various colors and read a nursery rhyme:
At our uncle's
Four horses:
The first horse, piebald,
She ran past the yard.
The other one is a bay
She left hungry.
The third - Savraska
He brought Tarascus from the courtyard,
And the fourth is nightingale.
The brownie is pressing him.
Stay home, Erema.
Then the children look at the illustrations and determine what color their uncle’s horses were: piebald - with large white spots; bay - red, with a black tail and black mane; Savraska - yellowish in color with a black tail and black mane; nightingale - a yellowish horse with a light tail and light mane.
Children love jokes (or small fairy tales in verse) that “bring closer” the world around them, making it real and understandable.
Among the jokes there are many fables. We use them for games like “It happens - it doesn’t happen.”
And where has this been seen?
And where did you hear this?
The stump so that it lays an egg,
Would a ladle hatch the ducklings?
And where has this been seen?
And where did you hear this?
Crane walked all night,
He gave birth to a foal by force!
Well, the duck is a little body,
Well, the chicken is a bull, a bull!
And where has this been seen?
And where did you hear this?
So that grass grows in the field in winter,
So that the rose blooms in the garden in winter.
And where has this been seen?
And where did you hear this?
Fables and shapeshifters make children laugh kindly, help establish real connections and relationships in the world around them, explain them through “criticism” of the content of jokes
Older preschoolers not only determine what is wrong, but also explain how it really should be.
Songs and judgmental chants accompany various actions of people in the field, garden, and at home. Children love to play out the content of such songs.
And we soared and soared.
And we plowed the land and plowed.
And we sowed millet and sowed.
And we weeded and weeded millet.
And we mowed and mowed millet.
And we destroyed the millet and destroyed it.
And we winnowed the millet and winnowed it.
And we dried the millet and dried it.
And we cooked the porridge and cooked it.
In the song there are words unfamiliar to children, which I explain: soar the earth - give it rest; crush millet - crush, clean grain.
When planting turnips, cucumbers, beans, cabbage and other vegetables, they always sang sentence tunes.
Be born, turnip,
Neither thick nor sparse,
With a mouse tail,
With a cockroach nose.
This is an example of a wish in reverse: in fact, they are asking the turnip to be large and juicy.
I'm touching the peg
I'm planting a vegetable garden.
I'm growing a vegetable garden
Yes, I plant cabbage
I plant a little white one,
Cheerful.
Songs and sentence chants strengthen the careful and loving relationship children to pets.
Oh how I love my little cow!
How can I give her nettles!
Eat to your heart's content, my little cow,
Eat your fill, my Burenushka!
We choose proverbs and sayings, as well as nicknames and sayings, so that their meaning can be verified through observations, during conversations, experiments, etc.
For example, children can understand the meaning of the following expressions only through observation.
April is glorious with water and red with buds. Without dew, grass does not grow. The goose is like a governor in red boots.
And to understand the essence of some proverbs, we conducted experiments.
To “test” the proverb “The seeds sprout,” the children conducted two experiments. The first allowed us to verify that different plants grow from different seeds: in shape, size, etc. In this sense, this proverb echoes another - “A willow will not bear pears.” The second experience shows that seedlings depend on the quality of the seeds. In this sense, the proverb being analyzed is similar to another - “Do not expect a good tribe from a bad seed.”
To understand the direct meaning of the proverb “Snow is cold, but the cold makes it warm,” I discussed the following questions with the children.
Why do some birds spend the night in the snow? Why are some trees and shrubs specially covered with snow? Why does grass remain green under snow? Why is snow removal work carried out in the fields?
Then the children carried out an experiment (placing bottles of warm water on the surface of a snowdrift and in its depths) and concluded: snow retains heat.
After conducting the experiments, I explained the figurative meaning of the proverbs and invited the children to sketch the results obtained in their diary albums.
Some proverbs and sayings help to reveal cause-and-effect relationships in nature, for example: “The berry is red, but the taste is bitter.” It is advisable to speculate about the literal and figurative meaning of this proverb.
The children tried ripe berries of mountain ash and viburnum (she always warned the children that not all berries are edible, some of them were poisonous, such as honeysuckle, wolf's bast, crow, etc.), and then sketched them in a diary album.
I used riddles to test knowledge, observation and intelligence. A riddle is a wise question in the form of an intricate, usually rhythmically organized, description of something. I selected riddles that would allow children to see the diversity of the natural world, to reveal and lift the veil over its secrets.
Many riddles are dedicated to strawberries.
A drop of summer on a thin leg.
They weave boxes and baskets for me.
Alenka grows in the grass
In a red shirt.
Whoever passes
Everyone gives a bow.
In the heat of the stumps
Many thin stems.
Each thin stem
Holds a scarlet light
Unbend the stems
Collecting lights.
Before solving these riddles, which were offered to children in the summer, we examined strawberries, selected epithets and comparisons; tried to write their own riddles.
Some riddles about natural phenomena reflect their characteristics and variability. For example.
What kind of ceiling is this?
Sometimes he is low, sometimes he is high,
Sometimes he is gray, sometimes he is whitish,
It's a little blue,
And sometimes so beautiful
Lace and blue - blue.
The carpet has been laid,
Peas are scattered
Can't lift a carpet
Not a single pea can be picked.
Black swan across the sky
Scattered the miracle grain,
Black called white
The white one pecked the grain.
So that the children could guess these riddles, I organized a series of observations of the sky in different weather, at different times of the year, in the evening and morning hours, and also suggested depicting the same landscape in several drawings, but with different colors sky depending on the weather: On a clear day (cirrus clouds on a blue and dark blue background), on a cloudy day (dark clouds hanging over the sad autumn land or during long summer rains).
While analyzing the riddles, I paid attention to comparisons and figurative expressions (the sky is a carpet, the night is a black swan, the day is a white swan). This helped the children create their own interesting and imaginative riddles.
To form kind, affectionate, tender feeling- a feeling of love for living things, standing by a birch tree, clapping our hands together with the children. I read poetry:
At the beautiful birch tree
The dress is silver
At the beautiful birch tree
Green braids.
Then I show my “horns”, as if I’m butting a birch tree:
From the yard to the birch tree
The goats ran out
They began to bend the birch tree,
And the birch tree brings tears!
Together with the children, we hold hands and dance around the tree.
Protect the birch tree
Let's run out in a crowd,
So that the birch tree grows,
Grew big!
Then we bow to the birch tree, stroking its white trunk with our hands.
Through such scenes, both words and playful actions, I cultivate a love for the natural environment.
Awakening ethical and aesthetic feelings for nature in a child, I use the following techniques:
I provide an opportunity to more fully perceive a natural object, to note the color, smell, shape, beauty of a flower, branch, leaf, etc.
I evoke a good feeling towards the natural object in question.
I talk to an object of living nature (a birch tree, grass, a Christmas tree), endowing it with human qualities and a “reciprocal feeling” for the child’s good deed. For example, say: “You see how the birch tree strokes you with its branches. She whispers: “Thank you, Sasha, for stroking me tenderly!”
I introduce elements of poetry and children's folklore into observation, talk about man's kind attitude towards nature, admiring its beauty.
I identify a natural object with a person and address him affectionately. For example, a beautiful birch tree, an ant grass, a runaway bunny, etc.
I introduce elements of play, encouraging children to playfully interact with natural objects (for example, show how birch trees sway, how small the Christmas tree was and what it became when it grew up, etc.).
In the presence of children, I do not allow unseemly behavior towards nature on the part of other people, condemning their actions with the words: “This is ugly,” “You can’t do that,” etc.
Work on familiarization with folklore was carried out simultaneously with expanding children's knowledge about the world around them, with nurturing the need to communicate with nature and come to its aid, to participate in labor activities (caring for plants, animals, putting things in order in the immediate environment).
In my work I often use "ecological fairy tale" designed primarily for an adult who is capable of conveying its content to children through the literary word - “from mouth to mouth”, creating a priority setting for targeted perception. Everything is important here: the form, the content, and the artistic presentation of the text, taking into account age, but the most important thing is the ability to preserve the zest in the interpretation folk wisdom. In other words, when introducing a child to an environmental fairy tale, I think: what underlies its content, for what purpose was it created by the author (to teach something, surprise or amuse)? I am trying to understand due to what value orientations this fairy tale is of interest to modern child. The above allows us to note: for practical work, knowledge of folklore of folk tales is necessary in order to methodically correctly reveal environmental knowledge to children using the wealth of national culture.
Topic: "Folklore in environmental education preschoolers"
Target: development of interest in objects and phenomena of the surrounding reality (the world of people, animals)
Tasks:
1) Consolidate knowledge about domestic animals.
2) Continue to introduce domestic animals and their cubs, the characteristics of their behavior.
3) Activate children's vocabulary.
4) Clarify children’s ideas about different forms folklore (rhymes, chants, lullabies, riddles, counting rhymes, etc.), their purpose, to teach them to pronounce them loudly and clearly.
5) Develop attention, memory, thinking, creativity.
Progress of the lesson.
Educator: Today we are going to visit our grandmother in the village. But first, let’s get ourselves in order and say hello to everyone (dynamic exercise):
-WITH Good morning, little eyes!
- You woke up?
- Good morning, hands!
- You woke up?
- Good morning, legs!
- You woke up?
- Good morning, sun!
- We woke up?
Educator: Now we are ready to hit the road.
I have a big horse, and you have a baby horse - a foal.
We sit down and jump along the path:
Along a flat, smooth path
Fast horses are galloping:
Clack, clack, clack, clack-
A frisky herd gallops.
So we galloped to the village. Guys, the weather outside has turned bad. How we miss the sun! Let's call him together, let's call him to us:
Bucket sunshine!
Look out the window!
Sunshine - dress up!
Red - show yourself!
The kids are waiting for you
The youngsters are waiting.
(The sun appeared). What did you and I do? (They called out to the sun). Here is grandma’s house, let’s knock on her door. ( Children knock on the house. the teacher goes behind the house and puts on a scarf and skirt).
Hello, little kids! I'm so glad to see you. Thank you for visiting me. Do you know what kind of domestic animals live in the village? Guess:
- Instead of a tail - a hook,
Instead of a nose - a snout,
Piglet is full of holes,
And the hook is fidgety. ( pig)
- I can wash myself clean
Not with water, but with a tongue
Meow! How often do I dream
A saucer with milk. ( cat)
- He is friends with the owner and guards the house
Lives under the porch, tail in a ring ( dog)
- I knock my hoof, and when I gallop, I gallop
The mane curls in the wind ( horse)
Okay, you know how to solve riddles. Now let's talk about what benefits do pets bring to people: a cat, a cow, a dog, a horse? Well done. While you and I were playing, my pets hid. Help me find them.
Game "Confusion"- find what animals are hiding here.
In my yard there live a cat Vaska and a puppy Sharik (show toys), they quarrel all the time, growling at each other. How can we help them make peace? Who knows the mirillka? (Children tell a little story)
Put up, put up, put up.
And don't fight anymore.....)
Now they will live together.
Now let's play. I know a funny nursery rhyme, let's show it:
An old man was walking along the road and found a hornless goat.
Let's goat jump and kick our legs.
Let's clap our eyes and stamp our feet.
And the goat butts, and the old man swears.
Guys, do you know what fables are? (This is something that does not happen). Listen, whether this happens or not:
I have a duckling, he has blue paws, a green beak, and a beautiful tail.
My cow Nochka grunts very loudly.
And yesterday Murka the cat started butting heads.
A horned horse jumps in the snow in a meadow in the summer, quickly give me the answer is it true or not.
My cat Vaska is tired of playing with Sharik and to help him fall asleep faster, we’ll sing him a lullaby. Who knows a beautiful lullaby? How should it be sung? (Quietly, kindly, gently). Sing:
Kitty, cat, cat,
Kitty, little gray tail,
Come, cat, spend the night
Rock my baby
How am I for you, cat?
I will pay for the work:
I'll give you a piece of the pie
Yes, a jug of milk.
So we rested. Guys, while you and I were relaxing, my prankster cat Vaska and puppy Sharik got naughty and erased my drawings with their paws. Help me finish drawing what is missing here. (Children finish drawing a mustache for a cat, horns for a cow, a tail for a pig). Well done!
Now let's play "Add-ons":
Ok-ok-ok-standing in the field (teremok)
Su-su-su- the cockerel caught (the fox)
Tso-tso-tso-the chicken laid it... (egg)
Yok-yok-yok - don't sit on the (stump)
Somehow my little animals are bored. How can we cheer them up, amuse them with ditties.
1 child:
I was sitting on a rowan tree,
Cats were teasing me
Little kittens,
They scratched my heels.
2nd child:
On my sundress
Clubfooted roosters,
I myself am not a clubfoot,
Clubfoot - grooms.
3rd child:
I went to dance
Grandmother Lukerya,
No hair on my head
I put on feathers!
So we had fun ourselves and amused the guests. Well done!
Guys, before in villages they composed and told fairy tales to children, let's remember what the names of the animals in fairy tales were?
1. The cat who helped grandfather and grandmother pull turnips from the ground. (Mashka the cat)
2. The “blind” cat, Alice’s fox’s friend. (cat Basilio)
3. Uncle Fyodor the cat. (Matroskin)
4. A smart cat, which was inherited by his younger brother. (Puss in Boots)
5. The dog that helped grandfather and grandmother pull a turnip from the ground (Bug)
6. Poodle Malvina. (Artemon)
Guys, I have a dream - I want to breed horses. Help me - come to the tables and let's decorate them so that they come to life. Children paint the template in the form of horses and place them on a pre-prepared “Village” layout.
And now it’s time to say goodbye: let’s say, “Goodbye” to grandma and her pets. (the teacher leaves to change clothes at the house, the junior teacher watches the children).
Educator: It's time for us to return to kindergarten. We sit on the horses and gallop along the path:
Along a flat, smooth path
Fast horses are galloping:
Clack, clack, clack, clack-
A frisky herd gallops.
We returned to kindergarten. Did you like the lesson? Where were we, what were we doing?
Now say quietly: “We’re great,” louder, even louder.
This concludes our lesson.
Compiled by: Goncharova Irina Sergeevna music director
Introduction
I. Folklore and ecology as important factors in personality development
1.1 Ecological culture as a result of environmental education
1.2 Folklore - a source of knowledge
II. Russian folklore as a means of educating environmental
culture
2.1 Creation of technology for folklore and environmental education
Conclusion
Literature.
Introduction
Difficult environmental situation in the world, its severe consequences, ecology native land, contamination of the habitat, all this makes it necessary to determine one of the main tasks of pedagogy - the education of an ecological culture in preschool children.
Ecological culture is part of universal human culture, a separate facet of it, reflecting the relationship between man and the entire society with nature in all types of activities, the foundation of which is reliable knowledge and practical skills aimed at protecting nature.
An important subsystem of ecological culture is the attitude towards nature. Attitude always has an emotional connotation, it is subjective and is expressed in actions, practical actions, and activities.
A significant characteristic of an attitude is its awareness, which is formed on the basis of knowledge and is associated with experiences.
It is advisable to use folklore as a means of developing environmental knowledge so that this process is exciting, entertaining and educational,
Currently, preschool teaching practice is experiencing the following difficulties:
Missing system forward planning and presentation of musical and environmental material;
There is not enough specific material, development of scenarios for classes, holidays, evenings of entertainment, and methods for conducting them;
Children do not know Russian folklore, folk traditions, signs and natural phenomena well enough.
The methodology for environmental classes with preschoolers on the topic of folklore works has not been sufficiently developed. This justifies the need for my research work.
Purpose of the study: identify and experimentally test the role of folklore in the formation of environmental culture in preschoolers.
Object of study: the process of forming an ecological culture using folklore as a means.
Subject of study: the effectiveness of using folklore works in the process of forming ecological culture in preschool children.
Hypothesis: Education of environmental culture will be effective if: folklore works are used systematically in classes and in everyday life.
Research objectives
Develop a system for long-term planning of musical and environmental events;
Select a repertoire based on Russian folklore, folk traditions, signs and environmental phenomena of nature;
Create scenarios for activities, holidays, and evenings of environmental entertainment, thanks to which children meaningfully perceive natural phenomena and objects through the use of folklore repertoire;
To instill interest in Russian oral folk art.
I Folklore and ecology as importantpersonality development factors
1.1 Ecological culture as a result of environmental education
Issues of environmental culture were raised at the First All-Russian Scientific and Practical Conference in Krasnoyarsk in 1991.
Academician B.T. Likhachev considers ecological culture as a derivative of ecological consciousness. It should be built on environmental knowledge and include a deep interest in environmental activities, competent implementation, and a wealth of moral and aesthetic feelings and experiences generated by communication with nature.
So, the concept of ecological culture combines: knowledge of the basic laws of nature; understanding of the need to take into account these laws and be guided by them in all kinds of individual and collective activities; the desire for optimality in the process of personal and industrial environmental management; developing a sense of responsible attitude towards nature, the human environment, and human health. Thus, ecological culture covers the intellectual, aesthetic and ethical, activity-volitional aspects of human life, the practice of everyday and professional activities.
For the theoretical substantiation of the methodology of environmental education of preschool children, the formation of the principles of environmental culture in children at this stage, the position of those researchers who, as key ideas (key concepts) of environmental education, highlight the leading principles of bioecology - the fundamental principles of environmental knowledge (N. M. Mamedov, I T. Suravegina, N. M. Chernova, I. N. Ponomarev, etc.).
Nature exists objectively, initially, independently of humans, it develops according to its own immutable laws. Only at the last stage of historical development did humanity become a geological force, a force on a planetary scale, and at the same time it invaded nature without knowing its laws. It seems that with any approaches to building a system of environmental education, with any methods of integrating its content, knowledge of the ecological laws of nature should be mandatory for every person, it should form the fundamental basis of ecological culture.
It is knowledge of the laws that allows you to correctly organize activities in nature, anticipate the results of impacts on living systems, and prevent their degradation.
Knowledge of the laws of bioecology can begin in preschool age on specific natural material from the immediate environment of children. In this case, for constructing a methodology for environmental education and determining its content core, the initial (key) concept of bioecology is of great importance, which can be used in environmental and pedagogical work with any age category preschoolers.
It seems that the concept of the relationship of the organism with the environment (“the unity of the organism and the environment”) should become so fundamental. It is universal from different points of view: from an environmental point of view, it applies to plants, animals, humans, i.e. for every living organism; from a pedagogical perspective - applicable for any aspect of knowledge about nature and man that can be presented to children (information about plants, animals, their communities included in the life activity space of preschool children, about human activities in nature, etc.); from a practical point of view, it presupposes the presence of living objects of nature, the creation and maintenance of certain conditions for them, i.e. practical activities; from a psychological perspective, knowledge of the morphofunctional adaptability of living beings to their environment is possible through observation, discussion, and modeling. All the identified aspects lead to the formation in children of an “ecologically correct” attitude towards natural objects that come into their field of vision, to the formation of the principles of ecological culture.
Thus, environmental culture is a complex category that develops throughout a person’s life; it begins in preschool childhood, its formation occurs with the participation and under the guidance of an adult. Nurturing an environmental culture is one of the important areas of comprehensive development of a preschooler’s personality.
The teacher is a bearer of environmental culture . He understands the environmental situation of the planet, country and his region, knows his civic responsibility for the current situation and his practical readiness to change it, and masters the methodology - professional skills for developing the principles of environmental culture in young children.
For the development of environmental culture, it is not enough just to teach in the classroom: mastering the fundamentals of ecology and methods of raising children must be combined with extracurricular activities that ensure different ways their awareness of the value of nature, i.e. the model of the pedagogical process should represent a meaningful ecological trinity of teaching, upbringing and development. This is how an ecological culture can be formed, the indicators of which are: environmental education, emotional sensitivity and responsiveness to the natural environment, the ability to think ecologically, adequate behavior in nature, readiness for environmental activities.
1.2 Folklore is a source of knowledge
Object world, social life and nature are the main sources of the formation of children's feelings, perceptions and ideas.
The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves... The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth in finished form, but is being brought up.
Nature influences children on a daily basis. But the baby does not notice much, and sometimes his perception is very superficial. And yet here, in the kingdom of nature, he has his first sensory experience, accumulates sensations coming from life itself. Here he is a pioneer, an explorer, and sometimes a loser. It is not immediately possible to cross a ditch or step over a stream, since there is no experience, there is no ability to estimate the distance “by eye”. And it is not from birth that we know that the nettle “bites” and the burdock “sticks”...
Adults lead the child along the path of understanding the world in all its diversity and awareness of himself in this world. This is where children's folklore comes to our aid.
A folk poetic word, an example of spiritual service to people. It is like a spring, like the purest spring, flowing from the bowels of the earth, to which generations fall, filling life-giving force. And the popular word conveys the past, the steps of the present and the future. And from generation to generation mother's lullabies, tales, nursery rhymes, fables, proverbs, and fables sound.
A gratifying phenomenon: in last years Interest in folklore is growing. Society seemed to feel that the life-giving force of renewal could be drawn from the inexhaustible sources of the people. It is no coincidence that the word “folklore”, being of English origin, is translated literally as “folk wisdom”.
Children's folklore is a type of folklore and a section fiction for preschoolers. Its peculiarity is that it combines poetry, songs, gaming techniques, and dance.
There is no need to prove the benefits of small poetic genres of the folk word, this is obvious.
At the same time, until recently, the activating effect of folklore works on a child remained a mystery.
A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.
The use of children's folklore in working with children has several directions, but their definition is conditional, since problems are solved in a complex manner.
The first direction is the establishment and formation of trusting, kind, affectionate relationships between adults.
The second direction is for children to perform various movements when pronouncing folk nursery rhymes, jokes, chants, sayings, etc.
A special place in working with children to master the material of children's folklore is given to jokes, fun, and children's joy. In this case, boring fairy tales are indispensable, of course, games, teasers, and humorous dialogues.
Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful. The child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.
Thus, we see that the works of children's folklore are not only diverse in genres, but they are also diverse in themes (these include seasons, birds, animals, various labor processes) and tasks.
Folklore is easily perceived by children from the very beginning. early age. It contains information about compliance with the rules of behavior and moral standards that have been developed by humanity over many centuries. Works of oral folk art are emotionally experienced by the child, and their rhythm and originality of syllable relieve tension in an anxious child. Folklore effectively influences the formation of value ideas (attitudes towards nature, parents, traditions, work, etc.).
What about children's folklore?
Pestushki - songs that accompany child care.
Nursery rhymes - games between an adult and a child (with his fingers, hands).
3 nicknames - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).
Sentences - appeals to insects, birds, animals. Counting tables are short rhymes that serve to equitably distribute roles in games.
Tongue twisters and frequent twisters that quietly teach children correct and clear speech.
Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.
Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.
Boring fairy tales that have no end and can be played out many times.
Russian folk song is the result of observations of the surrounding nature, with which the life of ordinary people is inextricably linked.
A Russian song, chant, nursery rhyme, riddle, proverb, counting rhyme, ditty is the first and most accessible source of knowledge and information about the world around us. Colorful, expressive, figurative language awakens children's interest in folklore and contributes to the formation of the child's spiritual and emotional world. Most genres of small forms are the key to understanding the environment. Musical, short, rhythmic, with simple content, in an accessible poetic form, Russian folk songs, chants, and songs are easily remembered by children. They are the most accessible source of knowledge and information about the world around us. Introducing children to Russian folklore in connection with ecology is a new topic, little studied, and undoubtedly very interesting.
Folklore has a powerful motivating force that influences the development of a child’s positive reaction, helps to see what was previously unnoticed, to hear nature and its voices, and through music and song lyrics to realize what is seen and heard. Children listen, sing, think and think. Caring for the environment, warmth, kindness, respect and mercy - this is already nature conservation. And how this is needed by flowers, trees, birds, animals, and all people!
II. Russian folklore as a means of educationenvironmental culture
2.1 Creation of technology for folklore and environmental education
In educating preschoolers, I widely use folklore, which contributes not only to the formation of an emotionally positive attitude towards the world as a miracle, but also to cognitive development.
When selecting folklore works, I relied on the following principles.
Availability of content for preschool children.
Cognitive and moral significance.
The possibility of developing on their basis the ability to feel the natural world.
For a long time, people have accumulated experience in establishing connections between natural objects and the human world. He put this experience into the form of signs, sayings, proverbs, chants, riddles, songs, fairy tales, and legends.
Signs allowed our ancestors to foresee what the harvest would be like (which was vitally important for them), to “guess” the weather for the near future, to find the way home... Knowledge and use of signs in everyday life help to develop observation skills, the ability to compare, analyze, and draw conclusions .
When working with children, it is advisable to use signs whose accuracy can be verified, for example, signs associated with predicting the weather for the near future.
For example.
If there are many stars in the sky in the winter evening, expect frost the next day.
A cat scratches the floor - wait for a snowstorm.
The dog is lying in the snow - a blizzard is just around the corner.
In the morning there is no dew on the grass - wait for rain.
Bees are clustered around a blooming acacia tree - it will rain.
Sparrows bathing in dust mean rain.
Swallows and swifts are flying low, soon it will start to rain.
We sketched out observations related to signs: what was expected and what actually happened. Did some children “discover” signs of the weather themselves?
Calls, sentences. They are usually said when doing something (for example, jumping on one leg so that water that gets there during bathing will pour out of the ear); they turn to someone (for example, to a mouse to give a new tooth instead of a lost milk one), etc.
Calls and sentences were filled with the deepest faith of our ancestors in the almighty forces of nature, and their knowledge brought children and adults closer together: the sentences filled their hearts with hope for a bountiful harvest, prosperity, wealth, helped them more easily endure adversity, and treat everyday troubles with humor.
I use calls and sentences primarily as a gaming technique.
Watching the rainbow, the children asked her to water the earth.
Rainbow - arc,
Send us some rain.
When it rains, children joyfully call out to it and “cajole” it.
It's raining, it's raining,
Water with a ladle
Water all day
For our barley.
On woman's rye,
Oats for men
On girlish buckwheat,
For millet
Rain, rain, more,
I'll give you the grounds
I'll go out onto the porch,
I'll give you a cucumber
I'll give you a loaf of bread
Water as much as you want
When it rains for a long time and the children cannot go outside, we call on the sun.
Bucket sun,
Look out, shine a light.
Your children are crying
They want to drink and eat.
Sunshine, sunshine,
Look out the window
I'll give you a spindle
I'll sprinkle some peas.
People turned to the rainbow to “give” good weather.
Rainbow-arc,
Stop the rain!
Rainbow - arc,
Don't let it rain
Come on, honey Bell!
Children turn to the ladybug with sentences, which can “predict” the weather: if it flies away, go to the bucket, if it crawls on your palm, wait for the rain.
Cow, little cow,
Will it rain or rain tomorrow?
If it's a bucket, then fly,
If it's raining, sit down.
Ladybug,
Bucket or bad weather?
Some chants are associated with holidays that brought people closer to nature. So, in Rus', birds were usually released on Annunciation Day (April 7).
Titmouse sisters,
Tap dancers,
Red-throated bullfinches,
Well done guys,
Sparrow thieves!
You can fly freely,
You will live in freedom,
Bring spring to us soon!
Now birds are not released into the wild: if they have lived in a cage for a long time, it is difficult for them to adapt to nature. Therefore, this chant can be used in the dramatization “Meeting of Spring”, in which children portrayed different birds.
For spring, which everyone was looking forward to, different calls were made. In some they asked for the snow to melt faster, for warmth to set in, and for silken grass to appear; in others they asked for a rich harvest.
Spring is red, appear,
Turn around like a bright sun!
Melt us a snowball
Green up our meadow
Spring, red spring!
Come, spring, with joy,
With joy, with joy,
With great mercy,
With tall flax,
With deep roots,
With abundant bread!
Using nicknames and sayings when working with children helps not only to attract their attention to nature, but also to develop interest in folk art, their native language, and independent observations.
Nursery rhymes. They, as a rule, accompanied games with babies (with their fingers, arms, legs).
Legs, legs,
Run along the path
Pick some peas
A complete basket!
Bring it home
Treat everyone!
Legs, legs,
Where are you running?
Into the woods, into the bore
Mushrooms, berries to collect,
Stock up for winter!
When working with older preschoolers, nursery rhymes facilitate the process of getting to know the world around them.
For example. I show the children illustrations of horses of various colors and read a nursery rhyme:
At our uncle's
Four horses:
The first horse, piebald,
She ran past the yard.
The other one is a bay
She left hungry.
The third - Savraska
He brought Tarascus from the courtyard,
And the fourth is nightingale.
The brownie is pressing him.
Stay home, Erema.
Then the children look at the illustrations and determine what color their uncle’s horses were: piebald - with large white spots; bay - red, with a black tail and black mane; Savraska - yellowish in color with a black tail and black mane; nightingale - a yellowish horse with a light tail and light mane.
Children like jokes(or small fairy tales in verse) that “bring closer” the world around us, making it real and understandable.
Preschoolers watch how janitors Alexey Ivanovich and Pyotr Nikolaevich remove hay from the site; I explain why they do it and read a joke.
Knocking, strumming on the street
Foma rides a chicken
Timoshka on a cat -
Along the path there.
“Where are you going, Foma?”
"Mow hay"
“What do you need hay for?”
"Feed the cows"
“What do you need a cow for?”
"Milk milk"
“What do you need milk for?”
"Give the child something to drink"
Among the jokes there are many fables. We use them for games like “It happens - it doesn’t happen.”
And where has this been seen?
And where did you hear this?
The stump so that it lays an egg,
To make the broom cackle,
Would a ladle hatch the ducklings?
And where has this been seen?
And where did you hear this?
Crane walked all night,
He gave birth to a foal by force!
Well, the duck is a little body,
Well, the chicken is a bull, a bull!
And where has this been seen?
And where did you hear this?
So that grass grows in the field in winter,
So that the rose blooms in the garden in winter.
And where has this been seen?
And where did you hear this?
Fables and shapeshifters make children laugh kindly, help establish real connections and relationships in the world around them, explain them through “criticism” of the content of jokes
Older preschoolers not only determine what is wrong, but also explain how it really should be.
Songs and sentence tunes accompany various actions of people in the field, garden, at home. Children love to play out the content of such songs.
And we soared and soared.
And we plowed the land and plowed.
And we sowed millet and sowed.
And we weeded and weeded millet.
And we mowed and mowed millet.
And we destroyed the millet and destroyed it.
And we winnowed the millet and winnowed it.
And we dried the millet and dried it.
And we cooked the porridge and cooked it.
In the song there are words unfamiliar to children, which I explain: soar the earth - give it rest; crush millet - crush, clean grain.
When planting turnips, cucumbers, beans, cabbage and other vegetables, they always sang sentence tunes.
Be born, turnip,
Neither thick nor sparse,
With a mouse tail,
With a cockroach nose.
I'm touching the peg
I'm planting a vegetable garden.
I'm growing a vegetable garden
Yes, I plant cabbage
I plant a little white one,
Cheerful.
Songs and sentence chants strengthen children’s caring and loving attitude towards pets.
Oh how I love my little cow!
How can I give her nettles!
Eat to your heart's content, my little cow,
Eat your fill, my Burenushka!
Proverbs and sayings just like nicknames and sentences, it is necessary to choose such that their meaning can be verified through observations, during a conversation, setting up experiments, etc.
For example, children can understand the meaning of the following expressions only through observation.
· April is glorious with water and red with buds.
· Without dew, grass does not grow.
· Goose as a governor in red boots.
And to understand the essence of some proverbs, we conducted experiments.
To “test” the proverb “The seeds sprout,” the children conducted two experiments. The first allowed us to verify that different plants grow from different seeds: in shape, size, etc. In this sense, this proverb echoes another - “The willow will not bear pears.” The second experience shows that seedlings depend on the quality of the seeds. In this sense, the proverb being analyzed is similar to another - “Do not expect a good tribe from a bad seed.”
To understand the direct meaning of the proverb “Snow is cold, but the cold makes it warm,” I discussed the following questions with the children.
· Why do some birds spend the night in the snow?
· Why are some trees and shrubs specially covered with snow?
· Why does the grass remain green under the snow?
· Why is snow removal work carried out in the fields?
Then the children carried out an experiment (placing bottles of warm water on the surface of a snowdrift and in its depths) and concluded: snow retains heat.
After conducting the experiments, I explained the figurative meaning of the proverbs and invited the children to sketch the results obtained in their diary albums.
Some proverbs and sayings help to reveal cause-and-effect relationships in nature, for example: “The berry is red, but the taste is bitter.” It is advisable to speculate about the literal and figurative meaning of this proverb.
The children tried ripe berries of mountain ash and viburnum (she always warned the children that not all berries are edible, some of them are poisonous, such as honeysuckle, wolf's bast, crowberry, etc.), and then sketched them in a diary album.
Puzzles used to test knowledge, observation and intelligence. A riddle is a wise question in the form of an intricate, usually rhythmically organized, description of something. I selected riddles that would allow children to see the diversity of the natural world, to reveal and lift the veil over its secrets.
Many riddles are dedicated to strawberries.
A drop of summer on a thin leg.
They weave boxes and baskets for me.
Alenka grows in the grass
In a red shirt.
Whoever passes
Everyone gives a bow.
In the heat of the stumps
Many thin stems.
Each thin stem
Holds a scarlet light
Unbend the stems
Collecting lights.
Before solving these riddles, which were offered to children in the summer, we examined strawberries, selected epithets and comparisons; tried to write their own riddles.
Some riddles about natural phenomena reflect their characteristics and variability. For example.
What kind of ceiling is this?
Sometimes he is low, sometimes he is high,
Sometimes he is gray, sometimes he is whitish,
It's a little blue,
And sometimes so beautiful
Lace and blue - blue.
The carpet has been laid,
Peas are scattered
Can't lift a carpet
Not a single pea can be picked.
Black swan across the sky
Scattered the miracle grain,
Black called white
The white one pecked the grain.
So that the children could guess these riddles, I organized a series of observations of the sky in different weather, at different times of the year, in the evening and morning hours, and also suggested depicting the same landscape in several drawings, but with different colors of the sky depending on the weather : On a clear day (cirrus clouds on a blue and blue background), on a cloudy day (dark clouds hanging over the sad autumn land or during long summer rains).
While analyzing the riddles, I paid attention to comparisons and figurative expressions (the sky is a carpet, the night is a black swan, the day is a white swan). This helped the children create their own interesting and imaginative riddles.
To form in children a kind, affectionate, tender feeling - a feeling of love for living things, standing by a birch tree, we clap our hands together with the children. I read poetry:
At the beautiful birch tree
The dress is silver
At the beautiful birch tree
Green braids.
Then I show my “horns”, as if I’m butting a birch tree:
From the yard to the birch tree
The goats ran out
They began to bend the birch tree,
And the birch tree brings tears!
Together with the children, we hold hands and dance around the tree.
Protect the birch tree
Let's run out in a crowd,
So that the birch tree grows,
Grew big!
Then we bow to the birch tree, stroking its white trunk with our hands.
Through such scenes, both words and playful actions, I cultivate a love for the natural environment.
Awakening ethical and aesthetic feelings for nature in a child, I use the following techniques:
I provide an opportunity to more fully perceive a natural object, to note the color, smell, shape, beauty of a flower, branch, leaf, etc.
I evoke a good feeling towards the natural object in question.
I talk to an object of living nature (a birch tree, grass, a Christmas tree), endowing it with human qualities and a “reciprocal feeling” for the child’s good deed. For example, say: “You see how the birch tree strokes you with its branches. She whispers: “Thank you, Sasha, for stroking me tenderly!”
I introduce elements of poetry and children's folklore into observation, talk about man's kind attitude towards nature, admiring its beauty.
I identify a natural object with a person and address him affectionately. For example, a beautiful birch tree, an ant grass, a runaway bunny, etc.
I introduce elements of play, encouraging children to playfully interact with natural objects (for example, show how birch trees sway, how small the Christmas tree was and what it became when it grew up, etc.).
In the presence of children, I do not allow unseemly behavior towards nature on the part of other people, condemning their actions with the words: “This is ugly,” “You can’t do that,” etc.
Work on familiarization with folklore was carried out simultaneously with expanding children's knowledge about the world around them, with nurturing the need to communicate with nature and come to its aid, to participate in labor activities (caring for plants, animals, putting things in order in the immediate environment).
In my work, I often use an “ecological fairy tale”, designed primarily for an adult who is capable of conveying its content to children through a literary word - “from mouth to mouth”, creating a priority setting for targeted perception. Everything is important here: the form, the content, and the artistic presentation of the text, taking into account age, but the most important thing is the ability to preserve the zest of folk wisdom in the interpretation. In other words, when introducing a child to an environmental fairy tale, I think: what underlies its content, for what purpose was it created by the author (to teach something, surprise or amuse)? I am trying to understand thanks to what value orientations this fairy tale is of interest to a modern child. The above allows us to note: for practical work Knowledge of folklore and folk tales is needed in order to methodically correctly reveal environmental knowledge to children using the wealth of national culture.
Children, seeing individual natural phenomena, perceive them as a matter of course, without thinking about the objective reality of the picture of the world unfolding before them. My task is to help children gain a purely “human vision” of the world (both in society and in nature), which is formed through the opportunity to assimilate the experience presented by adults, the experience of material and spiritual culture in their way of life and attitude towards the world around them.
The above allows us to emphasize: the cognitive value and educational significance of folklore for the little ones in their assimilation of the simplest life relationships, oriented by adults to the positive beginning that should be present in any fairy tale plot. I present ecology classes only in light colors, while clearly highlighting the positive, positive aspects, negative sides as surmountable against the backdrop of an effective, good perception of the world. A child should not be faced with hopelessness, with insurmountable injustice; he should not have feelings of fear and depression.
Conclusion
Nature is an endless source emotional states, an unquenchable desire to know. Remembering that everyday observations in nature should not be of an overly educational nature, I use every opportunity to draw the child’s attention to a natural phenomenon and encourage him to think about it.
An assistant in the figurative, bright, aesthetic reflection of natural phenomena in words is folklore. Each season has its own unique characteristics. Developing a subtle perception of the surrounding reality, I highlight a range of natural phenomena and objects that are interesting in a given seasonal period: in the summer, draw children’s attention to the variety of colors, shades of greenery, and smells; in autumn - compare leaves by shape, notice shades of yellow; in winter, examine the structure of tree branches, notice the different properties of snow, etc.
I pass on to my children my ability to subtly feel nature, I focus on good feelings, on cultivating a humane attitude towards the surrounding reality. After all, a child “follows” an adult in his views on the world, trusting him limitlessly, imitating and repeating his judgments and assessments, and assimilating specifically the objective realities of human existence.
I work to familiarize myself with folklore at the same time as expanding children’s knowledge about the world around them, instilling the need to communicate with nature and come to its aid.
The polysemy and versatility of folklore themes require from me not only the ability to master some artistic performance skills, but also spiritual generosity, fullness of feeling and personal involvement. I try to bring into the lesson elements of artistry and individuality in the performance of folk works. Then classes are held not in the traditional form (learning activities), but as vibrant communication with the kids. After all, before the eyes of the children, a colorful action plays out: animals speak in human voices, sing, dance, play, etc. Introducing a mood of intricacy, playful fun, and sometimes some pampering - this is the priority of folklore activities.
That is why we can say: full mastery of the methodology of folklore classes is the pinnacle of pedagogical skill. It is no coincidence that many educators “discover” themselves during folklore classes.
Folklore works for preschoolers carry the highest humanistic values, eternal categories of life, renewed by beauty and love, because a child is the pinnacle of human love.
A sacred attitude towards childhood sounds in the subtext of these small works; they are permeated with the light of love for the child. There are no edifications in them, however, so much can be read between the lines that one would like to say: folklore works for children are folk didactics, a school of motherhood.
The simplicity of small folklore forms has nothing to do with simplification. They contain wisdom, which manifests itself in the ability to solve complex problems using simple means.
These tiny works are philosophical at their core, because they are directed inside a person.
The value of folklore works for environmental education is determined primarily by their high intonational expressiveness, which is especially significant for preschool age, as well as other genre features - speech, semantic, sound. A simple rhyme, repeatedly repeated sound combinations and words, exclamations and emotional appeals involuntarily force children to listen, freeze for a moment, and peer into the face of the speaker.
In this complex knowledge of the natural world, the role of an adult, that is, mine, is great. Talking about how rich and beautiful our planet is, and that it has its own laws (change of day and night, seasonal changes, weather changes). That the sun can be different (in winter it is distant, cold, and in summer it is hot), and the moon is not always round. I teach the child to “see” and “hear” nature. Children acquire this knowledge through direct perception, accumulation of impressions, sensory experience and with the help of folklore.
The main task was to develop a system for introducing preschoolers to the life of their native, close, and directly surrounding nature. The second task is to introduce children to the lifestyle, traditions and heritage of their ancestors, focusing on the dates of the folk calendar.
Literature
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Environmental education of preschool children, as the initial and most significant link in the system of continuous environmental education of the Russian population, has become a priority in the activities of many preschool institutions in recent years. For example, studying the nature and history of the native land takes place on hikes, excursions to meadows, lakes, and historical places of the region. Some educators organize regular walks to a pond, to the forest, different times of the year. This contributes to the formation of cognitive interest in the world around us and physical development children. It has become a good tradition to hold summer holiday in a forest clearing. Fresh strawberries and currants, presented by a kind fairy-tale character, seem much tastier to children. The impressions from such a holiday in nature remain for a long time. In a fairy tale accessible to children, serious questions are raised about environmental pollution and cutting down fir trees. The guys carefully look after the inhabitants of this corner of nature - birds, fish, rodents.
From an early age, children know what foods contain vitamins that help children be healthy, cheerful, and beautiful. When organizing excursions to the nearest forest, teachers teach children the golden rule: “What you don’t know, don’t put it in your mouth.” Environmental health work is bearing fruit. In kindergarten, children are taught not only to pay attention to the beauty and perfection of plants and insects, but also to be careful about the surrounding nature: not to break tree branches, to feed the birds in winter, to remove garbage.
Kindergarten teachers are searching for the most interesting methods of environmental education for children. In recent years, many events have been held: “Birds are our friends”, “Don’t disturb the ant”, “Take care of the forest”, “Let’s decorate the earth with flowers” and others. Children, together with their parents and teachers, make feeders and birdhouses, fence anthills, grow flowers, and distribute posters on environmental topics.
“The biggest ignoramus is the person who asks about a plant and an animal: what good is it? If the Earth’s mechanism is good as a whole, then each of its parts is good separately, regardless of whether we understand its purpose or not...” wrote the wonderful researcher L. Leopold. A major role in environmental education was played by the annual (since 1993) holding by the Central Council of VOEP (in 50 constituent entities of the Russian Federation) of the All-Russian review-competition for the best organization of environmental education in preschool institutions, which contributed to: consolidation of the actions of all organizations interested in environmental education of preschool children; creation of an ecological, educational and developmental environment and experimental sites in preschool educational institutions; identification and selection of innovative methods, proprietary programs; generalization and dissemination of best practices in pedagogical work; training and retraining of personnel; environmental education of parents; strengthening contacts between preschool educational institutions and public, pedagogical and scientific institutions.
For the years 1993-1998, based on the results of the review-competition, 44 preschool institutions were noted as winners, 320 were awarded for participation in the review-competition, and 400 teaching staff were awarded for good organization of work on environmental education of preschoolers.
The materials of the competition show that in many regions of the country there are progressive trends in expanding the scope of environmental education from familiarizing children with nature to cultivating an ecological worldview at the modern level; A certain system of purposefully providing children with knowledge and value guidelines necessary for the education of an environmental culture, the formation of environmentally-conscious behavior in the natural environment, the inculcation of practical environmental skills, and the cognitive and creative activity of the child as a part of nature has developed. The work uses a variety of forms and methods depending on local conditions, the availability of personnel and material resources.
Issues related to the development and improvement of environmental preschool education, are discussed everywhere at meetings of the presidiums, plenums of local councils of the Society, at joint boards of educational and environmental authorities, at scientific and practical conferences, seminars, meetings, round tables, etc.
Scientific and methodological centers, creative groups of scientists and practitioners are being created everywhere to study and implement the positive experience of pedagogical work on environmental education of preschool children, to develop and implement programs, teaching aids, recommendations in various areas of environmental education, to introduce children to practical environmental work (in 1998 their number was 283). The best experience of preschool educational institutions is covered in the press, on radio and television.
In the development of environmental preschool education, a major role is played by the creation in preschool educational institutions of experimental sites for the introduction of innovative methods, basic methodological centers in the regions, where work is carried out on the introduction of innovative environmental and educational technologies, the most advanced effective methods organization of environmental education for children. These preschool educational institutions create a good material base, exemplary teaching rooms, educational areas, winter gardens, rooms and corners of nature, living corners, mini-farms, herbal bars, ecological trails, etc. .
On the basis of these preschool educational institutions, various forms of study are organized for teaching staff of kindergartens and parents: courses, ongoing training seminars, interest clubs, family living rooms, family workshops, consultations, creative meetings, open classes, exhibitions of children's creativity on environmental topics are organized, scientific and practical conferences and other mass environmental events are held.
The materials of the review-competition indicate creative approach pedagogical workers of preschool institutions to the environmental education of children. The local history aspect, folk art, and national traditions are widely used. Teachers develop scenarios for environmental holidays, environmental fairy tales, using folklore (songs, ditties, epics, legends), works of art (music, painting). In preschool institutions, corners of national life are created, family workshops are created, where parents and children make crafts from natural material, from various waste materials - used items. Family living rooms have been developed, where creative meetings are held and issues of environmental education for children are discussed.
In the educational process of children in preschool institutions, the following are used: entertaining activities, games, quizzes, fairy tale dramatizations, various competitions, entertainment, holidays, excursions, practical environmental work, observations. Emphasis is placed on developing in children the concept of the intrinsic value of nature, the relationships that exist in it, on instilling in children the initial skills of environmentally literate behavior in nature and everyday life, a caring attitude towards the world around them - the source of spiritual and physical health, an understanding of their role and personal responsibility for the conservation of nature.
An important direction in the work of preschool institutions is to ensure the physical and psychological well-being of the child, introducing him to a healthy lifestyle. Environmental education includes elements of valeology education, and the idea is formed that every person should take care of his own health.
As part of the All-Russian review-competition, competitions were held everywhere for the best corner of nature, the best part of the kindergarten; competitions among teachers preschool: “Teacher of the Year”, for the best lesson notes, the author’s environmental fairy tale, script for holidays, games, entertainment on environmental topics. The equipment of teaching classrooms has been improved, where material is accumulated on the play and work activities of preschoolers, the design of corners and nature rooms, the creation of environmental trails, nature museums, winter gardens, and corners for parents. Collections of pedagogical and fiction literature, lesson notes, games, scenarios for environmental holidays, sets of slide films, filmstrips, videotapes and other teaching aids have been collected.
In the premises of kindergartens there have been created corners of nature in groups, a museum of ecology, a winter garden, on the site there is an ecological trail, corners of the forest and fields, a vegetable garden, a bird column, a phyto-vegetable garden, and flower beds. For health work with children the following are used: a gym, exercise therapy, physiotherapy, massage rooms, a gym, a herbal bar. Children's bedrooms have Chizhevsky chandeliers and bactericidal lamps.
District meetings, seminars, round tables, open classes, teacher councils on the problems of improving environmental education of preschool children. Kindergarten We are the authors of the “Oasis in the City” project, carry out landscaping and improvement of the premises and area around the kindergarten, skillfully select the species composition of flowers, plant a phyto-vegetable garden where medicinal herbs are grown; On a section of the field, fodder plants are grown for the inhabitants of the living areas, and an ecological trail has been laid. In the teaching room, you accumulate valuable methodological material to help the teacher conduct classes, walks, excursions, observations, didactic games, practical work in corners of wildlife and on the site, working with parents.
Great help in work of the preschool educational institution provided by parents participating in all kindergarten activities. The work is based on the principles of a new economic mechanism: for the implementation of statutory activities, sources of additional funding are attracted - funds from parents and sponsors. Educational marketing is carried out on the basis of contracts, Regulations on paid services.
The teams of the preschool institution perform the following tasks: education healthy child in a clean ecological environment; the formation of children's ecological consciousness as the basis of ecological culture, the formation of a holistic attitude towards their own home - the Earth; nurturing a socially active personality of a child who thinks outside the box and is capable of consciously correct behavior in nature. To solve these problems, kindergartens have been created good conditions to form the foundations of children’s ecological culture.
In kindergartens, an interesting form of communication between children and nature, “DUP”, has been introduced, which means “ Good morning, nature!" This form was introduced with the aim of creating a joyful mood in children for the coming day, with the aim of teaching children to perceive nature, to help it as a living being, capable of grieving and rejoicing, getting sick and recovering.
The system of work on environmental education enriches the personal qualities of a preschooler and awakens emotional responsiveness in him.
Every year in the kindergarten an exhibition “Gifts of Nature and the Creation of Human Hands” is held, in which teachers, parents, and children take part. The motto of the exhibition is: “Nature is generous to those who give it a piece of their heart.” Raising an assistant - a defender of nature - is impossible without developing strong moral positions in the child. To make this activity exciting, varied, personally and socially significant, every good deed of a child - a small step towards environmental culture - is entered in the “Name Sheet” (a kind of piggy bank of good deeds).
Many kindergartens actively cooperate with schools (jointly holding exhibitions, environmental festivals, and environmental activities). Games are widely used in the educational process of children: didactic, role-playing, intellectual, active; carrying out simple experiments (with water, soil, air, plants, etc.). Children learn to independently observe and draw conclusions.
Kindergartens are working to implement the project “Working with waste material" Children with their parents prepare applications on the themes “Me and Nature”, “Ship and Sea”, “Jolly Streams”, “Winter Forest”; fun toys made of cardboard; prints, panels, etc.
The ecological complex of the kindergarten includes an ecological room, a laboratory, a living corner, a relaxation zone, etc. During classes, children compose environmental fairy tales and conduct simple experiments. Together with the music worker, children prepare and conduct holidays and leisure activities, to which parents, children of other preschool educational institutions, and gymnasium students are invited.
The problems of river pollution, the danger of urban garbage, water, air, soil pollution, etc. are discussed at a level accessible to children. This makes it possible to cultivate the child’s civic responsibility for what is happening nearby, in his immediate environment.
The “Nature and Fantasy” club operates at the preschool educational institution. Drawings, collages, three-dimensional compositions on the themes of nature and environmental dangers in the world are diverse visual materials, ways of conveying your worldview.
Exhibitions were held, in the design of which parents provide great assistance: “Let's save our world”, “We do not have a spare planet”, “Enter nature as a friend”, “Neighbors on the planet”.
The exhibition “Golden Placers of Garbage”, which is part of an action on the problems of urban waste disposal, is taking place interestingly. Children, together with teachers and parents, prepare crafts from plastic bags, plastic and cardboard packaging, metal cans, plastic bottles and other household waste and used items. Many of the crafts, according to exhibition visitors, look like “real works of art.”
A bright festive event was the exhibition “Miracle Bird”, dedicated to Bird Day. Visitors to the exhibition were amazed by the imagination of adults and children: they used various materials- paper, scraps of cloth, egg shells, threads and much more. The kindergarten is an active member of the car factory club “Ecology”; city days and neighborhood street days are held together. Children, together with their parents, participate in the landscaping and improvement of their neighborhood, striving to make it environmentally friendly and beautiful.
Kindergartens are working on environmentally friendly landscaping of the premises and territories of kindergartens, taking into account the physical and geographical conditions of microdistricts. Monitoring of nutrition, water supply, sanitary and hygienic condition of the premises and territories of the preschool institution is carried out, and “Ecological passports of kindergartens” are created.
Despite financial difficulties, 36 organizations of the All-Russian Society for Nature Conservation, with funds from local environmental funds and sponsors, published books, brochures, posters, booklets and other visual propaganda on environmental education of preschoolers, to help work in preschool educational institutions: programs for environmental education of preschoolers " Green World”, “Harmonious development of a child’s personality through environmental, sanitary and hygienic education”; application to the programs " Didactic material on ecology"; brochures “Poems, riddles, charades, puzzles”, “Calendar of Russian nature”, “Poems and riddles about plants”, “Poems and riddles about animals”, “Ecological fairy tale for children”, “Ecological bulletin”, “Practical tasks on ecology” ", "The role of play in the environmental education of preschool children", "Animals subject to protection", "We are with you, nature" (scenarios of mass environmental events), "I love you, my native land" (summaries of environmental classes to help teachers of preschool educational institutions), “I want to be friends with nature”; books “Quiz Games”, “Natural Resources of the Region”, educational and didactic manual “About green forests and forest wonders”. The objective world, social life and nature are the main sources of the formation of children's feelings, perceptions and ideas.
The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves... The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given ready-made from birth form, but is brought up.
A gratifying phenomenon: in recent years, interest in folklore has been increasing. Society seemed to feel that the life-giving force of renewal could be drawn from the inexhaustible sources of the people. It is no coincidence that the word “folklore”, being of English origin, is translated literally as “folk wisdom”.
Children's folklore is a type of folklore and a section of fiction for preschoolers. Its peculiarity is that it combines poetry, songs, playing techniques, and dance. There is no need to prove the benefits of small poetic genres of the folk word, this is obvious. At the same time, until recently, the activating effect of folklore works on a child remained a mystery.
A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life. The use of children's folklore in working with children has several directions, but their definition is conditional, since problems are solved in a complex. The first direction is the establishment and formation of trusting, kind, affectionate relationships between adults. The second direction is for children to perform various movements when pronouncing folk nursery rhymes, jokes, chants, sayings, etc. A special place in working with children to master the material of children's folklore is given to jokes, fun, and children's joy. In this case, boring fairy tales are indispensable, of course, games, teasers, and humorous dialogues.
Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful. The child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children's folklore gradually enters organically into the child's daily life.
Thus, we see that the works of children's folklore are not only diverse in genres, but they are also diverse in themes (these include seasons, birds, animals, various labor processes) and tasks. Folklore is easily perceived by children from a very early age. It contains information about compliance with the rules of behavior and moral standards that have been developed by humanity over many centuries. Works of oral folk art are emotionally experienced by the child, and their rhythm and originality of syllable relieve tension in an anxious child. Folklore effectively influences the formation of value ideas (attitudes towards nature, parents, traditions, work, etc.). What about children's folklore?
Pestushki - songs that accompany child care.
Nursery rhymes - games between an adult and a child (with his fingers, hands).
3 nicknames - appeals to natural phenomena (sun, wind, rain, snow, rainbow, trees).
Sentences - appeals to insects, birds, animals. Counting tables are short rhymes that serve to equitably distribute roles in games.
Tongue twisters and frequent twisters that quietly teach children correct and clear speech.
Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.
Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.
Boring fairy tales that have no end and can be played out many times.
Russian folk song is the result of observations of the surrounding nature, with which the life of ordinary people is inextricably linked.
A Russian song, chant, nursery rhyme, riddle, proverb, counting rhyme, ditty is the first and most accessible source of knowledge and information about the world around us. Colorful, expressive, figurative language awakens children's interest in folklore and contributes to the formation of the child's spiritual and emotional world. Most genres of small forms are the key to understanding the environment. Musical, short, rhythmic, with simple content, in an accessible poetic form, Russian folk songs, chants, and songs are easily remembered by children. They are the most accessible source of knowledge and information about the world around us. Introducing children to Russian folklore in connection with ecology is a new topic, little studied, and undoubtedly very interesting.
Folklore has a powerful motivating force that influences the development of a child’s positive reaction, helps to see what was previously unnoticed, to hear nature and its voices, and through music and song lyrics to realize what is seen and heard. Children listen, sing, think and think. Caring for the environment, warmth, kindness, respect and mercy - this is already nature conservation. And how this is needed by flowers, trees, birds, animals, and all people! Preschoolers should be raised in such a way that they realize themselves as one with the world that surrounds them, think about the fragility of this world, and carry throughout their lives the desire to find reasonable compromises between the human desire for technological progress and the need to protect nature from the consequences of unreasonable human invasion. Children must learn to observe nature and acquire the skills of growing plants in open and closed ground. In classes, using material accessible to preschoolers, one should consider the patterns of relationships between living organisms, the specifics of mechanisms that support the sustainability of ecological systems, problems of relationships between humans and the environment, and ways to solve these problems. Children will learn how the relationship between man and nature changed during different periods of human existence. They will get acquainted with domestic and foreign writers, poets, philosophers, scientists who wrote about nature, about the relationship between people and nature. Theoretical and practical activities should orient children towards reasonable, environmentally sound actions, rational use of knowledge about nature and Active participation in environmental protection. Children will receive practical skills in growing vegetables, flowers, fruits, and wise environmental management.
Articles/Crimean Tatars/
The origin of a people is primarily connected with a specific territory, with a specific geographical environment. People adapt to the landscape, subordinating their activities and thoughts to the sole goal of survival in these natural conditions, accumulate customs dictated by the geographical environment, and create a culture associated with the surrounding landscape. Over time, nature begins to influence both anthropological traits and human psychology, forming a type that is most adapted to the corresponding environment.
The culture of the Crimean Tatar people is inextricably linked with the nature of their native land - Crimea.
Folk traditions in relation to nature are interpreted by many scientists and teachers as experience, customs associated with nature, as well as norms of behavior in nature, which developed historically and were passed on from generation to generation through folk signs, folklore, elements of ritual, holidays, labor activity, games.
Crimean Tatar folk traditions in relation to nature developed over many centuries and formed the basis of the culture of the Crimean Tatar people. For example, the ideas of the Russian and Crimean Tatar peoples about the seasons are completely different. If in the folklore of the Russian people winter is white, sparkling, frosty (a reflection of Russian nature), then among the Crimean Tatar people winter is “black”, dejected, chilly (a reflection of winter in Crimea), spring among the Russian people is with drops and thawed patches, among the Crimean Tatar people - with greenery and flowers, etc.
Observing the phenomena of nature, the Crimean Tatar people aptly named the months of the year (April - "chichek ayy" - the month of flowers, June - "kirez ayy" - the month of cherries; October - "sary ayy" - the yellow month, November - "kuz ayy" - the dejected month , December - "kara kysh" - black (dark) winter, etc.) The first sign of early spring "ilkbaar" is considered to be the appearance of the snowdrop "akbardak" - popularly this flower is called "navrez chichegi" (flower of the narez). Navrez" is a holiday of welcoming spring and the New Year, which is celebrated on the days spring equinox March 21-22, the holiday of welcoming summer "Kydyrlez" is celebrated on May 5-6; in Crimean nature it coincides with the fall of flowers and the appearance of ovaries on trees. Therefore, familiarizing children with Crimean Tatar folk traditions of the relationship between man and nature would be a valuable contribution to the environmental education of children in Crimea.
Manifestation of Crimean Tatar folk traditions attitude towards nature is most clearly expressed in its folklore, as a way of recording and transmitting the social and value experience of older generations in relationships with nature. Through folklore, opportunities arise to educate children to respect nature. A person takes care of and protects what he knows, loves, and what he creates with his own hands.
For the purpose of environmental education of children in the conditions of Crimea, in the educational process, it is advisable to make wider use of Crimean Tatar proverbs, sayings, fairy tales, riddles, folk songs, which reflect the wise attitude of the people towards nature, give knowledge, instill love for it, and encourage creation.
IN folk proverbs and sayings encourage or condemn certain actions in relation to nature: “Erni teren syursen, bol bereket alyrsyn” (If you plow deeper, you will get a rich harvest), “Kaida olsan anda ol, perdalyazda evde ol” (Wherever you are, perdalaz be at home Perdalyaz - pre-spring week March 14-20. “These days the weather changes seven times a day,” people say), or “Myshyk beslemegen - sychan besler” (Who does not keep a cat, keeps mice); they give recommendations: “Bir kun evel sachsan, bir afta evel alyrsyn” (If you imprison a day earlier, you will receive a week earlier), they teach: “Itnin artyndan kech, atnyn ogyunden” (Walk around the dog from behind, the horse from in front), they warn in those or other actions: “It agyyzyndan suek alynmaz” (You cannot take a bone from a dog), directly indicate the need to interact with nature “Kyshny yazdan karshyla” (Meet winter in summer), advise: “Atyna ishanmasan, yolga chykma” (If you are not sure about the horse , don’t go out on the road).
Many proverbs reflect the harmony of human life and nature, their interdependence. For example: “Er toimasa, el toymaz” (If the earth is not satisfied, the people will not be satisfied), “Insan erni bakar, er de insanny” (Man feeds the earth, and the earth feeds man). The proverbs “Teregi chok olg’an koinin mezary az olur” (In a village where there are many trees, there are few graves), “Kunesh kirmegen evge, hastalyk kirer” (Into a house where the sun does not enter, illness enters) shows the importance of nature for life and health. person.
Children should be introduced to proverbs and sayings that instill interest and curiosity, stimulate the desire to observe and study nature “Mart kapydan baktyryr, kaazma kurek yaktyryr” (March opens doors, but also burns shovels), “Yaz yagmura tez kecher” (Summer rain quickly passes), “Karga kelse, kar keter” (The rook comes, the snow goes away), “Kulte keldi, kuz keldi” (The sheaf has come, wait for autumn), “Aprilde tamsyn, mayysta yagysyn da yagysyn” (In April, let him ask, and in May let it pour).
In Crimean Tatar traditions, there is a special attitude towards water as a shrine. Folk proverbs show the importance of water in nature and human life: “Er khazine, suv onyn dzhanydyr” (Earth is a treasure, and water is its life), “Suv tonrak’a kan berir, nebadat’ka jan” (Water gives blood to the earth, and life to plants), “Suv kibi tendirist ol” (Be as healthy as water), “Suv ichkende kishige yylan bile tiymez” (When they drink water and do not touch the snake), “Sevap ichyun kuyu kaaz” (Dig a well and it will be rewarded).
Of particular importance are proverbs that call for protecting, caring for nature, and instilling a sense of duty and responsibility towards it:
“Almagya istesen, bermege alysh” (If you want to take, learn to give), “Bir alsan, eki ber” (You take one, give two), “Atny baksan bin kunge, bakmasan bir kunge” (A well-groomed horse for a thousand days, unkempt for one day), “Bal tamchydan dzhyyylir” (Honey is collected drop by drop), “Sachmagan diamond” (Who does not sow, will not receive), “Baardeki areket - kuzdeki bereket” (Spring work - autumn harvest), “Kachyp ketsen - sachyp ket" (Even if you run away, run away sowing), "Bagyny bak tare - yuzyum olsun, ony da ashamagya yuzyun olsun" (Take care of the vineyard so that there are grapes that you won’t be ashamed to eat).
Fairy tales are an excellent means of environmental education. In fairy tales, the heroes are plants, animals, natural phenomena, which, communicating with people, help in trouble and teach. They are accessible, understandable to children, capture their souls, instill love for the characters, and ultimately this love transfers to actual natural phenomena. The storyteller usually begins Crimean Tatar folk tales with a saying, where animals are depicted in fables in a funny, playful form, and, of course, laughing at fables, children happily perceive their heroes and are filled with a feeling of kindness and love for those who amused them, the children’s thinking develops . For example:
A long time ago when time was time
Sparrow was the judge
The Khan's daughter was a witch
The frog is a hairdresser, and the buffalo is a bathhouse attendant,
The turtles took wings to fly away,
The fish in the sea are about to move,
The minaret of Akmecheti leaned
Drink some water from Salgir,
I drank from a leaky cauldron of broth.
He ate, got drunk and came running to you.
I hung a few words on my ears,
From my mouth I pulled a stream of fairy tales.
In the fairy tale "Chokarachyk" ("Fontall" - where a bunny, a squirrel, a hedgehog and a fox, having asked permission from the fontanel, carefully took water and drank, and the bear cub, without asking, stuck its muzzle into the fontanel, the water spilled, and the bear cub was left without water ), shows how to treat a spring and what it can lead to misbehavior. In the fairy tale “Eyilikke kemlik yapma” (Do not do evil to good), a little fox saves a man from a dragon. The fairy tale “Chegertki ve kyrmyska” (the grasshopper and the ant) shows the interdependence of natural phenomena on each other: the loss of one link can lead to disruption of all the others.
In the fairy tale "Altyn Bashnen Hyyar Bash" (Goldilocks and the Cucumber Hair), the sorceress uses water from the river to reward the hardworking girl and punish the lazy one.
In Crimean Tatar folk tales and legends, water is animated. With the help of fantastic images “Suv Anasy” (Mermaid) and “Deniiz Baba” (God of the Sea) evil is punished, but they also bring good to people. For example: “Altyn balta akyynda masal” (The Tale of the Golden Axe), the legends “Arzy kyz” (Arzy Girl), “Kyz Chokargyi” (Maiden Spring), “Ayuv Dag” (Bear Mountain).
In Crimean Tatar folklore, the parables and anecdotes of Akhmet Akhaya are of great educational importance. Thus, in the parable “Cham Teregi ve Torgaychyk” (The Pine and the Sparrow) educational material about the life of trees and birds in winter and autumn is presented in a fascinating way. In an entertaining and humorous form, they introduce nature, teach behavior in nature, the rational use of nature's gifts, parables and anecdotes from Akhmet Ahaya. For example, in the parable-anecdote “Tyubsiz Chapchak” (Bottomless Barrel), thanks to a joke, Akhmet Ahai managed to force the entire village to water the vineyards and vegetable gardens and saved the harvest from drought.
In parables and legends, along with real components, speculation and fiction are used for educational purposes. It is especially useful to rely on parables and legends that explain the origin of a local plant, such as “Dogwood - Satan’s berry.”
Thus, fairy tales, parables, legends captivate children with poetic images, dynamic actions of heroes, and evoke in them positive emotions, reinforce a bright, joyful perception of nature.
The richest material in the environmental education of children can be Crimean Tatar folk songs, chynlar (poetic recitatives), mane (round dance chants), which clearly reflect the nature of Crimea, the harmony of nature and man. Their tunes resemble the murmur of mountain streams (“Tym-tym”), the rhythmic surf of raging waves of the sea (“Ant etkenmek”), the swaying rhythm of a moving caravan (“Chalbash boray” - Gray-headed camel), the mountain echo (“Daglarnyn ¨llary” - Mountain roads), the vast expanse of the steppe (“Janai”), they sing of gardens and vineyards created by human labor, human beauty is compared with a slender cypress, with tender rose, mighty oak. For example:
Aya desem yarashyr, ainenni,
Gul bagchalar dolashyr, ainenni.
Gul bagchanin ichinde, ainenni,
Altyn beshik yarashyr, ainenni.
Salgyir battle
Hey, yavrum and Salgyrnyn battle,
Oz tuvgynymnyn and toyu.
Kefeden, Kerchten, Dzhankoyden kelir Ozyumnin aruv and soyum.
Bostorgyai
Bostorgay degen kushchykynyn yes
Yilgada olur yuvasy.
Yagmur yagsa sel olur yes,
Aglap ta kalyr anasy.
¨l yanynda bostorgay yes.
Tara and septim ashads...
Lullaby
I will sing tenderly and tenderly, bye-bye
The echo will respond in the gardens, bye-bye
Among the rose gardens, bye-bye,
The golden cradle sparkles, bye-bye.
Salgir embankment
Oh, how beautiful are the shores of Salgir
This is my brother's wedding.
From Feodosia, Dzhankoy, Kerch
Guests are coming: friends and relatives
Lark
At the lark, poor birdie,
The nest is found in ravines.
If the spring streams carry it away,
The mother bird will cry bitterly,
There's a lark right by the road,
We make beautiful and festive garlands ourselves Cut out the letters Happy Birthday
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