Presentation on the topic “Model of a nature corner in kindergarten”

Article “Methodology of working in a corner of wildlife”

WORKING METHOD IN THE WILDLIFE CORNER

The article discusses the current problem of practical significance and the need to introduce a corner of wildlife at school, the inhabitants of the corner of wildlife.

Keywords:

nature, plants, animals, protection, wildlife area.

Currently, the formation of strong knowledge, skills, environmentally sound behavior, ethical standards and principles of attitude towards the natural environment is impossible within the framework of the classroom-lesson system alone. It is necessary to expand students' contacts with nature and the animal world. Involving them in real, practical activities to study the animal world and protect the environment.

One of the forms of organizing such activities is a corner of wildlife. A corner of wildlife is a rather attractive object of observation and care for children. After all, this is not only a place for storing living plants and animals and for preparing experiments with them, but also a place for conducting extracurricular and extracurricular activities. Children should be taught to work in a corner of wildlife from the 1st grade.

The initial course of natural history is fraught with great opportunities for solving such problems as nurturing love for the Motherland, for native nature and caring attitude towards nature, its riches, nurturing hard work, aesthetic views, etc. To successfully implement these tasks, experienced teachers call students have a direct interest in studying their native nature, showing them the strength of natural connections. Only on the basis of knowledge and skills can we convince schoolchildren of the need for a caring attitude towards the riches of nature.

A corner of wildlife can be in a natural history classroom and be an integral part of it. It is better if the school has a separate room to accommodate it. This could be a school-wide corner for children in junior and senior classes. Here work can take place with plants or animals in classes and groups depending on the interests of the students.

The room for a corner of wildlife must be well lit and meet the standards and requirements for keeping animals and growing plants. A constant temperature should be maintained in a corner of wildlife: this is the optimal condition for plant growth and keeping animals. The selection of plants and animals and the determination of their quantity depend on the specific conditions of the school.

The main pedagogical requirements that a teacher should follow in organizing extracurricular work in a corner of wildlife are:

1. accessibility of material to students;
2. local history approach in the selection of material;
3. the principle of seasonality in work;
4. socially useful orientation.

Based on the requirements of the natural history program, the content of work in the wildlife corner by year of study may be as follows:

1st – 2nd grades

. Caring for 2-3 indoor plants, developing the skills to water plants, wash and trim leaves, remove dust, etc. Maintaining a nature and labor calendar. Participation in feeding birds. Observing fish in an aquarium.

3rd grade.

Caring for 6 - 7 indoor plants. Observing the budding of shoots of the most common trees and shrubs in the area, growing vegetable plants from seeds, and ornamental plants for the school yard. Observation of the life of the most common insects in the area (1 - 2 species), the life of birds in cages, aquarium fish, animals (frog, toad, squirrel, hedgehog, white mouse, guinea pigs, turtles, etc.).

4th grade

. Caring for indoor plants, replanting them, vegetative propagation (cuttings), growing seedlings. Conducting experiments to determine the influence of weather conditions on the budding of trees and shrubs. Observation of aquarium fish, feeding, care and observation of all inhabitants of the corner of wildlife.

Plants are selected in accordance with the natural history curriculum. The greatest variety is represented by indoor plants. Indoor plants should be selected in such a way that, using their example, students can be introduced to the external structure of plant organs, methods of reproduction, and carry out a variety of practical work on growing. In a corner of wildlife you should keep unpretentious plants that have an aesthetic appearance. The most common indoor plants: aloe, agave, aspidistra, aspagarus, balsam, begonia, gloxinia, cacti, saxifrage, coleus, clivia, various types of cacti, cypress, monstera, pelargonium, ferns, sansevieria, tradescantia, Uzambara violet, ficus, fuchsia.

In the spaces between the windows of the classroom, you can equip a hanging aquarium and terrarium, where you can keep individual representatives of local and aquarium fish, reptiles or amphibians. Examining a corner of the underwater kingdom through the glass of an aquarium, schoolchildren are clearly convinced that everything in nature is closely connected to each other. In a properly equipped aquarium, animals are in conditions close to natural, so observations of them provide interesting information about their lifestyle and behavior, as well as a wide variety of adaptations to the aquatic environment.

In addition to fish, aquariums can contain some mollusks, swimmers, hydras, leeches and other invertebrates. Mollusks are the orderlies of aquariums. School aquariums can contain various shellfish collected from local reservoirs, but it should be remembered that after catching them they cannot be immediately placed in the aquarium. Shellfish are carriers of various infectious diseases, so they are initially kept in clean water.

The corner of wildlife may contain hydras, mollusks (coils, physes, pond snails, toothless ones), daphnia, cyclops, diving beetles, diving beetle larvae, dragonflies, mayflies.

Inhabitants of this corner of nature:

Fish: primarily aquarium fish: gouramis, swordtails, macropods, cyclasomes, goldfish, barbs, crab catfish. For a school corner of nature, it is more expedient, and most importantly more accessible, to set up the simplest aquarium, let’s call it a cold-water aquarium. It is in a cold-water aquarium that river fish studied in school and out-of-school institutions can be bred and kept: perch, carp, crucian carp, smelt, tench, rudd, gudgeon, and loach.

Amphibians: gray toad, ambystoma.

Reptiles: Central Asian tortoise, lizards (viviparous, fast). Reptiles are kept in terrariums.

Insects: silkworms (mulberry and oak), cabbage butterfly, ladybug.

Birds: canaries, redpolls, budgerigars, siskins, goldfinches, buntings, weaver birds, parrots: rosella, cockatiel.

Mammals: chipmunk, common white mice, white rats, squirrel, hamsters, guinea pigs.

A wildlife corner for primary schools is extremely important. Constant communication with living objects, conducting observations and experiments with them, as well as performing systematic work on caring for animals and growing plants teach children to be independent, increase responsibility for completing tasks, and instill a love of nature.

In the process of long-term observations of plants and animals, schoolchildren accumulate knowledge that allows them to correctly understand what their growth and development depends on, what is the relationship of plants and animals with the environment, which contributes to the formation of a scientific worldview of the phenomena and processes occurring in living organisms.

It is important that in the corner of wildlife and in the training and experimental site, plants listed in the Red Book are grown, and mainly those that are subject to protection in the area. All extracurricular and extracurricular work should be directed toward the protection, study and expansion of protected natural objects.

The corner of wildlife is an important part of the material base in the educational process. It contributes to the best implementation of environmental and environmental education, the formation of a scientific worldview, the education of scientific and atheistic beliefs, and the instilling in children of patriotic and moral feelings and love for the Motherland.

MAGAZINE Preschooler.RF

Target:

• To consolidate children's knowledge of how to care for indoor plants and the sequence of work.
• Clarify the duties of those on duty in a corner of nature, knowledge of equipment for work.
• Systematize children's knowledge about indoor plants and continue to instill the necessary skills for caring for them.
• Continue to teach how to plan joint work.
• Instill interest, develop curiosity, and the desire to care for the plants and animals of a corner of nature.
• To develop responsibility for the assigned task and the ability to complete it.

Equipment:

Indoor plants from a corner of nature, aprons, rags, sticks for loosening, a basin of water, oilcloth, spray bottle, scissors, watering can.

Previous work:

Observations and care of indoor plants in a corner of nature. Reading poems, riddles. Conversations about plants.

Progress of the lesson:

Children sit in a semicircle so that everyone can clearly see a corner of nature.

Educator:

-Guys, you are now in the older group, and if so, then you, as big ones, are entrusted with independent duty in a corner of nature, two at a time.

A plant is the most natural decoration of a room; they require constant and individual care.

Reading riddles:

Green, with thorns, Looks like a hedgehog, And the flowers are satiny White, yellow, red. (Cactus)

Up the steep wall, A centipede crawls along the cast concrete, Carrying leaves with it. (ivy)

They purify the air, create comfort, turn green on the windows, and bloom all year round. (Geranium)

Educator: So, please tell me, what plants are there in our corner of nature? What are their names? (children call)

Educator: - Well done, you know everything! Tell us how we care for our plants?

Children: water, loosen the soil in pots, cut off dry leaves, spray and wipe them.

Educator: - How can you find out that a plant needs watering (by color - the earth is gray, to the touch - dry).

-Polina, please show us how to water indoor plants correctly. Children, pay attention: the spout of the watering can touches the edge of the pot; you need to pour water carefully so as not to wash out the roots. Well done Polina, thank you.

Educator: - After all the flowers are watered, what needs to be done? (fill watering cans with water so that it can settle and warm up until tomorrow).

Educator: - Correct! Guys, tell us what we use when working in a corner of nature besides watering cans? (aprons, rags, basin, oilcloth, scissors).

Educator: What kind of water do we water our green friends? From the tap? (No! only settled water or rainwater).

Educator: - That's right, you can't water indoor plants with tap water - it's cold and the plants will be uncomfortable. In the washroom there is a basin with water for watering plants.

Educator: - Children, why do we loosen the soil in pots?

Children: so that the water and air needed by the roots passes through the ground more easily.

Educator: - Correct, but how should you loosen the soil? (be careful not to damage the roots, otherwise they will begin to rot and the plant will die). Alena, show us how to do it (closer to the edge of the pot, around the plant).

Educator: - Guys, think and tell me what indoor plants we spray (tradescantia, asparagus, begonia, ivy). Our attendants will spray these plants with a spray bottle. Nastya, show us how to do this. Look, children, you need to spray not only from above, but also from the sides and below. You are right, well done.

Finger gymnastics “Flower” .

A tall flower has grown in a clearing, Hands in a vertical position, palms

Pressed together, round your fingers

On a spring morning I opened the petals. Spread your fingers to the sides.

Beauty and nutrition to all petals Rhythmic movement of fingers

together - apart.

Together they grow roots underground. Place the backs of your palms on

table, spread your fingers.

Educator: And now, we need to split into three subgroups.

• Children at the first table will be treated dry
• Children at the second table in a wet way
• The children at the third table will spray.

Think, take the necessary equipment, and get to work.

Educator: - So, we have finished the work, what do we do next?

Children: We put everything back in its place, wipe the oilcloth, wash and dry the rags.

Educator: - Well done! You all answered the questions correctly and showed good knowledge about our green friends.

And, at the end of our work, listen to the poem that Julia prepared for us:

"My little green flower

He grew up on the window. Each leaf pulls towards the sun, like palms. He grew up and was surprised

What appeared in our group. Although the flower is small, it is remote.”

Educator: Popular wisdom says: “He who grows flowers brings joy to himself and others.”

Reflection “Magic Flower” .

Guys! If you were interested today and you like to take care of plants, then attach red flowers to our plant. And if you were bored - yellow ones. I am very pleased that you liked our lesson.

Observation as the leading method for preschoolers to understand nature

Bibliographic description:

Kosheleva, O. A. Observation as the leading method of cognition of nature by preschoolers / O. A. Kosheleva. — Text: direct // Questions of preschool pedagogy. — 2021. — No. 1 (7). — P. 48-53. — URL: https://moluch.ru/th/1/archive/49/1544/ (access date: 12/19/2021).


Observation is a purposeful, systematic perception of objects and phenomena of the surrounding world. This is a complex cognitive activity that involves perception, thinking and speech, and requires sustained attention.

In the process of short-term observations, organized to form knowledge about the properties and qualities of an object and phenomenon, children learn to distinguish shape, color, size, spatial arrangement of parts, the nature of the surface, and when familiarizing themselves with animals, the nature of movement, sounds made, etc.

To accumulate knowledge about the growth and development of plants and animals, about seasonal changes in nature, a more complex series of observations is used - long-term observation; At the same time, children compare the observed state of the object with what was before.

Observation can also be organized in order to determine the condition of an object by some individual signs (for example, by the color of the soil in flower pots to determine the need for watering, by the behavior of fish in an aquarium - the need for a partial change of water) or to restore the picture of the whole (by the traces on in the snow, determine who has passed or passed by the color of the berries - whether they are ripe or not). This type of observation presupposes that children have some knowledge, the ability to analyze a phenomenon, compare individual data, and make simple conclusions.

The last two types of observation, due to their complexity, are used in work with children of middle and senior preschool age. During these observations, intelligence and observation skills develop, and the processes of analysis, comparison, and inference are improved. Observations are organized by the teacher when introducing children to plants and animals, the weather, the work of adults in nature, they are carried out during classes and excursions, on walks, in a corner of nature, etc. In some cases, the teacher organizes all the children, in others - the observation is carried out with in a small group or with one child. This depends on the content of the observation and the tasks that the teacher sets for himself. But in all cases, it is necessary that the observation takes place during any mental activity of children, forces them to think, look for answers to the questions posed, develop curiosity, cultivate interest and respect for nature.

Preparing for observation. The teacher's preparation for observation begins with the selection of an object. The plant or animal chosen for observation must be in good condition. If the observation is carried out indoors (in a corner of nature, in a lesson), you should think about its organization: the object should be well lit (better when the light falls from the side), located in such a way that it is easy to approach. Children are placed closer to the object of observation, so that everyone can clearly see it, and if necessary, they can act with the object of observation (feed, pet, play).

To observe on the site or in the immediate natural environment, it is necessary to choose the most convenient place and arrange the children so that it is convenient for everyone to observe.

If an animal is observed, it is necessary to create an environment in which the animal behaves freely and naturally. For example, when watching a rabbit, a fairly spacious pen is built for it, around which children are placed on chairs. A mat or rug should be laid on a parquet floor (or covered with linoleum), otherwise the animal will slide when moving on a smooth floor.

Supervision guidance.

At the beginning of observation, especially if it is carried out for the first time, you should not rush to pose a question or task to the children. It is necessary that they independently look at the object for 1–2 minutes, satisfy their naturally arising curiosity, and form a first impression of what they observe. In the process of guiding observations, the teacher uses a variety of techniques (taking into account the age of the children): questions, riddles, examination of the subject, comparison, play and work activities. He explains, tells, helping the children understand what they see. In order to arouse interest, an emotional attitude to observation, and ensure an aesthetic perception of objects, he uses poetry and small forms of folklore when working with children, and with older children, at the end of the lesson, he also reads excerpts from works of art.

Observation must proceed in a certain sequence. When guiding the observation of animals, the teacher directs attention primarily to their behavior: “What is he doing? How does he move? What does it eat? How?" And only in connection with some action are the external signs of the animal considered: “What is the body covered with? Are your legs long or short? What kind of eyes (shape, color)?

Examination of a plant begins with identifying and highlighting the brightest, most striking feature - whether it is a flower or brightly colored leaves, and sometimes an unusual stem. After this, the main features of the external structure of the plant are determined: they consider in order the size, shape of the stem (or trunk), leaves, again the flower, etc. This sequence is necessary because the attention of preschoolers is not yet stable enough, and is largely involuntary. However, at the end it is necessary to organize the ideas formed during the observation. Using various techniques for presenting a task, the teacher accustoms children to a consistent story about what is being observed: the size, shape of the object, cover, color, peripheral parts and their features, and when observing an animal, its behavior. This order is necessary especially when children get acquainted with a new object.

During repeated observations, when the task is to establish the state of a plant or animal (for example, looking at a tree with colorful leaves in the fall or blooming in the spring, observing the behavior of sparrows bathing in a spring puddle), you can start with solving the main problem. In all cases, the teacher, when organizing observation, must maintain consistency in the transition from one specific observation task to another, from facts to connections, from the accumulation of ideas to their comparison, and then to conclusions. Each observation solves a small, specific task of introducing children to nature. Therefore, when conducting an observation, the teacher must always establish possible connections between the present observation and those carried out earlier, and take into account subsequent work.

When organizing a long-term observation of natural objects, the teacher divides it in advance into a series of episodic observations, which are carried out when changes, say, in the development of an animal, become quite pronounced. The teacher invites the children to examine it, note the signs, compare its condition with what was observed before, and identify new signs indicating a change. Sometimes children immediately notice what has changed in animals, but even in this case, the teacher turns to comparison so that the noted changes are clear to everyone. In the final observation, the entire picture of development observed by the children should be restored. An observation diary will help with this (it can be different: in the form of drawings, a herbarium, in older groups and as a schematic reflection of changes.

Observation using handouts.

The organization of such observation is more complex than observation of a single object. Here, the teacher is required to be able to distribute attention, organize the actions of all children, and they must strictly follow the teacher’s instructions, hear and listen to others, compare and contrast the observations of others with their own. This method of organizing observation is of great developmental importance: all children have the opportunity to practice a variety of investigative actions, improve their learning skills, and they develop more accurate ideas. During the observation period, the teacher asks the children questions and organizes an examination of objects. The received ideas are compared, and the teacher leads the children to a conclusion.

Plants and their parts can be used as handouts: leaves, fruits and seeds, branches, vegetables and fruits. Each child participating in the observation receives a set of material in his hands (this is the teacher’s sign). the use of handouts during the observation process ensures high activity of all children.

Junior groups. The first observations are carried out with a small number of children. The main task of the educator is to develop in them the basic skills necessary for observation: to focus attention on the observed object for a more or less long time, to answer questions posed, to highlight striking signs (2-3). Babies are attracted to bright and moving things, so the first observations with children of this age are best done with animals. Their movements, feeding, and sounds arouse involuntary interest in young children.

At first acquaintance, children's attention is focused on directly examining the animal. Therefore, while guiding the observation, the teacher uses various techniques to encourage the animal to move (for example, placing food at a certain distance), attracts children to feeding, draws their attention to how the animal eats (crunches, holds food with its paws), calls actions in words. Children repeat the words after the teacher. During subsequent observations, the teacher raises a question about one or another action of the animal, encouraging the children to use the words they know. For example, a goldfinch is pecking grains, and the teacher asks: “What is the bird doing? What is she biting about? etc. It is important that the question coincides with the action of the animal. Thus, children gradually learn to accept the specific task of observation contained in the question.

Observations made with young children are short-term. However, in order to keep the children’s attention, the teacher gives some of them instructions: pour grain into the feeder or give a carrot, pour water into the drinking bowl. To help highlight the characteristics of the animal, he suggests petting it (if possible). Gaming techniques are also used: imitation of movements, sounds, establishing unique contacts: “The bird sings a song for children”; “The fish swims to Kolya, and now to Masha.”

During collective repeated observations, in order to arouse children's attention and interest, you can use unique surprise moments: there is a knock on the door, a kitten comes in; or: they bring in a basket covered with cloth, take it off - there is a rabbit in the basket. At the end of the observation, you can read poetry or sing a song. It is inappropriate to require children to talk about what they observe.

In the process of observing the weather or other objects of inanimate nature, examining plants, the teacher connects these observations with elementary work activities or play (they examine the leaves of indoor plants and wipe them, examine the bulb before planting, examine the humidity and flowability of the sand while playing with it). When organizing observations with children, it is advisable to more often use a variety of observational actions: expose your palm to the sun and feel the warmth, smell a flower, etc.

Middle group. Observation is most often used to familiarize children with new objects and to expand their understanding of familiar objects and phenomena. At the same time, the teacher organizes long-term observations with the children of the growth and development of plants and the striking seasonal changes in the life of nature. Initially, these observations are carried out on individual objects (for example, the coloring of the leaves of one of the trees in the fall, the growth of beans, peas planted in a corner of nature, etc.) Then long-term observation can be carried out on a set of objects. For example, in a park or garden in the spring, observations are simultaneously made of the blossoming of leaves, the flowering of herbs, the weather, and birds.

In the course of observing changes in nature, children in the middle group learn to identify characteristic features in observed objects: size, color, shape, parts, proportions, surface character, number. As a result, observation becomes differentiated, and children’s ideas, formed on the basis of observation, become more specific and accurate. The teacher teaches children to follow the plan that he proposes in the form of a sequential stop of questions and tasks.

The purpose of observation is often associated with work (“Let’s look at a bird and learn how to care for it - it will live in our corner of nature”) or visual activity. Most often, cognitive purposes are used, for example, going to the garden and seeing which trees have bloomed, looking at them in order to learn to recognize them, etc.

Sometimes the teacher offers a riddle, the answer to which the children find in the process of examining the object. Or the riddle itself is “objective”: for example, think about what animal the food was prepared for, then check the correctness of the assumption during observation.

Children in the middle group can participate in creating the environment necessary for observation (prepare food, make a pen for an animal), which increases interest in observation.

As in the younger group, a variety of survey activities, game techniques, and work assignments are used during the observation process. Some of these activities may be exploratory in nature. In observations with children in the middle group, the teacher begins to use comparison. Two objects are compared (the children are already familiar with one of them). For comparison, the teacher sequentially identifies the signs.

In the middle group, children begin to observe independently. They should be encouraged, helped to understand the observed phenomenon, sometimes advised to use this or that technique, also attract the attention of other children to the observation, and encourage them to tell their peers about the results of their observation.

Senior group. In the process of observations, children in the older group are introduced to the characteristic and essential features of objects. Long-term observations of the growth and development of plants and animals and seasonal changes in nature are also carried out. The teacher continues to teach children to accept the task of observation, use methods known to them, follow the plan, and independently draw simple conclusions and conclusions. In observed objects and phenomena, children learn to identify essential features that are significant for a particular activity or are common features of an entire group of objects, to establish connections and relationships between objects and their surroundings. By observing the growth and development of plants and animals, and seasonal changes, children develop the ability to see a natural sequence of phases, stages or states.

In guiding observations, the teacher uses direct formulation of tasks, primarily cognitive ones. The questions with which he directs the children’s perception are exploratory in nature, requiring to establish the cause and make a comparison.

At this age, children identify the main features of objects using vision. They resort to various investigative actions only in cases of testing judgment or in cases of difficulty. The methods of comparison used in observation are becoming more diverse: the observed object is compared with another, depicted in a picture or in a representation. Not only individual objects are compared, but also natural phenomena (for example, a park in spring and winter). Along with establishing differences, the teacher directs children's attention to features common to several objects, especially those that reflect their essential aspects. For example, while observing different insects, children discover that each one has 6 legs. Having given the task to compare what is being observed, the teacher gives the children independence in determining the signs by which the comparison is being made, providing assistance only in cases of difficulty. Children's verbal report of the observation results should be as independent as possible. They reflect the results of observation in drawings and crafts.

When working with children of the sixth year of life, long-term observations become more differentiated: the teacher draws attention to less striking changes in nature. For example, watching the growth of peas, children note the appearance of a sprout, then leaves, an increase in their number, the appearance of whiskers, buds, and flowers. They reflect the results of these observations in nature calendars and observation diaries.

Preparatory group for school. The peculiarity of supervising observations in this group is to create conditions for children to demonstrate greater independence. The main content of observations is the establishment of various connections and relationships between natural phenomena. Children themselves identify features to compare observed objects. Their attention should be directed to identifying similar features that are common to a whole group of objects. When making comparisons, children also use those ideas that are available in their experience (they compare from memory).

The teacher gives some tasks for long-term observations in advance, then occasionally reminds them of them. During short-term observations, he uses task questions (for example: “How is the new bird different from the one that lived with us before? Are the trees and shrubs of our area the same in color?”, etc.). Additional questions are asked only when children find it difficult to answer something. For the same reason, survey actions are also used.

In their observations, children of the preparatory group can use simple devices, and sometimes instruments - a thermometer, a weather vane, magnifying glasses, slats, etc.

Excursions.

During the excursion, the child can observe natural phenomena and seasonal changes in a natural setting. The advantages of excursions and activities are that here children have the opportunity to see plants and animals in their habitat. The excursion helps to form in children primary worldview ideas about the relationships that exist in nature, a materialistic worldview. On excursions, children develop their powers of observation and interest in studying nature.

The main part of the excursion is collective observation. Here the main program tasks of the lesson are solved. The teacher helps children notice and understand the characteristic signs of objects and phenomena. This is achieved in various ways. The teacher supplements the observations with his story and explanation.

The main attention in observation is paid to questions, questions - tasks that force children to examine an object, compare, find differences and similarities, and establish connections between natural phenomena. It is useful in the process of observing phenomena to use works of children's fiction, poems, and riddles. Turning to poetry should be natural and unobtrusive. The combination of various techniques and the proportion of each can vary depending on the purpose and content of the excursion. At the end of the main part, children must be given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, when giving the task to collect material, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals, and in addition, solve the problem of instilling a caring attitude towards nature.

When children work independently, the teacher should not remain a passive observer. Sometimes you need to show how to dig up a plant, cut a branch, etc. However, you cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is used for games and exercises.

In games, children consolidate knowledge about the characteristic features of objects, express their quality in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your baby?”, “One, two, three - run to the ash (linden) tree!” and etc.

Observations in classes and excursions are carried out in close connection with other forms of work in everyday life.

Walks.

Walks are widely used to introduce children to nature. Here the teacher can acquaint the children with those natural phenomena, ideas about which have been developing for a long time. Children are introduced to the melting of snow, the swelling of buds, the appearance of grass, etc. Here you can organize a variety of games with natural materials - sand, clay, water, ice, leaves, etc.; Preschoolers accumulate sensory experience; they see natural phenomena in natural conditions in all connections and relationships. On walks, children experience the pleasure of communicating with nature.

Everyday observations of natural phenomena should not be random; they must be thought out in advance. In this case, various forms of organizing children should be used (frontal, group, individual). Frontal organization of observations on walks is used to familiarize children with the bright seasonal changes and the difficulty of adults. Observations can also take place with small groups of children (examination of a flowering plant, emerging shoots, insects, etc.). Individual work is also carried out during the walk.

During a walk, you can do a lot of work in the flower garden and vegetable garden. Children water the plants, feed them, loosen the soil. This work is planned for the morning and evening.

To work in the vegetable garden and flower garden, children are organized depending on the purpose. They can perform some tasks as a whole group (planting, sowing, harvesting), while others (preparing the land, watering plants, loosening, cutting dry leaves, collecting seeds, etc.) are best done with a subgroup of children. In older groups, it is possible to organize on-site duty in the spring and summer.

Children of the senior and preparatory school groups reflect on observations on walks in the nature calendar, where they sketch bright seasonal changes in inanimate nature, in the life of animals, plants, and reflect the work of people.

Starting with the second youngest, targeted walks are carried out (with going outside the kindergarten site - to a pond, to a meadow, to a pasture, etc.). On these walks, children are introduced to colorful natural phenomena (rook nesting, ice drift).

Observations in a corner of nature.

Work to familiarize preschoolers with nature in kindergarten is carried out daily. The form of organization of children varies (depending on age and content of work). Occasionally, all children are involved in work and observations, but more often work and observations are carried out in such forms as assignments and duties. Children of the younger group are involved in carrying out certain work assignments. Permanent duty of 2-3 people is introduced from the senior group.

Nature is the child’s first aesthetic educator. By observing nature, the child will learn to see, understand and appreciate its beauty.

Any observation is a cognitive activity that requires attention, concentration, and mental activity from children, so it does not last long. Pedagogical communication between the teacher and children takes on a cognitive tone: the teacher asks clear, specific questions that mobilize children to search for information, listens to their answers, and responds kindly to each message. And most importantly, he praises for the correct answer and stimulates further search for information with praise. Cycles of observations, accompanied by cognitive communication between the teacher and children, develop in them observation skills, a persistent interest in nature, and form clear, specific ideas about the morphofunctional characteristics of plants and their connection with the environment.

Filling out the nature calendar is another daily activity that goes hand in hand with observation. The teacher and the children regularly record the weather and the state of wildlife when observations are being made. In younger and middle groups, an adult helps children after a walk to find pictures of natural phenomena that were observed on the street. Together they dress the cardboard doll, just as the children themselves were dressed, and “let it out” for a walk. In older groups, the teacher teaches children to find and color in the days of the week on a calendar, to indicate weather phenomena with icons, to depict a tree and ground cover in full accordance with their seasonal state at the moment.

In the midst of winter feeding, the teacher uses a bird watching calendar: the kids find pictures of birds. Which were seen on the site, and older children designate them with icons - checkmarks of the corresponding color.

Another type of calendar is drawings that show the sequential growth of a plant. This could be an onion in a jar planted in water for germinating greens; tree branches placed in a vase at the end of winter to observe the budding of buds and the unfurling of young leaves; germination of seeds, growth and development of any garden or flower crop. In all cases, the drawings, made at the same time interval, reflect the sequence of growth and development of the plant, its dependence on external living conditions.

Filling out a calendar is an important joint practical activity, during which the teacher teaches children to find the necessary cells, designate with icons or drawings those natural phenomena that they have observed, and teaches children the ability to use and understand symbols. It is especially valuable that calendars reflect natural changes in nature: the growth and development of plants under appropriate conditions, seasonal changes in living and inanimate nature. The completed calendar becomes a graphical model on which all changes are presented simultaneously.

Key terms
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: child, observation, teacher, natural phenomenon, animal, nature, plant development, group, change, familiarizing children.

Note for educatorsNature corner in older groups

Properly organized work in a corner of nature is an excellent means of all-round development of children, nurturing many positive character traits. This is a place of interesting observations of plants and animals.

Throughout the year, children must be given the opportunity to sow, plant, and carefully grow various plants. Since self-grown plants are especially dear to them.

In the fall, in a corner of nature, several plants dug up from a flower bed are placed, strawberries, lingonberries, celandine, and celandine brought from the forest. They will grow for a long time, reminding children of exciting walks in the forest and field. You can plant meadow tea and ivy budra in hanging pots. You just need to remember that children take care of the plants in older groups, so you can’t put them or hang them high: it’s difficult for children to water them.

Along with plants from the flower garden and forest in the corner of nature, of course, there should also be ordinary indoor ones, and the older the children, the more they grow on their own.

From the very beginning of the year, you should carefully organize your duties. In the first conversation on this topic, you need to remind where items for caring for plants and animals are stored and how to use them. The order and working hours of the duty officers are determined.

At the beginning of the year, the teacher helps the children, then they become more and more independent, and at the end of the year they quickly, carefully and without reminders clean up the corner of nature, water the plants, and feed the animals. But no matter how independent the children are, their work needs supervision from an adult. Control and assessment by adults help children notice their mistakes in time and correct them.

The assignments for those on duty become more complicated: plant onions, sow oats to feed the birds, look at all the plants and tell what has changed in them, etc.

In order to interest children in the older group with targeted observations, you need to introduce a “Diary of a Corner of Nature”, where those on duty will sketch the changes they noticed in the development of plants and the habits of animals. It’s interesting from time to time for everyone to look at these sketches together, to remember what was grown and how, what they observed. Such conversations replenish the children's knowledge and help draw conclusions and generalizations. In the Diary, only those on duty can draw and only what they did and what they noticed - such a rule must be established. Observing the children while they are on duty in a corner of nature, the teacher notices how they work. How they approach their responsibilities, what business interests them most.

Most of the observations and work in a corner of nature are carried out in the morning, before breakfast, or after a nap. Having become interested in fish, children spend a long time watching their movements in the aquarium. It’s nice to sit near the illuminated aquarium, listen to the teacher’s story about fish, the seabed, shells, and admire the schools of fish swimming quickly among the greenery. It’s good to then look at pictures depicting different fish.

It's not hard to find something interesting for kids at any time of the year.

In November, for example, the plants moved from the flower beds stop blooming, and the plants that decorated the group room also fade. Fuchsias, geraniums, amaryllis are dormant. It’s not time to plant onions yet: it’s dark - the days are short, cloudy, at this time the onions stretch out, they are pale and fragile. It is best to plant onions in the second half of December. How to diversify children's work? What new to bring to a corner of nature?

It is worth bringing branches of two or three types of coniferous trees or evergreen shrubs. Fresh branches of pine, spruce, fir, cedar smell pleasantly of pine needles, freshness, and forest. Do the guys recognize the pine and the Christmas tree? Let the kids guess from the description, look at the cones and seeds, and then sow them in the wet sand. (Spruce shoots are tender, not all will live long, but still, these are real Christmas trees.)

It is interesting to grow green animal feed from oats. You can grow plants from all kinds of seeds. We ate an orange, and there were “grains” in them - seeds. Put 3-4 orange, lemon, and several apple seeds in the ground. You can use a date seed, but before planting it must be kept in boiling water, since the date seed has a hard shell.

Keeping a nature calendar gives children the opportunity not only to observe the changing seasonal phenomena of nature, the growth and development of living beings. But it also provides an opportunity to get acquainted with wintering birds, to trace the dynamics of changes in autumn-spring bird migrations.

What do calendars provide in terms of mental education? Younger preschoolers get their first impressions of the species differences of birds. So, by looking for cards with pictures of birds, of course, with the help of the teacher, children have the opportunity to compare pictures with images obtained during observations. Older children not only consolidate their ideas (children must know the behavioral characteristics of birds - where they feed, who they are afraid of, whether they show aggression.) At the same time, they develop the ability for visual-schematic thinking, abstract thinking, since calendars are filled not with images, but with icons-symbols .

You can grow plants in corners of nature in any conditions, but with animals it is much more difficult. But how important it is that the older group should include fish, birds, and at least one mammal - a guinea pig, a hamster. The fauna in spring and summer should be richer. Frogs, lizards, beetles, snails - all these are extremely interesting objects to observe for children.

Along with occasional observations of the habits of animals in a corner of nature, it is necessary to organize general observations, more often practice guessing by description, independently describing the appearance of animals and plants with which children are well familiar. These descriptions take the form of riddles and games. Older children love tasks and riddles that they have to think about.

You can invite children to draw plants that are located in a corner of nature, such as they want, but so that everyone later knows what kind of plant it is. A difficult but interesting task. It is necessary to once again carefully examine the plant chosen for drawing, clarify the structure of the stem and leaves, and select colored pencils.

Based on the children’s skills and their increased independence, you can give long-term assignments, offering, for example, to care for plants for a week. Children perform these tasks especially willingly: after all, they are the only ones looking through the plants! Of course, this work does not remain out of sight of the teacher. You need to make sure that the children work together, whether they remember to prepare water for watering the plants in the evening, and whether everything is put back in its place after work.

The teacher’s constant attention to the quality of children’s work and their observations creates a lasting interest in the corner of nature, develops curiosity, and teaches them to treat plants and animals with care and concern.