Any developmental environment consists of a variety of elements, each of which performs its own functional role. From the point of view of environmental education, it is possible to identify traditional and non-traditional elements of developmental education for preschool institutions. subject environment. The creation of an ecological development environment is a pedagogical idea, a goal that guides an educational institution.

Researcher N.A. Ryzhova identifies the following elements and their functional role:

The ecological room is educational and relaxing.

Laboratory - training, cognitive activity, mental development.

Living corner - relaxation, educational, development emotional sphere, acquired skills in caring for living organisms, education, caring for living beings.

Winter Garden – wellness. Relaxation, cognitive, acquisition of skills in caring for living organisms.

Library – developing interest in reading, educational.

Ecological path - development of the emotional sphere, cognitive, communication with nature.

Vegetable garden, garden - aesthetic, cognitive, development of labor skills, health, development of the emotional sphere, development of environmentally friendly behavior skills.

Territory – aesthetic, cognitive, development of the emotional sphere.

Museum, art gallery - educational, historical, local history, ethnographic, aesthetic, family, landscape, cultural.

Art studio (art studio), design studio - emotional, environmental and aesthetic.

Theater studio – aesthetic, development of imagination, speech, acting skills through participation in environmental performances.

Music hall– ecological and aesthetic.

Gym - developing empathy for living beings, physical development, recovery.

Swimming pool – gaming, educational, recreational.

Computer class (or separate computers) – computer skills, development of intellectual abilities, modeling situations, solving situational problems.

Corners in groups (experimental, natural, exhibition) - aesthetic, cognitive, development of imagination, acquisition of independent work skills, emotional development.

Herbal bar - educational, health, relaxation.

The ecological environment in a kindergarten is, first of all, specific, individual animals and plants that constantly live in the institution and are under the care of adults and children. At the same time, it is important that teachers and other employees kindergarten knew the ecological characteristics and needs of each natural object.

“Ecological space” is a small territory or separate room occupied by natural objects and having a certain

functional meaning. The most traditional “ecological spaces” as forms of organizing a green zone in a kindergarten are group corners of nature.

Let's take a closer look individual elements ecological complex.

1. Corner of nature. It is a mandatory element in every age group - it is a place for the baby to constantly communicate with plants and animals, which brings variety to the lives of children. In a corner of nature, children can make interesting observations of natural objects and take care of them. As a result, children develop correct ideas about the natural world, develop a caring, caring attitude towards plants and animals, and a sense of responsibility for them.

Houseplants;

Decorative animals;

Weather and nature calendar;

Albums, herbariums containing natural history material;

Fiction about nature;

Didactic games with natural history content;

Various natural materials;

Equipment for organizing work in nature;

Equipment for organizing experimental activities;

Models depicting objects and natural phenomena.

All objects, objects, and materials in a corner of nature should be bright, colorful, emotionally attractive, and accessible to children (both content-wise and physically). Materials, objects and equipment should stimulate children to organize environmentally-oriented communication in the process of implementing various types and forms of children's activities (observation, games, work, experimentation, etc.). Based on

literature and didactic games ecological content, various natural materials (seeds, pebbles, pieces of bark, etc.), equipment for working in nature, model material.

2. An environmental class is a specially equipped room designed for conducting natural history classes. The following equipment is required: collections of seeds, minerals, herbarium material, illustrative and visual material (sets of postcards, series of paintings, slides, photographs, availability of subject, graphic, subject-schematic models), availability of technical and audiovisual teaching aids, screen for showing films , geographical maps, globe, models of fruits and vegetables.

3. Ecological room.

Designed for conducting organized classes with children on environmental and natural history topics. The ecological room can contain all the necessary illustrative, mock-up, poster materials of natural history and environmental content, maps, diagrams, models, a variety of didactic games that contribute to the formation in children of a system of ideas not only about the nature of their native land, but also about human interaction with the natural world , about its positive impact on the natural environment in order to preserve and enhance natural heritage.

Depending on the size, the room is divided into a number of functional areas:

Training zone. There is a table for the teacher and small tables for children;

The collections area is intended to introduce children to various natural objects, to develop their skills in classifying objects according to various criteria, and sensory skills. The collection material also serves as visual material;

The relaxation zone is a corner with a variety of indoor plants, aquariums, an alpine slide, and a fountain. Designed primarily for children's recreation, independent play and for developing plant care skills;

The library area is a corner where colorful books, encyclopedias for children, and periodicals are collected. In the library area there may be dolls - fairy-tale characters that are used in ecology classes, globes, and children's atlases. The technical complex is also located here - a TV, a projector for slides and the slides themselves, a music center.

One of the important conditions for the implementation of the environmental education system in a preschool institution is proper organization and greening of the developing subject environment.

4. The relaxation room is located in a free group room and has good natural light on both sides. In it, in different places (on the walls and in the corners) there are large compositions of natural objects: a large beautiful aquarium, very large outdoor plants, a fountain surrounded by stones, shells, several unusually shaped cages with singing canaries, a set of wicker furniture for relaxation, an exhibition of the best children's drawings, decorative stumps, beautiful plants. The calm atmosphere, the beauty of the interior - everything around is conducive to relaxation, calms, and pacifies.

5. Winter garden and living corner

The winter garden can accommodate not only all the program plants necessary to familiarize children of each preschool

age, but also exotic plants, which will allow children to show the diversity of the plant world, their general and distinctive features of appearance, and will contribute to the development of preschoolers’ skills to compare, generalize, and classify.

Plants and animals for the winter garden and living area are selected in accordance with the following principles:

Local history – natural objects of the native land are presented;

Geographic – animals and plants are represented different countries, continents;

Biological – plants of various life forms are represented (trees, shrubs, herbaceous plants, lianas);

Environmental protection – ornamental animals and houseplants, which live in Russia at home, and are protected in their homeland.

6. Laboratory

Designed for organizing children's elementary research activities in nature. Which will provide children with not only an awareness of the connections and dependencies that exist in the natural world, but will also provide an opportunity to qualitatively master the list of labor skills and abilities necessary for children to organize environmentally competent care for grown plants and actively use them in Everyday life. In the process of this activity, preschoolers realize their positive role in the life of the nature of their native land, which will have a beneficial effect not only on the development of the emotional and intellectual spheres, but also on the development of spirituality and morality.

There are several types of laboratories:

Laboratory in a separate room,

In the ecological room,

In a group (mini-laboratory),

Laboratory on the territory of the kindergarten.

It is convenient to store natural materials intended for various studies in the laboratory: sand, clay, stones, plant seeds.

7. Museum of Nature of the Native Land

It will allow preschoolers to become acquainted with the natural features of their native land, with the use of resources and the relationship between people and nature, with environmental problems using the example of your region.

I Section “Nature of the native land”

Collections area – herbariums, collections of inanimate nature objects of the native land (minerals, shells, samples of sand, clay, various soils, etc.).

Principles for selecting objects for the collections area:

Availability of objects for collection (only those objects that are available for collection by children and their parents are included);

Variety of objects;

Local history principle (natural objects of the native land are presented);

Environmental principle (do not include collections and stuffed animals, as well as protected, rare and endangered plant species in the objects of collection;

Safety (facilities must be clean and free from allergens).

Models reflecting plant communities and ecosystems characteristic of a given area (forest, meadow, pond, field).

Illustrative and visual material containing information about medicinal plants, plants and animals, both widespread and rare in a given area.

Various maps reflecting the flora and fauna of the Motherland.

II Section “Environmental activities of preschool educational institutions”.

Here you can collect a variety of illustrative material reflecting the environmental activities of a preschool institution: photographs, slides showing community work days for planting trees, walks in nature, winter feeding of birds, holidays in nature, etc. An exhibition of handicrafts from natural material.

8. An ecological trail is an interesting form of organizing children’s communication with the natural world.

Researcher N.A. Ryzhova identifies three main types of ecological paths:

On the territory of a preschool institution;

In natural or close to them conditions (suburban forest, park, square, etc.);

In the kindergarten building.

The main criteria for choosing a route and objects of an ecological trail are the inclusion in it of as many diverse objects as possible that attract the attention of a child, and their accessibility for preschoolers.

Possible objects of the ecological trail:

1. Interesting natural objects (lawn, forest area, old overgrown trees, alley, trees with feeders, bird nests, cultural plantings - flower beds, rose garden, garden, vegetable garden).

2. Along or near the trail you can:

Plant trees and shrubs typical for the area;

Plant new species near coniferous trees, if there are any on the site;

Plant woody plants exotic for the area;

Arrange a phyto-garden - planting medicinal herbs;

Plant rare plants for the area;

3. In addition to plants, it is good to have objects of the animal world on the ecological trail. First of all, it is necessary to identify and take into account which animals, where and at what time of year appear on the kindergarten site.

However, it must be remembered that the ecologically competent organization of the landscape, the natural environment with which the child directly interacts, will be of great importance.

Thus, competent organization of a subject-development environment of ecological content will ensure the formation in each child of the need for interaction, communication with objects of nature, will help to form a cognitive attitude towards it and will ensure the formation of a value-based attitude towards all living things.

Greening the developing natural environment in preschool institutions should contribute to the implementation of all components of its content: cognitive, moral and value-based and activity-based. However, preschool institutions differ from each other in terms of material capabilities and the level of greening of the developmental environment. This predetermines the need for a variable approach to the organization of a developmental subject environment, which must correspond to the goals and objectives of a particular teaching team at this stage of work.

Education as a pedagogical phenomenon is an integral part holistic educational process, during which the system of knowledge, skills and abilities is mastered, the foundations of a worldview are laid, cognitive powers are developed, Creative skills and the emotional-volitional sphere of the personality, moral qualities and behavioral habits are formed.

In the preparation of a specialist, N.N. Moiseev highlights both significant ideological aspects and aspects of environmental professionalism. The future teacher must acquire a broad general understanding of nature, the processes occurring in it, and human interaction with it. Professional environmental culture preschool worker(manager, educator) should include: a problem-ecological vision of the world, the state, one’s region; understanding the need to participate in solving environmental problems.

A specific feature of the method of environmental education for preschoolers is the child’s direct contact with natural objects, communication with nature and animals, observation and practical activities to care for them, and comprehension of what he saw during the discussion process.

Each preschool educational institution, at its own discretion and depending on different conditions and opportunities, has its own ecological environment and uses it

in work on environmental education and education of preschool children.

As the child develops, his attention needs to be drawn to a wider range of natural phenomena: trees, plants, flowers, butterflies, birds; to be in the garden, in the field, in the forest. Looking at trees with a child,

you need to show him deciduous and coniferous trees, compare leaves and needles; look at these trees in winter.

Joint organizational and economic, work activity in the green area of ​​the kindergarten, growing plants, caring for adult animals and their offspring can take various shapes and take place with varying degrees of inclusion and participation of both adults and children. Preschoolers can become involved in this activity in three ways:

The teacher's story about various matters and events in the preschool educational institution;

Observation of adult activities;

Your practical participation.

Most common form joint activities- is the creation and maintenance necessary conditions for the inhabitants of a group corner of nature.

At early preschool age, children in joint activities are more observers than practical performers, and yet it is at this age that the pattern of interaction with nature is decisive: children understand the gentle conversation of an adult with animals and plants, calm and clear explanations about what and how to do it, they see the actions of the teacher and willingly take part in them.

As children grow older, the function of the teacher and the degree of their independence change, but the activity remains joint. In the middle group, the teacher and children act in pairs, but priority remains with the adult, which is expressed in the formula: “I do it - you help me, you are my assistants. We take care of our pets together!” In senior

At preschool age, children's independence increases rapidly, and the form of children being on duty in a corner of nature becomes acceptable. The adult and children change roles: the children do everything necessary themselves, and the teacher helps them (it doesn’t matter that help at first may be

very big). Preschoolers are trained in joint activities to create the necessary conditions for plants and animals

indirectly - as an adult helping a child. The formula of this age is different: “You do it yourself, and I help you. I’m your assistant, I’ll help you do everything that you can’t do yet.” The teacher makes sure to note all the children’s achievements and independence, praising them for their confidence and initiative.

If there is a nature room with older preschoolers, collective work is organized from time to time. This form of organization can be introduced after children acquire their first skills and knowledge of the objects of labor - who should be looked after and how. In this case, an adult takes a subgroup of children (5-10 people) and organizes joint activities with them - “ general cleaning"in the nature room. The collective work of older preschoolers in the nature room is a real help to adults in ensuring order in the green area of ​​the kindergarten, which is especially important in emergency cases of the absence of adults in charge of the nature room.

In a corner of nature, the teacher should organize the process of observing children’s development of plants in different conditions, for example, planting plants (peas, beans, wheat) in the ground, in water. It is necessary to lead the child to observe growth, to clearly show him the importance of moisture, light, and sun for plants; make the child aware of the observation. At each time of the year, under the guidance of a teacher, you should replenish a corner of nature with materials characteristic of that season.

The success of environmental education and training in preschool educational institutions depends on the use of various forms of work: didactic games, systematic observations, creation of problem situations,

experimental activities, organization of integrated classes, natural history conversations, use of natural history literature, project activities, organizing excursions and hikes, environmental campaigns, holding holidays and leisure activities, labor activities to care for natural objects. Forms of work on environmental education can also include watching videos and television programs about nature; quizzes on nature, thematic exhibitions.

In a similar way, joint activities are organized to grow plants in the area of ​​the preschool institution (in the vegetable garden, flower beds) - each time the children examine the green pets, find out what they are missing or what is in the way, and then water and weed.

The care of adults and preschoolers for plants and animals, the creation and maintenance of the necessary conditions for all living beings located in their living space, is the main method of environmental education, a method that ensures the development of the beginnings of ecological consciousness, the first practical skills of proper interaction with the nature of the immediate environment.

The method of joint activities to create conditions for plants and animals, carried out by the teacher and children in the green area of ​​the kindergarten, forms an attitude towards nature.

First of all, the attitude is formed on the basis of the specific explanations that children receive from the teacher for each situation. Children learn that plants need to be watered and animals need to be fed; they learn that each of the inhabitants receives their own, completely specific food. In these

explanations, the teacher invests specific, small-scale program knowledge, repeating it many times in similar situations.

To form an attitude, a verbal explanation is not enough, so the teacher, in front of the children, does almost everything that he has indicated with a word. Action and word complement each other - these are two techniques that merge into a single pedagogical act and act as an example of human interaction with nature using the specific example of the inhabitants of a living area. From words, children learn that in front of them are living beings who have needs for certain conditions. The labor activities of adults and preschoolers make up for those environmental factors that are lacking in this moment. The teacher shows the good condition of the inhabitants of the corner, which is confirmation that everything necessary for life is available.

Influence on development correct attitude intonation influences children towards nature. A soft, affectionate, sympathetic intonation expresses the attitude of the teacher himself and serves as an example for children of showing feelings and caring for the pets of a corner of nature.

As a result of the described actions of the educator, the method of joint activity to create conditions for living beings in an ecological and developmental environment is filled with specific and adequate techniques to the pedagogical situation. These techniques together form in children a certain range of ideas about nature and attitude towards it. The strength of existing knowledge and attitudes depends on the volume pedagogical impact, namely how many times during school year Each child, together with the teacher, worked in a corner of nature and really took care of the pets under their care. Only the repeated inclusion of children in joint activities allows us to consider this method effective in the environmental education of preschoolers.

In the environmental education of children, classes have a very specific and very important function: sensory ideas

children received on a daily basis can be qualitatively transformed, expanded, in-depth, combined, systematized. Classes on

environmental education is integrated with other areas of knowledge: art, speech development, the formation of mathematical concepts, Physical Culture, music.

Thus, various methods and forms of work help teachers to instill in children a humane attitude towards nature, help them understand that man and nature are closely related. It can be said that the content of environmental education and the opportunity to implement it in kindergarten are closely related to the living conditions of children and the methods of their upbringing.

The environment, which plays a special role in the development of a small child, must be organized in accordance with the tasks of education.

“The correct organization of the environment allows the teacher to use various forms and methods of environmental education for children, to develop different types of environmentally oriented activities: observation, play, work in nature, search activities, elementary experiments.”

CONCLUSIONS FOR CHAPTER 1

Over the last decades of the twentieth century, a methodology for environmental education of preschoolers has been developed. Its basic basis was traditional technique introducing children to nature.

The main goals and objectives of modern methods of environmental education are aimed at developing in children preschool age the beginnings of ecological culture, which includes a conscious and reasonable attitude towards nature and its objects. That is, it is an awareness of one’s abilities to interact creatively with the natural world. In the broadest context, a developing educational environment is any sociocultural space within which the process of personal development occurs spontaneously or with varying degrees of organization.

At present, there is no single concept and no single definition of “Ecological-developmental environment” has been derived, but in our research we relied on the definition of ecological-developmental environment and space given by S.N. Nikolaeva. An ecological-developmental environment is a conventional concept that designates special places in a kindergarten, where natural objects are grouped in a certain way, and which can be used in the pedagogical process of environmental education of children.

Any developmental environment consists of a variety of elements, each of which performs its own functional role. From the point of view of environmental education, it is possible to identify traditional and non-traditional elements of a developmental subject environment for preschool institutions, which can be combined into an ecological complex of a preschool institution. The core of such a complex consists of an ecological room, a corner of nature (winter garden), a laboratory and corners in groups.

Introducing children to nature in kindergarten requires constant direct communication with it. One of the conditions that ensures this is the organization of a nature corner in the kindergarten. Each age group has its own corner of nature. It can be used to replenish the inhabitants of corners of nature for the entire children's institution.

One of the conditions for the implementation of the environmental education system in preschool educational institutions is the correct organization and greening of the developing subject environment.

An ecological-developmental environment is a concept that denotes special places in a kindergarten, where natural objects are grouped in a certain way, and which can be used in the pedagogical process of environmental education of children; this environment should promote cognitive development child, environmental and aesthetic development, child health, formation of moral qualities, formation of environmentally literate behavior, greening of various types of children's activities.

Competent organization of a subject-development environment of ecological content will ensure the formation in each child of the need for interaction and communication with objects of nature, will help to form a cognitive attitude towards it and will ensure the formation of a value-based attitude towards all living things.

Creation of a stationary development ecological environment in a preschool institution is a continuous pedagogical process that includes the organization of environmental spaces, their

improvement and correction, daily maintenance of conditions necessary for the life of all living beings. Such constant activity is a method of environmental education: it teaches children to think systematically and really care about their little brothers - plants and animals that share the same living space with children. But this activity becomes a method only if it is performed jointly by adults and children.

Joint organizational, economic and labor activities in the green area of ​​the kindergarten, growing plants, caring for animals and their offspring can take different forms and take place with varying degrees of involvement and participation of both adults and children.

The interaction of preschool children with nature in the process of environmental education in the light of the Federal State Educational Standard has its own specifics due to age characteristics and is based on an activity approach, since it is activity that develops the child’s psyche, motor activity and makes him physically stronger and healthier.

Thus, competent organization of the ecological-developmental environment and the implementation of joint ecologically meaningful activities of children and the teacher in it will ensure the formation in each child of the need for interaction and communication with objects of nature, will help to form a cognitive attitude towards it and will ensure the formation of a value-based attitude towards all living things.

LITERATURE

1. Gazina O. M., Fokina V. G. Environmental education of preschool children. – M., 2013.

2. Goncharova E.V. Theory and methodology of environmental education for preschool children: A course of lectures for students of higher pedagogical institutions educational institutions. – Nizhnevartovsk: Publishing house Nizhnevartovsk. humanist Univ., 2008. –326 p.

3. Lobanova. E.A. ABOUT organization of the development environment as a means of formation cognitive activity
preschoolers. Educational and methodological manual Balashov 2005. p.

4.Medvedev V.I., Aldasheva A.A. M42 Environmental consciousness: Textbook. Ed. second, additional - M.: Logos, 2001. -384 p.

5.Moiseeva L.V. Environmental education: historical aspect. –

Ekaterinburg, 1996.

6. Nikolaeva S. Joint activities of adults and children// Preschool education. 2000. No. 5. P. 36-38.

7. Nikolaeva 631 Methods of environmental education of preschool children Proc. aid for students avg. ped. textbook establishments. - 2nd ed., rev. - M.:
Publishing center "Academy", 2001. - 184 p.

8.Nikolaeva.S.N. Fostering an ecological culture in preschool childhood: Methods of working with children prepared. groups of children kindergarten: A manual for preschool teachers. education Institutions /S.N. Nikolaev. -M.: Education, 2002.-144 p.

9.S. N. Nikolaeva. “Young ecologist. Environmental education program in kindergarten" MOSAIC-SYNTHESIS; Moscow; 2010 pp. 42-45.

10. Nikolaev. S. N. Theory and methodology of environmental education for preschoolers: textbook. aid for students institutions prof. education / S. N. Nikolaeva. - 7th ed., rev. and additional – M.: Publishing center “Academy”, 2013. - 272 p.

11. Novoselova S.L. Developing subject environment. - M., 1998 No. 4

12.Petrovsky, V.A. Construction of a developmental environment in a preschool educational institution / V.A Petrovsky [etc.] / Preschool education in Russia. – M., 1997.

13. Lyubov Nikolaevna Sedova, Nadezhda Petrovna Tolstolutskikh . Theory and methods of education: 2006.p.126.

14.N.A.Ryzhova. Environmental education program for preschoolers “Nature is our home” Moscow 1996.

15. Ryzhova N.A. Greening of the developing subject environment // Pre-school education. 1999.No. 3.

16. Ryzhova N.A. Environmental education in kindergarten. M.: Karapuz, 2000.

17. Ulanova L.I., Pushkareva L.D., Larina G.F. Environmental education of preschool children - Yoshkar-Ola. - 2005 - 243 p.

Annex 1

Parent meeting.

Yulia Sonina
Creation of an ecological and developmental environment on the territory of the kindergarten

Creation of an ecological and developmental environment on the territory of the kindergarten

“For fish - water, for birds - air, for animals -

Forest, steppes, mountains. And a person needs

homeland And protecting nature means

protect the homeland"

M. M. Prishvin

IN modern world ecological upbringing and education became a priority. This is caused by a sharp deterioration our habitat, and as a result - a decrease in people's living standards. Human health depends 20% on environmental conditions, 80% is determined by heredity, and we can only change the first component in a favorable direction by changing our attitude towards nature. Preschool age is an important stage in development ecological culture of personality. At this age, the child begins to distinguish himself from the environment environment, his emotional and value attitude towards the world around him develops, the foundations of moral and ecological positions of the individual. Traditionally in preschool education the general process of mastering nature includes an element of its knowledge, the development of a humane attitude towards it and conscious behavior in nature environment. The nature that surrounds us is always an accessible, inexhaustible source of visual-sensual, aesthetic, creative, emotional and speech development children. Helps them develop goodwill, attention, sensitivity, observation and other positive qualities.

For several years, one of the areas of our work kindergarten is to familiarize children with their native nature, the formation ecological culture. On the territory of the kindergarten has been created ecologically trail is one of modern forms upbringing and education of children in ecologically significant space. Ecological a trail is a special educational route in natural conditions where there is ecologically significant natural objects. The range of plants is maximally expanded; it performs not only decorative functions, but also introduces children to the diversity of flora, but at the same time prickly and poisonous plants are excluded from it. On the educational route, passing through various natural objects, getting acquainted with plants and animals, their habitats, features of natural landscapes, areas of natural biocenoses, etc., children and adults expand their horizons and practice in various types ecologically oriented activity.

A passport was drawn up ecological trail, instructions for organizing the protection of life and health of children at « ecological trail» . Main purpose environmental trails for preschoolers are not so much informational as they are activity-based and playful.

Target: Implementation environmental development of children through the implementation of excursion activities at ecological trail;ecological and aesthetic improvement territory of preschool educational institution, creation of an ecological and developmental environment.

TASKS:

Formation of a system of elementary scientific environmental knowledge, accessible to the understanding of a child - a preschooler.

Development of cognitive interest in the natural world.

Formation of initial skills and abilities ecologically competent and safe behavior for nature and for the child himself.

Fostering a humane, emotionally positive, careful, caring attitude towards the natural world and the environment as a whole, developing a sense of empathy for natural objects.

Formation of the initial system of value orientations (perception of oneself as part of nature, the relationship between man and nature).

Children's activities on environmental the path of our preschool educational institution allows us to raise a child through a relationship with nature, to form a high environmental culture of behavior in natural environment, cultivate a humane attitude towards nature, form a system environmental knowledge and ideas, develop aesthetic feelings, participate in feasible activities to care for plants and animals, to protect and protect nature.

An ecological trail was created at the preschool educational institution in 2007 and is constantly updated.

Currently, age-appropriate material is being selected and accumulated to allow observation (cognize) the most interesting objects on ecological trail.

Various materials and forms of work are selected; There is always something new, unusual, exciting and interesting for children.

Before the trip, preliminary Job: reading poetry, prose about the trail object, conversation about the rules of caring for the object, rules of behavior on the trail.

A map has been compiled ecological path, on which all corners are indicated and points are marked with icons ecological path.

Ecological trail of our kindergarten includes several viewpoints, This:

1. Rowan Alley

2. Birch Grove

4. Corner of the forest

6. Weather station

7. Flower garden "Flower heaven"

8. Flower garden "Onion Corner"

9. Fragrant garden.

The owner environmental the path became the old man Lesovichok - a symbol invented by adults and children that offers children tasks: find some plant (by a riddle or its description, guess where this or that object is located and explore it, compose a fairy tale, draw a plant or animal. Children can turn to Starichk-Lesovich for advice, gain new knowledge, answers to difficult questions questions, everything related to nature. For assistance provided, successfully completed tasks, the fairy-tale character periodically leaves surprises on the trail - sweets, on trees or in his house. Routes are organized for children of older preschool age (orienteering, walking a route with pictures - "finds" etc., which introduce children to a wider range of attractions on territories.

1 point – Rowan Alley.

For each age group, the goals and objectives of thematic excursions are determined, taking into account the time of year. Children examine leaves and berries, find out what animals and birds feed on them. Children and adults set up bird feeders and come here to feed them.

Point 2 – Birch Grove.

Objects to observe: large birch trees with an abundance of moss on the trunks on the north side (orientation). Carrying out activities, elements of psychological relaxation, relieving psycho-emotional stress.

3rd point – Flowerbed

This is limited territory(a flowerbed, a flowerpot in which various ornamental plants are grown. As a rule, these are herbaceous flowering plants. A flower garden is intended to decorate and improve the appearance territory of preschool educational institution.

Object for observation - communities of garden plants (annual, perennial) with different flowering stages.

Beautifully flowering plants are selected in such a way that during the year some flowers are replaced by others, that is, a flowerbed has been created"continuous flowering".

Using this flowerbed as an example, we examine with children the different stages of flowering, the features of caring for annual and perennial plants, and in older preschool age - the topic "Plant Reproduction" (seeds, bush division, cuttings). In addition, here you can observe pollinating insects.

4th point – Corner of the forest.

This object can become the basis for organizing the natural history aspect in the education of preschool children; it makes it possible to organize observations of plants and animals of the native land (forest), their recognition, the formation of an initial concept of the aesthetic value of the forest and its inhabitants.

Objects for observation: flowers (dandelions, daisies, clover, herbs.

Object for environmental wildlife knowledge (acquaintance with animals, birds, insects). Recreation facility with created attributes of solitude to restore psychological comfort.

Objects for observation: a group of young fir trees (common spruce, blue spruce, pine, larch.

Getting to know conifers begins with middle group . In older preschool age, children learn about the properties of all phytoncidal plants of the coniferous meadow.

Here children observe the varieties of needles (long for pine - short for spruce, soft for larch - hard for pine).

This is a corner where children practice the rules of behavior in nature.

5th point – Vegetable garden.

A vegetable garden to gain reliable knowledge and practical skills in caring for plants.

This zone will help children, already in preschool age, gain reliable knowledge about nature and acquire practical skills in caring for plants. Working on the site will help develop qualities such as observation and hard work. A visit to the garden will help in environmental development preschoolers: observations of plant growth phases, linking the state of plants and the dynamics of their development with favorable or unfavorable conditions.

6th point – Weather station

The object with special equipment placed on it is intended to teach children basic weather forecasting.

7th point – Flower garden "Flower heaven".

This object is a decoration on territories preschool institution, it is used not only for decorative, but also for didactic purposes. Annual dahlias, nasturtium, godetia, snapdragons, marigolds, lavatera, and petunia are planted there, blooming from June to late autumn.

8 point - "Onion Corner".

Objects to observe: muscari, crocuses, tulips, daffodils, gladioli, lilies.

9 point – "Fragrant Garden"

Objects to observe: jasmine, lilac, aromatic herbs (parsley, dill, basil, peppermint, lemon balm)

Thus, environmental the path to the preschool educational institution contributes to the development children's observation, cognitive activity, labor skills and skills of preschoolers, which contributes to the formation ecologically conscious behavior in nature, environmental education of children. The varied and skillful use of natural elements allows even small territories provide maximum opportunities for children to play and practice in nature. Thus, the initial task is to organize natural environment, which successfully influences all aspects of the life of preschool children, skillful development and additional natural features of the landscape, its use for educational purposes.

Download video and cut mp3 - we make it easy!

Our website is a great tool for entertainment and relaxation! You can always view and download online videos, funny videos, hidden camera videos, feature films, documentaries, amateur and home videos, music videos, videos about football, sports, accidents and disasters, humor, music, cartoons, anime, TV series and many other videos are completely free and without registration. Convert this video to mp3 and other formats: mp3, aac, m4a, ogg, wma, mp4, 3gp, avi, flv, mpg and wmv. Online Radio is a selection of radio stations by country, style and quality. Online Jokes are popular jokes to choose from by style. Cutting mp3 into ringtones online. Video converter to mp3 and other formats. Online Television - these are popular TV channels to choose from. TV channels are broadcast absolutely free in real time - broadcast online.

Developmental subject-spatial environment of a kindergarten as an important element of the socio-emotional development of children in the process of artistic and aesthetic development

The environment is an important factor in the upbringing and development of a child. Micro- and macro-environments and their components are distinguished. Microenvironment is the interior design of premises. The macroenvironment is the immediate surroundings of the kindergarten (site, neighboring residential buildings and institutions).

The equipment of the premises of a preschool institution should be safe, health-saving, aesthetically attractive and developmental. Furniture should correspond to the height and age of children, toys should provide the maximum developmental effect for a given age. The group space should be organized in the form of well-demarcated zones (“centers”), equipped with a large number of developmental materials (books, toys, creative materials, educational equipment, etc.), all items should be accessible to children.

Such an organization of space allows preschoolers to choose interesting activities for themselves, alternate them throughout the day, and gives the teacher the opportunity to effectively organize the educational process, taking into account individual characteristics children.

The equipment of the corners varies according to thematic planning educational process.

The aesthetic developmental environment in the premises of a kindergarten is created as a factor in the formation of goodness and beauty in a growing person and includes:

1. The interior design of groups where children live and are raised (painting of all surfaces - walls, ceilings, floors) should be in calm tones;
2. Light background that fits into the interior, furniture, toys, works visual arts, children's creativity;
3. Compliance with the age-related psychological characteristics of children: all books, toys, objects and materials for a variety of games and activities should be accessible to children and delight them not only with their purpose, but also appearance; works (reproductions) of painting, graphics, folk art as an important factor in the formation of personality and aesthetic attitude.

In accordance with the Federal State Educational Standard preschool education highlight the requirements for a developing subject-spatial environment:

1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protection and strengthening of their health, taking into account the characteristics and correction of deficiencies in their development.
2. The developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

3.3.3. The developing subject-spatial environment should provide:
implementation of various educational programs;

in the case of organizing inclusive education - the necessary conditions for it;

taking into account the national, cultural and climatic conditions in which the educational activities; taking into account the age characteristics of children.

3.3.4. A developing subject-spatial environment should be
content-rich, transformable, multifunctional,
variable, accessible and safe.

1) The richness of the environment must correspond to the age capabilities of the children and the content of the Program.

The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:

playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);

motor activity, including the development of large and fine motor skills, participation in outdoor games and competitions;

emotional well-being of children in interaction with the subject-spatial environment;

opportunity for children to express themselves.

For infants and children early age The educational space must provide the necessary and sufficient opportunities for movement, subject and play activity with different materials.

2) Transformability of space implies the possibility of change
subject-spatial environment depending on the educational situation,
including the changing interests and capabilities of children;

3) Multifunctionality of materials implies:

the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;

the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in children's play).

4) Variability of the environment implies:

the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;

periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

5) Availability of the environment assumes:

accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;

free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;

serviceability and safety of materials and equipment.

6) The safety of the subject-spatial environment assumes
compliance of all its elements with reliability requirements
and safety of their use.

Interior design of premises.

Ecology Center

The aesthetic environment is unthinkable without natural content, which is the most important means of aesthetic, moral education and spiritual development of children.

The educational value of nature is difficult to overestimate. Communication with nature has a positive effect on a person, makes him kinder, softer, awakens him best feelings. The role of nature is especially great in raising children.

In a preschool institution, children are introduced to nature and the changes that occur in it at different times of the year. On the basis of acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and have an aesthetic attitude towards all living things are formed. Love of nature, skills of caring for it, caring for living beings not only give rise to interest in nature, but also contribute to the formation of their best character traits, such as patriotism, hard work, and respect for the work of adults.

A corner of nature containing indoor plants will help in solving the problems of introducing children to nature.

The nature room is equipped with hot and cold water, sewerage, racks for storing equipment and feed. Pet food should be stored out of the reach of children.

Placing aquariums, animals, and birds in group rooms is not permitted.

Our kindergarten has an equipped environmental laboratory, and environmental centers have been created in each group. When creating environmental centers in the group, we took into account the following requirements:

1. Careful selection of indoor plants (a list of recommended plants for keeping in a corner of nature, as well as methods for introducing children to indoor plants are described in the manual for kindergarten teachers “Nature Corner in Kindergarten”, author M.M. Markovskaya (M.: Prosveshchenie, 1984 , 160 pp.)).
2. Availability of a calendar of nature and weather observations.
3. Equipment for research and experimental activities (magnifying glasses, watering cans, scoops, spray bottles, microscopes; aprons, caps for children).
4. Collections of natural materials: cones, acorns, seeds (in non-opening containers).
5. It is necessary to actively involve children in the creation of an aesthetic, objective and natural environment, challenging them to joint discussion and joint actions to organize and transform the environment. As a result of such activity, children will develop an artistic sense and develop the necessary abilities. The aesthetic environment activates the artistic and creative activity of children.

Art center

Here are materials for introducing children to various types fine and decorative arts - painting, graphics, sculpture, folk crafts, architecture.

In addition, this center contains materials and equipment necessary for children's visual arts, manual labor and artistic design.

Should rely on gender differences children - to provide materials and equipment for manual labor and artistic design, interesting for both boys and girls.

The inclusion of visual materials in the environment (reproductions of paintings by artists, works of folk art, book graphics, works of children's creativity) promotes the creative activity of children.

For systematic work on introducing children to works of fine art, it is advisable to allocate a special place in groups. A small “beauty shelf” is hung on the wall at the child’s eye level. A table with chairs is installed under it - a place for meeting with beauty is ready!

The environment surrounding a child should contain the best examples of universal human culture - it should be saturated with classical and avant-garde works of not only children's, but also “adult” painting, graphics, sculpture, architecture, music, decorative and applied arts.

A toy is an integral part of the group’s interior and is of great importance in a child’s life. A developing aesthetic environment should include meaningful components that would activate the aesthetic perception of toys, including folk ones (Dymkovsky, Filimonovsky, Bogorodsky).

Music and Theater Center

Must be equipped with: a cabinet or shelves for storing musical aids, for children's costumes, bibabo dolls, finger puppets, toys and decorations for tabletop theater, flannelgraph theater, etc.

A set of portraits of composers and photographs of children playing musical instruments are required. The main content of the center is a variety of musical aids, musical toys, homemade toys, children's musical instruments(including kit folk instruments), costume elements. You must have audio equipment (tape recorder or stereo system).

Locker room

An exhibition of children's creative works is being staged here. Exhibitions may have different names: “Our Vernissage”, “Art Gallery”, “Our Creativity”, etc.

The dressing room is decorated in accordance with the names of the group. Also includes information boards for parents.

The first impression of the kindergarten is left by the site.

A properly planned and well-greened area is one of the most important conditions for organizing activities with children to familiarize them with nature.

At the kindergarten site, the teacher organizes daily observation of nature, during which children learn a lot about the life of plants and animals and admire the beauty of nature in all seasons. The vivid impressions that children receive from communicating with nature remain in their memory for a long time and contribute to the formation of a love for nature, a natural interest in the world around them, and aesthetic taste.

The kindergarten site must meet not only pedagogical requirements, but also sanitary and hygienic ones. According to the current SanPiN 2.4.1.2049-13, the following requirements are imposed on the equipment and maintenance of the territories of preschool organizations:

“...3.1. Territory preschool organization The perimeter is fenced with a fence and a strip of green space. Trees are planted at a distance of no closer than 15 m, and shrubs no closer than 5 m from the preschool building.

When landscaping the area, trees and shrubs with poisonous fruits are not planted, in order to prevent the occurrence of poisoning among children, and thorny bushes.

Landscaping of the territory is provided at the rate of at least 50% of the area of ​​the territory free from development. Green spaces are used to separate group sites from each other and to separate group sites from the economic zone. When locating the territory of a preschool educational organization on the border with forests and gardens, it is allowed to reduce the area of ​​landscaping by 10%..."

“...3.4. The following functional zones are distinguished on the territory of the preschool organization:

Game Zone;

Economic zone.

The distance between the play and utility areas must be at least 3 m.

3.5. The playing area includes:

Group areas - individual for each group at a rate of at least 7.2 square meters. m for 1 young child and at least 9.0 sq. m per 1 child of preschool age and in compliance with the principle of group isolation;

A physical training ground (one or more)..."

When selecting trees and shrubs for landscaping, the following requirements should be taken into account:

1. For planting, it is necessary to select the most typical plants in the given geographical conditions.
2. They should be varied in height, leaf color, flowering time, ripening of fruits and seeds.

Such a selection of trees and shrubs ensures that children develop ideas about the diversity of plants and develop aesthetic perception.
Trees are placed in groups, alleys or in single plantings. It is better to place groups of trees and shrubs on an open lawn at the intersection of paths, near a splashing pool. Trees planted by a group provide shade throughout the day and protect children from the sun.
Single trees are planted so that they create shade on paths and near awnings. At the same time, it is necessary to think about a convenient place for trees that children will watch throughout the year. There should be a convenient approach to these trees and a place where all children can be placed during observation.

• birch (fluffy, warty),
• maple (holly; ash-leaved, Tatarian),
• small-leaved linden,
• fragrant poplar,
• oak,
• ash,
• Rowan,
• spruce,
• European larch.

In kindergarten, children spend a lot of time walking. Children continue to be active here, so a walk in the kindergarten should certainly encourage play. And also to develop children’s mental, aesthetic and physical potential.

When planning the design of the site, it is necessary to focus on the age of the group. There are many sandboxes and canopy houses at group playgrounds for children. They are usually designed based on folk tales. For example, you can easily put a cat on a chain on a tree, and if you don’t force him to walk left and right, then it’s quite possible to delight little preschoolers with your presence. By the way, don’t forget about the charming little mermaid who got entangled in the tree branches. You can create a fabulous design, and at minimal cost, since most small architectural forms can be made with your own hands from scrap materials, waste materials. You can easily make a cheerful green crocodile or a strict zebra from old punctured tires. The swing can be decorated by making it in the shape of a butterfly, dragonfly, firebird or goldfish. Very interesting idea for the design of flower beds - do it in the form of a seven-flowered flower with opening bright petals.

Older children need more freedom and room for creativity. In addition, in the summer, various recreational activities can be organized on the site. For example, children can take air or sun baths together, as well as water treatments. A great idea for a pond is to bury a container in the ground, lay stones around it and plant various plants. It turns out to be an original alpine slide. Firstly, it is very beautiful, and secondly, green spaces are one of the most important elements in the design of a children's playground. In addition, they also protect the territory of the kindergarten from dust and noise, and create decorative barriers between group areas.

In the spring, a vegetable garden is organized on the kindergarten site, where teachers and children grow vegetables and berries. It also creates a natural environment that has aesthetic properties and qualities that allow children to develop an aesthetic attitude towards nature.

To implement environmental education for preschoolers, a special developmental environment is needed that can be used for educational and health purposes, to develop children’s work skills and communication with nature, as well as to promote environmental knowledge among parents. We can distinguish 2 directions: the creation of new environmental elements and the greening of the existing environment.

MDOU No. 44 “Pochemuchka”, located at Samara, Nizhny Novgorod region, Sher street, 38a, has been working under the program of S.N. Nikolaeva “Young Ecologist” since 2000. In addition to the traditional types of “ecological spaces” - group nature corners, nature rooms, living corners, gardens and vegetable gardens on the site - new ones have appeared in kindergarten No. 44: a nature cabinet, an ecological trail, a phyto-living room, a nature museum and a mini-laboratory for research work .

Group nature corners

The main feature is the presence of a corner of nature - its close proximity to the children, which allows the teacher to organize their various activities throughout the school year. This primarily involves long-term observations of plants and animals, communication with them, care and cultivation. The minimum composition of a corner of nature, regardless of the age of the children, includes indoor plants and an aquarium. From the point of view of environmental education, it does not matter what plants and in what quantity will be in the group. Another thing is important: the plants placed in this room must feel good (grow well, look good, bloom, etc.). In this case, children see healthy, well-groomed living beings, which is the result of full compliance with their needs and living conditions. From a pedagogical point of view, this is of greatest importance.

So, in preschool educational institution No. 44 in the group room of children junior group there is the following species composition of plants: aspedistra, balsam, speckled begonia, coleus, ficus, fuchsia; Almost all the plants presented here are flowering plants; in the group room, children of middle preschool age are introduced to the following types of indoor plants: aspedistra, balsam, ever-flowering begonia, speckled begonia, ficus, fuchsia, dracaena; in the older group, children observe and care for the following types of plants: aloe, amaryllis, ever-flowering begonia, Rex begonia, speckled begonia, clivia, chlorophytum.

Almost all plants are involved in the pedagogical process, all flowers are well decorated (in flowerpots, floor lamps, compositions).

In the corners of nature there is a place for work, a calendar of observations, for placing boxes with plantings (onions, oats, seedlings), since working with the calendar, caring for the inhabitants of the corner of nature, observing plantings are all components of the methodology of environmental education.

Particularly noteworthy is the importance of the place for work. As a rule, in many kindergartens it is absent, and children perform labor operations anywhere and anyhow. In each age group of MDOU No. 44, this moment is provided and special places are organized for performing simple labor operations - this is a small retractable table on which jars of food, cutting boards, drinking bowls, etc. are located. Such a place teaches children to be neat, orderly, and doing rules

When choosing a place for a corner of nature, teachers took into account what types of activities they organize there. Namely: creating and maintaining the necessary conditions for the life of plants and animals, educational and educational activities and communication with nature.

Activities to create and maintain the necessary conditions - what is traditionally called work in nature - is extremely important both for the inhabitants of the corner of nature and for children. This activity should be considered as joint labor operations between an adult and children of any age group. At the same time, depending on the age of the children, the function of the teacher and the degree of independence of preschoolers change, but the activity remains joint.

In early preschool age, the teacher, with all his behavior (actions, words, intonation of voice), creates a model of a correct and humane attitude towards nature through interaction with plants and animals of a corner of nature. He shows what and how to do with them so that they feel good and remain alive and healthy. At the same time, the children minimally participate in the labor operations themselves; their independence is absent, although at the request of the teacher they perform individual actions.

In the middle group, the teacher and children act in pairs, but priority remains with the teacher, which is expressed in the formula: “I do - you help me, you are my assistants.” During this period, meaningful independence of preschoolers emerges. At the same time, the teacher does not miss, but supports in each child the desire to do something himself.

In older preschool age, children's independence increases rapidly, especially if the teacher trusts them and relies on their achievements. The formula for independent activities at this age is different: “You do it, and I help you. I am your assistant, I will help you do everything that is still difficult for you.” Children being on duty in a corner of nature is a form of manifestation of their independence. In this case, the teacher acts primarily as an assistant, and not as a controller and teacher - he performs these functions unnoticed, like an assistant. Teachers every time praise children for their independence, noting their success and progress.

Cognitive and educational activities are very important: children should know a lot about those who live next to them. It’s not often that we come across groups in which children can act as a guide to a corner of nature - it’s interesting and loving to talk about the plants and animals they care for. The study of the inhabitants of a corner of nature is carried out mainly through long cycles of observations in everyday life and various types of activities.

Communication with nature is the new kind activities in kindergarten. It is communication with nature that allows children to develop a positive emotional attitude towards plants and animals, and to develop moral and aesthetic feelings. A corner of nature can play a role in this important role, since its inhabitants are constantly near children. Preschoolers are taught to communicate with them: come up and look at them more often; say kind, pleasant words to them without expecting an answer; call animals by name, offer them food from your hand; stroke, scratch, and carefully pick up mammals. In all age groups ah, the teacher, first of all, himself demonstrates correct communication with the inhabitants of the corner of nature, praises the children who succeed in this. From time to time he clarifies: plants and animals are not people, they cannot speak or respond with words, but they feel good when they are looked at and spoken to kindly.

Nature room

A nature room is a specially designated room for living nature objects.

The spacious nature room houses several aquariums on special metal stands. Aquariums have free access, which is necessary for caring for them and monitoring its inhabitants.

Turtles live in the nature room: aquatic and land. Observing them, analyzing the similarities and differences in their appearance and behavior, due to life in different environments, gives children a lot of food for thought and the formation of ecologically correct ideas in them. The room for turtles is designed to resemble the natural environment. Two large aquariums serve as terrariums for them. The top one is mounted on a stand, the bottom one is on a platform with wheels: it can be pulled out for cleaning and observation.

The world of birds is represented in a variety of ways in the nature room: budgerigars, a pair of decorative pigeons. Spacious enclosures have been built for the birds. Dry trees and sand at the bottom imitate the natural environment. Teachers and children watch birds and note the peculiarities of their behavior - family relationships, raising young animals; discuss their adaptability to their habitat - green camouflage color (matching the color of foliage), ability to climb; admire the diversity and colorfulness of their plumage.

Children come to the nature room for different purposes: to observe, to work, to communicate with animals. In special situations, it serves as a place for neuropsychic relief. The nature room equipment meets the varied needs of children. First of all, this workplace for labor, cabinets and shelves for storing equipment and feed, hangers for aprons and towels.

The room has low stools or portable benches, sitting on which children watch the animals and communicate with them.

The plant world of the nature room is very diverse and complements the living corner well. Large outdoor plants (monstera, pandanus, ficus) are presented here. Moisture-loving plants (such as Cyperus) and succulents that help children notice that different plants need different conditions. In the design of the nature room, hanging plants (ivy, hoya, scindaptus, tradescantia) were also used.

Species composition of plants. Very often, indoor plants in a living corner are intended to develop care skills in preschoolers. However, the correct selection of species can significantly expand their functions.

When selecting plants, it is necessary to take into account the following aspects: geographical - plants from different countries, continents, and geographical zones are represented; their natural places of growth are marked in the form of a system of icons on a wall geographical map; the ecological aspect represents plants growing in different conditions (light-loving, shade-tolerant, drought-resistant, moisture-loving, etc.); their placement in a living area depends on these features; biological - plants of different life forms are represented (trees, shrubs, herbaceous plants, lianas).

The ecological characteristics of plants are reflected on special plates - passports: a drawing of a watering can filled with water - a moisture-loving plant, an almost empty watering can - drought-resistant, an unpainted sun - light-loving, a completely shaded sun - shade-tolerant, etc.

In the nature room, the cultivation of oats, herbs and vegetables in winter and spring (onions, garlic, dill, parsley, peas, cucumber and tomato seedlings) has been successfully organized. For this purpose, the parents of the pupils made a special metal installation for boxes with earth. The installation has a top metal frame and a fluorescent lamp above the drawers. Backlight allows you to increase daylight hours winter time, which is important for normal plant growth. Equipment for planting seeds and growing plants is stored in the lower part of the installation. The height of the boxes is such that children of senior preschool age can easily work with them and watch the growth of plants.

The nature room is beautiful, comfortable, but without flashy decoration. All the attention of the children in the room is focused on animals and plants.

A living corner is a fairly traditional element of preschool institutions, but its design and content acquire new specifics related to the tasks of environmental education. Very often, the composition of animals and plants in a corner of nature is formed spontaneously, without taking into account teaching and educational purposes.

Species composition of animals. For many years, the living corner of nursery school No. 44 has kept both typical indoor animals (guinea pig, golden hamster, etc.) and wild ones that children and adults can bring back from a walk (hedgehog, wild birds, frogs ). Educators were asked to place “plants and animals most characteristic of a given climatic zone” in a corner of nature “as seasonal material.” However, by depriving animals of their natural environment, man thereby manifests himself as a “master of nature,” changing the lives of living beings at his whim. In preschool institutions it is extremely difficult to create conditions similar to natural ones. Usually, sufficient conditions for keeping animals mean the presence of food and a small space - a cage. However, for a normal existence, in addition to water and food, each animal must have a certain territory for life, contacts with other inhabitants, clean air and much more, which cannot be provided in a living area. A contradictory situation arises: first, educators create unfavorable conditions for the existence of animals, and then teach children to treat them with care. From the point of view of environmental education, a person cannot bring wild animals into his home at his whim. On the contrary, the task of adults raising a child is to teach the child to respect animals, birds, and insects that he meets on walks and excursions in their natural habitats.

The living area does not contain animals that are typical for the area where the kindergarten is located. It is not recommended to include in the living area those species that cannot live in a given natural area without human help and that are widely bred at home: canaries, some types of rodents, etc.

When selecting the species composition of the inhabitants of a living corner, the following aspects are taken into account: geographical - in the corner of representatives of different continents, figures of animals are presented, while the habitats of these animals and plants are plotted on a wall geographical map, which is used for conducting classes; ecological - animals of various environments and habitat conditions are represented (aquatic, flying, animals adapted to living conditions in hot and cold countries, etc.); systematic - animals of different systematic groups are represented (birds, animals, amphibians); conservation - species that are protected in their countries are noted (but only those that are bred at home in our country).

Gardens and vegetable gardens are traditional elements of a developmental subject environment for preschool institutions that are deeply involved in familiarization with nature and many kindergartens located in small cities such as Samara. The variability of such an element as a vegetable garden lies in its size, purpose, selection of crops, and location. The vegetable garden is used to develop preschoolers’ skills in caring for plants, familiarizing them with the main vegetable crops and their importance in the diet. Grown products are used directly in the diet of children.

The fruit garden has now acquired more aesthetic, educational and environmental significance: children admire fruit trees at different times of the year, compare them with other plantings, watch how birds feed on them, and use the fruits to feed animals.

The territory of kindergarten No. 44 is well landscaped. Tall trees and shrubs are planted along the entire perimeter of the fence (inside and outside), which will create a green shield that protects the interior from dust, noise, strong winds, and car exhaust fumes. In other words, a green shield of trees and shrubs will create an area with a special - improved microclimate, i.e. good environment for children to stay.

The landscaping of the kindergarten site is varied and beautiful, which creates a favorable visual environment. Not only birch and poplar grow on it, but also such wonderful trees as linden, rowan and pine.

There are many flowers on the preschool site. Flowering plants create a wonderful environment: they develop perception, have a beneficial effect on the psyche, improve mood, and evoke positive emotions. Flowers are plants that are surprisingly diverse in shape, color, and aromas. Each of them is good in its own way.

Flowers evoke joy and peace - there are many of them in children's institution: at the main entrance, at all entrances, along the main paths. Without interfering with children's games, they fit into each group area. Marigolds frame the garden - they improve the soil, and nasturtium is good on the trunks of fruit trees. Along the fences, creating a high green-flowering wall, golden balls and Jerusalem artichokes (earthen pear) feel good, the fruits of which can be used as animal feed.

Both perennials and annuals grow in different places on the site. At the central entrance, entrances, and along the main paths, perennials look good - irises, lilies, peonies, phlox. Annuals are planted on group areas- The teacher and the children grow seedlings, plant them in the ground, and then together trace the development of the plants until they ripen and collect the seeds. All plants are easy to care for and long-flowering: marigolds, marigolds, cosmos.

Teachers also don’t forget about vertical gardening: walls and fences entwined with wild grapes and hops look great, and gazebos on playgrounds-- sweet peas, decorative beans.

Cabinet of nature

A nature cabinet is a type of nature room, with the only difference being that the cabinet is also equipped with tables for activities with children. Such space is used both for planned regular classes and for group work with older preschoolers. At the same time, teachers take into account that animals in the room are a strong irritant for preschoolers, therefore not all planned nature classes take place in such an office, but only those that are related in content to its inhabitants.

Ecological trail

This is a new and interesting form of work on environmental education. An ecological trail is a specially equipped route in nature. The significance of the trail is varied: conducting educational work with children aged 4-7 years, educational work with employees of preschool institutions and parents of children.

Creating a trail begins with developing a route on paper and planning environmental features. A detailed plan of the kindergarten territory is drawn on a large Whatman paper, where all the buildings are marked. The plan marks those places that contain interesting natural objects. This is a small lawn, old overgrown trees, trees with feeders, bird nests, cultural plantings (garden, rose garden, flower bed), etc. Then, places of free territory are identified that can be used to equip new ecological objects of the trail. A path is laid from object to object. In this way, a map of the ecological trail was created, on which all objects are marked with schematized color drawings (icons) and inscriptions. A map is a mandatory attribute of an ecological trail; it is used as a demonstration material when working with children.

Phyto-living room.

The phyto-lounge includes a phyto-bar and a phyto-garden. The herbal bar is a small bar counter with various medicinal mixtures, cups and a samovar. In summer, children collect medicinal herbs and berries and dry them. And during the autumn-winter and especially spring periods of exacerbation of various viral diseases, children are brewed herbal teas and cocktails. The phytogarden is usually located on the windowsills of group rooms in the winter-spring period. During classes, children plant green onions, dill and parsley. And then it is used as an additive for lunch and dinner in first and second courses.

A mini-laboratory is a new element of a developing subject environment. It was created to develop children's cognitive interest in research activities and contributes to the formation of a scientific worldview. At the same time, the laboratory is the basis for the child’s special play activities (work in the laboratory involves turning children into “scientists” who conduct experiments, experiments, and observations). A small room has been allocated for the laboratory, allowing children to carry out a variety of research activities, including independent ones. Recycled materials (cups, food boxes, etc.) are used as equipment and materials for conducting experiments. Providing a separate room for the laboratory helps to increase children's interest in research work.

Books and visual aids.

In addition to the living objects of the green zone of the kindergarten, an important condition for successful work with children under the “Young Ecologist” program is the availability of books, manuals, toys, visual material and other equipment necessary for conducting the environmental educational process in the kindergarten.

The kindergarten has a fairly extensive collection of children's fiction and educational literature about nature. With the help of parents, through libraries, various works of Russian classics were purchased in bookstores: L. Tolstoy, S. Aksakov, M. Prishvin, I. Sokolov-Mikitov, G. Nikolsky, N. Sladkov, K. Paustovsky, I. Akimushkin , G. Snegirev, V. Chaplina, etc. The works of modern writers A. Ivanov, V. Zotov are also interesting for environmental education.

Technology of environmental education of children preparatory group is implemented using the book by V. Tanasiychuk “Ecology in Pictures”.

Work with children senior group is based on the works of V. Bianchi, so kindergarten should have many books by this author. It’s the same with the works of E. Charushin - children in the middle group get acquainted not only with his stories about animals, but also with the author’s illustrations. Using the example of the works of V. Bianchi and E. Charushin, preschoolers see how a person who knows how to see nature, loves it, is observant and attentive, can talk about nature, animals, and draw them.

Environmental education younger preschoolers is based on the use of heroes of classic Russian folk tales (“Turnip”, “Ryaba Hen”, “Kolobok”, etc.), therefore, the preschool educational institution has separate editions of these fairy tales with colorful illustrations so that children have a stable visual image of their characters.

In addition to the listed literature, the kindergarten also contains periodicals with environmental content. The library of MDOU No. 44 contains the following modern magazines: “Light (man and nature)”, “Pipe”, “Seven Dwarfs”, “Misha”, in which employees find a lot of interesting things about nature for themselves and for children.

Forming ideas among older preschoolers about the planet Earth, its most important characteristics (poles, oceans and seas, continents, etc.), about Russia, its capital, its city, about the main seas and rivers of the country and about nature in general is impossible without basic geographical aids. For this purpose, the staff of kindergarten No. 44 purchased a large globe and a large-scale map of Russia.

Works of art.

When working with children of all age groups, educational and visual aids “Pictures from the life of domestic animals” and “Pictures from the life of wild animals” (authors S. N. Nikolaeva and N. N. Meshkova) are used.

The kindergarten has a collection of various works of art related to nature. Almost every preschool educational institution group No. 44 there are handicrafts. All of them are beautiful - Zhostovo trays, Gzhel dishes, Polkhov nesting dolls, wooden objects with Gorodets painting. For environmental education special meaning has Khokhloma painting with its beautiful floral patterns. Khokhloma is a vivid manifestation of the deep relationship between the Russian people and nature, it is an emotional expression of love for it. So beautiful but amazing simple painting- leaves, berries, blades of grass, curled stems! From time to time, exhibitions of Khokhloma products are organized in the kindergarten so that children can see Special attention at this magnificence.

Special mention should be made of artistic paintings, about modern and classical painting depicting nature. The kindergarten contains reproductions of Russian landscape classics: “ Golden autumn" and "March" by I.I. Levitan, “Golden Autumn” by I.S. Ostroukhova, “First Snow” by A. A. Plastov, “Russian Winter” and “End of Winter” by K.F. Yuon, “The Rooks Have Arrived” by A.K. Savrasov, “Moscow Courtyard” by V.D. Polenova, “Forest distances”, “Rye”, “Morning in a pine forest” by I. I. Shishkin and others. Reproductions are framed and mini-exhibitions are organized in accordance with the time of year and the theme of the lesson.

Games and toys.

Play, among all other activities, is of paramount importance in preschool childhood. Environmental education of children in kindergarten is based on play - with greater inclusion in the pedagogical process different types games. IN free time For older preschoolers, you can offer board-printed, verbal and didactic games. A. K. Bondarenko’s collections describe many games with natural history content.

Ecological museum in kindergarten

The often manifested desire of children and teachers to collect various interesting things is successfully embodied in the organization of a small nature museum, the exhibits of which are collected by teachers, parents, and the children themselves. The museum presents three different exhibitions: “Nature of our region”, “Exotic natural phenomena”, “Environmental activities of the kindergarten”.

The first exhibition consists of photographs, slides, paintings, drawings, herbariums, which present the flora and fauna of the area.

Someone will collect a collection of stones or cones from different trees - everything can be included in the exhibition.

The second section is the materialized impressions of children and adults about the nature of distant places. To a kindergarten in the middle zone, for example, children bring stones and shells from the sea, a photo or drawing northern lights, branch of Karelian birch, etc.

The third exhibition is a kind of illustrated history of the nature-creating activities of the kindergarten. Photo albums and slide films can reflect tree planting cleanups, walks in nature, winter feeding of birds, holidays dedicated to events in nature, and much more. Best crafts made from natural materials will also take their place in this exhibition.

All of the above elements are a component of the ecological and developmental environment of MDOU No. 44 “Pochemuchka”. But we didn't limit ourselves to just simple description ecological and developmental space of preschool educational institutions based on observation and conversations. We conducted a survey preschool teachers in order to identify the knowledge of teachers about the organization of the ecological and developmental environment and its use in work, and of parents, in order to identify their awareness on issues of environmental education and upbringing.

For educators, we compiled questionnaire questions taking into account the specifics of the work of preschool educational institutions, in order to identify the level of knowledge of teachers about the organization of a subject-development environment and its use in their work.

11 teachers of different age groups, with different teaching experience. (see Fig. 1 and 2).

Rice. 1.

Rice. 2.

Looking at Figures 1 and 2, we can conclude that in this preschool educational institution the staff is young - the majority of teachers have work experience of up to 5 years and are under 30 years of age. These are young, proactive, creative and active women who love children, and since they are young, they have purely theoretical knowledge and do not have enough practice to apply knowledge, but 46% of preschool teachers have more than 20 years of experience and these experienced teachers are happy to share their knowledge and practical experience with young specialists.

After analyzing the responses of educators, we came to the conclusion that all teachers of this preschool educational institution are interested in instilling responsibility for the environment in children and have a creative approach to organizing both the environment itself and the educational process.

To question No. 6: “Do you think the environment that exists in your preschool educational institution allows you to solve them fully?” The teachers' answers were different. 5 teachers answered “Yes, we consider the environment to be quite satisfactory,” the remaining teachers believe that there is not enough funding, funds for a decent organization of an ecological and developmental environment, they want to see elements such as a swimming pool and a computer class in their preschool educational institution.

To question No. 7: “List the basic principles of constructing an ERS in a preschool educational institution,” not all teachers answered the question correctly; many confuse the principles of organizing and constructing an ERS with the principles of teaching.

Question No. 10: “Does your preschool educational institution need such additional elements as a swimming pool, a space room, aroma and herbal cabinets? Which of the following would you include in the EDS of your preschool educational institution? ”, caused an unequivocal positive answer. Teachers advocated the introduction of such new environmental elements into preschool educational institutions, which suggests that they are all trying to “keep up with the times,” and they all understand their importance in the learning process, because these elements support the health of the younger generation.

To question No. 11: “Do you support the state policy on the introduction of computer classes in preschool educational institutions as one of the components of the electronic educational system? What positive and negative aspects do you see in this?” The teachers disagreed. Young specialists say that it is necessary to teach children how to use modern office equipment from an early age and introduce computer programs in education, while teachers with extensive experience and who have children and grandchildren of their own say that computers have a negative impact on the physical and mental health children, children become nervous and aggressive.

To question No. 12: “In your opinion, is it permissible to use artificial materials and objects in the construction of ERS of preschool educational institutions? Why? What is this permissibility?”, the educators disagreed, half answered that the use of artificial materials and objects is permissible, and the rest believe that it is necessary to use environmentally friendly materials for preschoolers. clean products to build an environment, but it is not always possible to find natural materials.

To identify the level of awareness of parents of children attending MDOU No. 44, we compiled and conducted a survey.

The family is the most important educational link in the complex system of preparing a person for life in society. One of the most important aspects of this preparation is ensuring environmental awareness of children entering life. Only parents, being the closest people to their child in the process of everyday communication with him, while paying special attention to regulating their actions in relation to in this case, to nature, can radically influence the development of personality.

In this vein of analysis, it is interesting to know the level of awareness of parents of students on issues of environmental education and upbringing. We prepared a questionnaire for parents, which included 16 questions (see Appendix 2). A total of 25 parents and children of different age groups attending preschool educational institution No. 44 were interviewed.

Fig 3.

Rice. 4.

Thus, we see that basically the parents of children attending this preschool educational institution are in the age category up to 30 years old and almost 70% of parents have higher education, however, parental education had no effect on the quality of questions.

The peculiarity of the survey questions was that they carried general information about ecology, environmental education in preschool educational institutions and family. However, parents provided answers to only 12 questions. The remaining 4 questions were not covered. The reason was mainly of a personal and emotional nature. Many parents do not know what programs their children participate in and what knowledge they receive within the framework of these programs. Some parents are contradictory in their statements, for example, to question No. 8: “Do you notice from your child that at the preschool educational institution a lot of attention is paid to environmental education?” many parents answered negatively, i.e., that they do not notice any work being done in this direction, and to question No. 12: “Do you support the work being carried out in preschool work on environmental education of children?”, parents say they support it.

In this case, I would like to clarify what kind of work of educators they support if they do not notice that in preschool educational institutions they generally work with children environmental education and education? In our opinion, these parents don't care as long as their children are fed and looked after.

But at the same time, many parents are still interested in the life of their children in kindergartens and know what programs their child is trained and raised in preschool educational institutions; you can see that these are parents of their second children. And these same parents try to acquaint their children with the rules of behavior in nature (question No. 14). For example, with such things as “do not burn fires in inappropriate places, remove garbage after yourself, do not break tree branches, do not litter environment, do not harm animals”, etc.

However, processing the data obtained provided some useful information.

Parents did not remain indifferent to this problem. Everyone is interested in ensuring that work (classes) are carried out in preschool institutions aimed at developing an environmental culture.