Thematic control “Environmental education of preschool children” material

Thematic control “Environmental education of preschool children” material

Reference

based on the results of thematic control

“The state of educational work on environmental education of preschool children”

In accordance with the kindergarten work plan for the 2019-2020 academic year and the order of the head No. 17 dated 02/01/2017. “On conducting a thematic inspection “The state of educational work on environmental education of preschool children” to conduct an inspection from 10/01/2019 to 11/30/2019.

The purpose of the audit is to analyze the state of educational work on environmental education of preschool children.

The inspection was carried out by: Head A.V. Nezhenskaya and senior teacher E.V. Ionkin, in the following areas:

1. Assessment of the creation of conditions for environmental education of children;
2. Assess planning for outdoor and extracurricular activities;
3. Assessment of the level of professional skill;
4. Assessment of forms of interaction with parents.

1. In the direction of “Assessment of creation of conditions”

In preschool educational institutions, conditions have been created for the environmental education of children: natural corners have been created that are strategically placed. In the corners there is educational literature, in some groups plant passports (in accordance with age), environmental games, illustration material, and tools for caring for plants in accordance with the age of children. The groups have a sufficient number of didactic games - “In the world of animals”, “Guys about animals in the forest”, “Big and small”, “Patterns”, “Couples”; “In the garden, on the field, in the vegetable garden”, “Phenomena in nature”, “Animals living in our forest”, “Living and non-living nature”, “Bird market”, “Learning to respect nature”, etc.

The book corner contains age-appropriate literature on the topic. Albums, demonstration and illustrated materials are presented in sufficient quantity and aesthetically pleasing: “Seasons”, “Wintering and migratory birds”, “Plants”; "Mushrooms", "Life at Sea"; “Flowers”, “Houseplants”; “Who and what and how grows” “Birds”; posters about behavior in nature “What is possible and what is not!”, “Poisonous mushrooms and plants.” Also, many teachers have created models of “Seasons” (months, weeks, days), and a weather calendar. Exhibitions of creative works by children and parents on environmental topics are periodically organized. In many groups, onions, tulips and plant branches are planted.

It was noted that in the corners of nature there is insufficient equipment for experiments: containers for experiments with water and sand, magnifying glasses, compasses, thermometers, magnets; natural material: pine cones, spruce cones, seeds, beans, etc.

1. In the direction of “Assessment of OOD and non-OOD planning” -

An analysis was carried out of the planning of educational activities, routine moments, walks, and independent activities of children to form environmental ideas in the calendar-thematic plans of teachers of 8 groups (3 – 7 years old).

The analysis showed the following: Documentation on the calendar and long-term plans (LPP) of educators is carried out regularly, in accordance with the Federal State Educational Standard for Educational Education. Planning meets program requirements and the age characteristics of children. Individual work with children is carried out in accordance with the age and needs of the children. Individual work is planned regularly.

The ecological development of children is carried out in educational activities, joint activities of the teacher with children and independent activities of children, within the framework of the implementation of thematic projects, according to comprehensive thematic planning. During the school year, children get acquainted with seasonal changes in nature, with the flora and fauna, and go through the following topics: “Autumn”, “Winter”, “Spring”, “Vegetables”, “Fruits”, “Domestic and wild animals”, “ Domestic and wild birds”, “Trees”, “Flowers”, “Berry”, “Insects”, etc.

1. In the direction of “Assessing the level of professional skills”

The professional skills of educators were reviewed during observation of the pedagogical process, during routine moments (walks), and a survey was also conducted to identify difficulties in the process of organizing and conducting environmental activities for children and assessing the professional skills of teachers. Which showed that educators know the program goals and objectives of environmental education of children of their age group, know and apply various methods and techniques of environmental education of preschool children. They are able to carry out environmental education through various types of children's activities, such as: cognitive and research activities of children in nature, organizing observations in nature, familiarization with fiction, organizing collective work in nature, walks, etc. They know and apply various methods for organizing children's experimental activities with natural objects.

During the thematic control, 7 lessons were reviewed on the formation of environmental ideas of children from 3 to 7 years old using a variety of techniques and methods. The teacher Full Name in preparatory group No. 12, using a multimedia presentation, showed educational activities on the topic “Forest Protection”. The children learned about the profession of a forester and how important his work in nature is. While viewing the OOD, the full name of the child noted the requirement for complete answers from children, evidence-based and reasonable speech was used, and systemic knowledge of this section was demonstrated.

In preschool group No. 11, Full Name conducted an educational and play session using a multimedia presentation, in which children with great interest lined up all the floors of the forest on a panel, and then populated them with animals and birds. The lesson showed high-quality training of the teacher, methodologically competent conduct, inclusion of children in solving the problem, good pace of the lesson, dynamic nature of the activity, skillful organization of children.

An analysis of educational activities in senior group No. 13 showed that the teacher of the Full Name group encourages children to use individual search actions, which contributes to the formation of children’s cognitive interest in nature, develops observation and thinking. Solving the problem: “What will happen if there is not a single bird left in nature,” the children, in a relaxed atmosphere, collectively and judiciously found the answer to this question by building a food chain. Thereby demonstrating systemic knowledge in this section.

When visiting an educational institution in older group No. 14, an analysis was made of the teacher’s professional skills in organizing children’s educational activities, which showed the following. Full name held a pedagogical event with children on the topic “Be a friend of nature.” In the laboratory, through experiments, children established the properties of water and air. This material was familiar to the children, and therefore the children did not activate their independent thinking. It is necessary to think through the questions and tasks asked in accordance with the age characteristics of the children.

During the thematic inspection, our teachers showed open classes. In the second junior group No. 7, teacher Full Name showed an open lesson on the topic “Journey to a honey meadow,” where the children completed all the tasks with great interest. Before setting off on their journey, the children were told the rules of behavior in the forest. On a cheerful magic locomotive, the children went to a honey meadow, where they helped the bees get honey for a little bear. The teacher spoke in a fascinating way about the benefits of honey and how bees extract it. Throughout the lesson, high cognitive interest was noted. In middle age group No. 9, Full Name, in the role of a forest worker, invited the children for a walk in the winter forest. Traveling through the forest, the children met a hare, a fox, a squirrel and even looked into a bear's den. A lot of preparatory work was done for the lesson. Analysis of educational activities in the middle group showed that the group teacher encourages children to use individual search actions, which contributes to the formation of children's cognitive interest in nature, develops observation and thinking.

Each lesson was interesting and excitingly structured. The children completed all the tasks with great pleasure and showed excellent knowledge about the rules of behavior in the forest, about the life of animals in the forest and their habits.

Also, during the thematic control, the children’s activities during the walk were reviewed and analyzed. In preparatory groups No. 11 and No. 12, children together with a forest worker in whose role was Full Name and teacher Full Name. Activities were organized around the birch tree: children read poems about birch, observed the tree bark through a magnifying glass, covered the trunk from the cold with snow, and played outdoor games.

In the second junior group No. 7, Full Name, together with the children, watched the sky, made riddles about the sun, wind, clouds. She conducted an experiment with ice, thereby strengthening its properties. We played outdoor games. The children completed all the tasks with pleasure.

In the middle group No. 9 and No. 10, the full name and full name in the role of the forester, as part of the project “We walk along nature’s paths at any time of the year,” held the final lesson “Visiting the forester.” Together with the children, we walked through the stations of the ecological trail, such as “Walk along the ecological trail”, where the children remembered the rules of behavior in the forest in winter and consolidated the knowledge acquired during the project. The walk turned out to be interesting and educational, the children took part in all types of activities with pleasure.

It is pleasant to note the active participation and creative approach of all teachers in implementing the tasks of environmental education of preschool children.

4. Assessment of forms of interaction with parents.

During the inspection, it was found that not all corners provided parents with information on environmental education for children.

We consider environmental education of preschoolers as a process of continuous education and education of parents, aimed at developing an environmental culture for all family members. Working with parents is no less important and more difficult than working with children.

We pay special attention to the joint activities of children and parents. Exhibitions of joint drawings, handicrafts made from waste materials, photo collages “Our Pets”, participation in the “Birds are Our Friends” campaign and the making of feeders were held.

A survey was also conducted with parents on the topic “Environmental education in the family”, in order to identify parents’ attitudes towards the issues of environmental education of preschool children in kindergarten and its real existence in the family. Analysis of the survey showed the following: 50 people took part in the survey, parents were asked the following questions:

1. What is ecology? Only 20% of parents were able to answer more accurately, which indicates ignorance of this section;
2. To the question “Do you have indoor plants?” 98% of parents responded positively;
3. 71% of parents answered positively to the question “Are there animals in the house”;
4. 83% of parents made a bird feeder;
5. To the question “Do you read books about nature to your child?” 75% answered positively, 13% - rarely, 10% - do not read;
6. To the question “Does your child watch TV shows about nature?” 75% answered positively, 17% - rarely, 6% - negatively;
7. 100% answered positively to the question “Does your child like to walk in the forest”;
8. To the question “Do you often go to the forest with your child,” 46% answered often, 31% - rarely, 21% - never;
9. 85% of parents answered positively to the question “Does your child know the names of flowers, trees, berries, etc.”, 2% answered negatively, 13% - they know, but little;
10. 77% answered positively to the question “Do you tell your child about the benefits of trees, medicinal herbs, berries, insects, birds”, 8% - rarely, 8% - answered negatively;
11. To the question “Does your child show a caring attitude towards animals and plants?” 99% responded positively;
12. To the question “Do you think your child will gain knowledge about nature in kindergarten,” 100% of parents answered positively.

Thus, the analysis of the questionnaires showed that the majority of parents are aware of the environmental education of their children and cultivate in their children a positive attitude towards the natural world, but have insufficient information on this issue.

Thus, based on the results of the thematic control, it was established that work on the cognitive development and environmental education of preschool children is carried out systematically and systematically, in accordance with the content of the preschool education program. In the groups, optimal conditions have been created for the formation of children’s environmental culture; there is a sufficient variety of games, equipment, and aids.

Recommendations:

1. Teachers of all groups should diversify the forms of interaction with parents on the issue of raising children’s environmental culture (promotions, competitions, exhibitions). Submit the action plan to the methodological office.
2. Create a card index of environmental games in corners of nature in accordance with the age of the children.
3. Systematically design and use multimedia presentations and other ICT in educational activities. Create a file cabinet of existing presentations.
4. Intensify work with children to develop environmental skills, using a variety of techniques and methods;
5. Organize environmental evenings with children and parents.
6. Educators should clearly plan the organization of children's activities during walks (observation, experiments, didactic games-experiments) (permanent term).
7. Teachers systematically conduct research activities during the simplest experiments, recording them in observation diaries (permanently).
8. Enrich research and experimental centers.

Implementation of an environmental work system in preschool educational institutions

Materials for the thematic control “Ways to implement the system of environmental work in preschool educational institutions”

Senior teacher Elena Aleksandrovna Tarasova Contains an Order on conducting control, a plan, an analytical report based on the results of thematic control On conducting thematic control In accordance with the annual work plan, in order to analyze and evaluate the system of environmental work in accordance with the requirements of the educational program: I ORDER: 1. Conduct a thematic control on the topic “Ways to implement the system of environmental work in preschool educational institutions” from 07 to 11.12.2015.
2. Approve the control plan (Appendix 1). 3. Approve a working group consisting of: _______ – head of the preschool educational institution (chairman), _______ – deputy head for educational and educational activities _______ – senior teacher, 4. Certificates on the results of the thematic control should be provided to the deputy head of the preschool educational institution ______ by 12/11/2015 5. Hear the results of the thematic control at the pedagogical council on February 13, 2016. The head of the preschool educational institution ___________ The order has been read: Appendix to the order No. dated_________ Control plan “Ways for implementing the system of environmental work in preschool educational institutions” No. Sections Contents Methods 1 Survey of the level of environmental education of children - Children’s ability to apply the skills of environmentally friendly behavior in nature acquired in the classroom - children’s ability to apply knowledge about the natural world in play activities - Analysis of children's activities: - in the classroom - in the process of observing natural phenomena - analysis of children's communication in the process of independent activity 2. Assessment of the professional skills of the teacher - mastery of methods and techniques for environmental education of children - ability to organize the observation of children natural phenomena, work in nature. - analysis of the conduct of classes by the teacher - interviews with teachers 3. Creation of conditions in preschool groups - the teacher’s ability to create a subject-oriented and developing ecological environment in the group that corresponds to the age and level of development of children and program objectives; the presence of natural corners in groups in accordance with the age of the children - the staffing of the methodological room with diagnostic, didactic, visual and demonstration materials - visiting groups - analysis of the subject-development environment (from the point of view of its content) 4. Work planning - planning efficiency - planning work by sections “SDVD, SDD, RR” - checking planning: - classes on topic 5. Working with parents - effectiveness of interaction with parents: parents’ understanding of the importance of working on environmental education of children - availability of visual and reference information for parents - analysis of visual information for parents in the group Certificate on the results of the thematic control “Ways to implement the system of environmental work in preschool educational institutions” In accordance with the annual work plan of the preschool educational institution for 2015-2016, based on Order No. 73 of 12/08/2015. during the period from December 14 to December 17, 2015. a thematic control was carried out on the topic “Ways to implement a system of environmental work in preschool educational institutions.” Purpose: to study the technologies used by preschool teachers for the cognitive development of children (section of the educational program of preschool educational institutions “Acquaintance with the natural world”). The control was carried out in accordance with the approved plan (attached), by a working group consisting of: the head of the preschool educational institution (chairman), the deputy head of the VMR, the senior teacher. During thematic control, the planning of the controlled topic in educational activities, on walks, in children’s independent activities, in individual forms of work, didactic, role-playing, theatrical and outdoor games, leisure, entertainment, and work with the family was analyzed. The work is carried out in accordance with the educational educational program using programs and teaching aids: the program “From birth to school”, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva, methodological recommendations “Environmental education in kindergarten” by O. A. Solomennikova, “Young Ecologist” program by S. N. Nikolaeva. During the thematic control, the teachers' long-term and calendar plans . In groups, specific planning is carried out, indicating the goals of work for all types of cognitive and research activities. Various forms of work are planned: environmental conversations, excursions, competitions, environmental actions, discussion of problem situations, labor landing, thematic weeks and days, maintaining nature calendars, environmental exhibitions and expositions, environmental didactic, simulation games, ecosystem modeling, competitive, travel games , travel along an ecological trail. Children are introduced to living and inanimate nature on the basis of a regional component on ecology (the nature of the Volga region). Classes are held 1-2 times a month in a playful way from the younger group. Goal setting in the plans of older groups traces the scientific approach and age-related features of the development of thinking in children of senior preschool age - the establishment of cause-and-effect relationships, elementary conclusions, relationships in living and inanimate nature. The kindergarten is working to ensure the life safety of children. The classes discuss issues of correct behavior in nature, introduce dangerous plants, and ways to preserve your health and the health of others. In the plans of circle and project activities on ecology for educators ______ (“Ecoznaika”), ________ (“Complaint Book of Nature”), preference is given to practical methods and techniques of familiarization with the phenomena of living and inanimate nature: experiments, comparative observations, reading and analysis of educational literature. Additional work with children is carried out on certain days, mainly during walks and in the afternoon. 50% of the forms and methods used to work with preschoolers are taken up by reading children's and educational literature and encyclopedias. Consolidation of the knowledge acquired by children during observations is carried out in the form of sketches, prototyping, modeling of studied objects and phenomena (photo material is available). Planning is carried out in calendar plans (o) in accordance with the long-term project plan, circle. In preschool groups, conditions have been created for the environmental education of children: natural corners have been created that are strategically placed. The developmental environment for environmental education in each group is organized and formed 84% in accordance with the requirements of the educational program. In the corners there is educational literature, in some groups there are plant passports (in accordance with age), environmental games, illustration material, and tools for caring for plants in accordance with the age of children. The groups have a sufficient number of didactic games - “Living Planet”, “Ice Age”, “Take care of living things”, “Seasons”, “Couples of animals and insects”; “Ecological trail”, “Birds at the feeders”, “Pick a leaf to the tree”, “Secrets of the ocean of air”, “Earth and its inhabitants”, “Riddles about animals”, etc. However, not all groups have a card index and are updated games, a passport for a corner of nature has been issued. In the book corner there is literature in accordance with the age of children on this topic: A. Tambiev “Who Lives in the Bushes”, E. I. Charushin “My First Zoology”, V. Bianki “Forest Houses”; Gribachev “Feeding Troughs”, Skrebitsky “Hello, Red Sun”, V. Bianchi “Whose Nose is Better”, “Patterns of the Year”, etc. Albums, demonstration and illustrated material are in sufficient quantity and aesthetically designed: “Seasons”, “ Animals of the native land”, “Plants”; set of postcards “Russian Forest”, “Flowers”, “Birds”; posters about behavior in nature “What is possible and what is not!”, “Poisonous mushrooms and plants.” Also, many teachers have created models of “Seasons” (months, weeks, days), and a weather calendar. Exhibitions of creative works by children and parents on environmental topics are periodically organized. Onions, tomatoes and plant branches are planted in groups seasonally. It was noted that in the corners of nature there is insufficient equipment for experiments: containers for experiments with water and sand, magnifying glasses, compasses, thermometers, magnets; natural material: pine cones, spruce, maple seeds, watermelon, melon, beans, etc. The commission reviewed various forms of environmental education for preschool children. OOD Teachers ________ use multimedia presentations to conduct classes in order to study in detail the conditions and lifestyle of animals and birds of their native land and form the ecological culture of children. To activate mental activity, search questions are actively used (can African children be given a snowman? What animals will we not see in our forest in winter? How can we recognize a tree in the forest in winter?) The analysis showed that teachers effectively use game techniques in the lesson: ______ (wonderful bag, finger games), ________ (game based on the results of the lesson “Finish the sentence...”: I learned in class..., I was surprised in class...), ________ (ball game “Name the action”, story-based physical education minutes, didactic games with cards “At the feeding trough” , “They are flying towards us”). Teacher _______ integrated cognitive and collective artistic activities for children (consolidating the state of aggregation of water and the properties of snow, followed by creating a city of snowmen from cotton pads). The visual method and reading fiction are also widely used in all classes. While viewing the OOD, teachers __________ noted the requirements for children’s complete answers, used evidence-based and reasonable speech, and demonstrated systemic knowledge in this section. In a conversation with children about indoor plants, _______ used a search technique (descriptive riddles): by analyzing the indicated signs, the children easily found the mystery plant, which indicates the depth of knowledge on the issue being studied. From the lessons and routines we have watched, it follows that work on environmental education and education of children is carried out systematically, purposefully and systematically. Game Teacher ________ organized the game “Where to find a snowflake.” A lot of visual material was prepared for the game: models, posters. But due to the teacher’s ill-conceived management of the game, the children did not fully understand the rules and game actions. The game was played at an average level and had a low cognitive effect. Working with parents During the inspection, it was found that not all corners provided parents with information on environmental education for children. The predominant part of the available information is presented in the form of printed text and articles devoted to valeology (strengthening and maintaining health in winter). CONCLUSION Thus, based on the results of the thematic control, it was established that work on the cognitive development and environmental education of preschool children is carried out systematically and systematically, in accordance with the content of the preschool education program. In the groups, optimal conditions have been created for the formation of children’s environmental culture; there is a sufficient variety of games, equipment, and aids. RECOMMENDATIONS: until January 20, 2021. 1.Teachers of all groups should diversify the forms of interaction with parents on the issue of raising children’s environmental culture (promotions, competitions, exhibitions). Submit the action plan to the methodological office. 2. Create a card index of environmental games in corners of nature in accordance with the age of the children. 3. In calendar plans, forms of club and project activities to introduce children to nature should be marked with a “V” icon. 4.Systematically design and use multimedia presentations and other ICTs in educational activities. Create a file cabinet of available presentations. Chairman of the commission ____________

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Diagnostics to identify the level of formation of environmental concepts in children of the older group

Anna Sokolova

Diagnostics to identify the level of formation of environmental concepts in children of the older group

Task No. 1

Purpose: to identify the level of formation of the child’s ideas about the signs of living things; find out whether the child has an idea about the needs of living organisms and the conditions necessary for life.

Material: 7-8 pictures depicting objects of living and inanimate nature; objects created by man: plant, animals (bird, insect, beast, fish, sun, car, plane.

Procedure: the adult invites the child to look at the pictures and choose objects of living nature. After this, the adult asks the questions:

- How did you guess that all this was alive?

- Why do you think that (names a specific object)

alive?

— What is needed (a specific object is called)

for a good life? What can't he live without?

Instructions: “Look at the pictures and choose objects of living nature. How did you guess that all this was alive? Why do you think that (specific object is named)

alive?
What is needed (a specific object is called)
for a good life? What can’t he live without?

Criteria for evaluation:

3 points – the child completes the task with interest, correctly names all the objects of living nature, can explain his choice, tell what this or that object needs to live.

2 points – the child makes 1-2 mistakes in naming objects of living nature, finds it difficult to answer questions about the conditions they need for life.

1 point – the child makes 3 or more mistakes in naming objects of living nature, cannot answer questions about the conditions they need for life.

.

Task No. 2

Goal: to identify the level of formation of ideas about wild animals and their habits (bear, fox, wolf, hare, squirrel, hedgehog)

.

Material: forest illustration; cards with images of wild animals (squirrel, fox, hare, bear, wolf, hedgehog)

.

Procedure: the adult invites the child to look at the pictures. Then he asks questions:

—What are the names of the animals that live in the forest? (Wild animals.)

- Look, the forest is empty, let’s play the game “Settle the Forest”

- Let's populate it with animals.

- Tell me what you know about each of them.

The child takes turns “populating”

animals into the forest, answering an adult’s questions about their life in the forest and habits:

— What does a squirrel eat? (Mushrooms, nuts.)

— What helps her move deftly through the trees? What helps her escape from her enemies? What protects you from the cold? (Winter coat, fluffy tail)

.

-What does a hare eat? How does he escape from his enemies? (Confuses tracks, changes color)

.

- What helps him withstand the cold?

— Why are wolves and foxes called predators? What helps them hunt animals?

— How do wolves behave when hunting? (Wolves gather in packs, hunt together at night, and can chase prey for a long time).

- How does a fox hunt? (The fox sneaks up unnoticed, lies in wait, covers his tracks)

.

—What does a bear eat? What do bears do in winter? (Hibernate)

.
What helps a bear not eat all winter? (Fat reserve)
.

— What other animals hibernate? (Hedgehogs.)

What does a hedgehog eat?
How does he escape from enemies and what helps him in this? (Curls up into a ball, needles)
.

Instructions: “Look at the pictures. What are the names of the animals that live in the forest? Look, the forest is empty, let's play the game "Settle the Forest"

- Let's populate it with animals. Tell us what you know about each of them. What does a squirrel eat? What helps her move deftly through the trees? What helps her escape from her enemies? What protects you from the cold? What does a hare eat? How does he escape from his enemies? What helps him withstand the cold? Why are wolves and foxes called predators? What helps them hunt animals? How do wolves behave when hunting? How does a fox hunt? What does a bear eat? What do bears do in winter? What helps a bear not eat all winter? What other animals hibernate? What does a hedgehog eat? How does he escape from enemies and what helps him in this?”

Criteria for evaluation:

3 points – the child completes the task with interest and correctly answers all the adult’s questions about the life of wild animals.

2 points – the child has an idea of ​​the habits of wild animals, but cannot answer all questions.

1 point – the child has a very weak understanding of the habits of wild animals.

Task No. 3

Goal: to identify the level of formation of ideas about wintering birds (tit, sparrow, crow, bullfinch, magpie)

.

Material: Feeder illustration (with slots)

against the backdrop of a winter landscape;
cards depicting wintering birds (tit, sparrow, crow, bullfinch, magpie)
and migratory birds
(swallow, starling)
.

Procedure: the adult invites the child to look at the picture, clarifies what time of year is depicted on it. Then asks the question:

—What can you call birds that stay for the winter? (Wintering.)

Gives the task to find and place wintering birds on the feeder; asks to tell what birds flew to the feeder.

Instructions: “Look at the picture. What time of year does it depict? What do you call birds that stay for the winter? Find and place wintering birds on the feeder. Tell me what birds flew to the feeder.”

Criteria for evaluation:

3 points – the child, without the help of an adult, finds and names 5 wintering birds.

2 points – the child independently finds and names 3-4 wintering birds.

1 point – the child names 1-2 birds, finds it difficult to classify birds (wintering and migratory)

.

Task No. 4

Goal: to identify the level of formation of ideas about the plants of the immediate environment: trees, shrubs and herbaceous plants.

Material: large card with images of poplar, rosehip, snowdrop. Small cards with images of trees: birch, spruce, pine and rowan. Card with a picture of a shrub - lilac . Cards with a picture of herbaceous plants: dandelion, bellflower, chamomile, plantain. Dunno doll.

Procedure: The adult informs the child that Dunno accidentally mixed up all the cards with pictures of plants and cannot arrange them correctly. Invites the child to help Dunno arrange the cards in the right order. On a large map around the poplar you need to lay out cards with images of trees; Place a card with a picture of a bush ; Place cards depicting herbaceous plants around the snowdrop. The adult asks why the child arranged the cards this way.

Instructions: “Dunno accidentally mixed up all the cards with pictures of plants and cannot arrange them correctly. Let's help Dunno put the cards in the right order. On a large map around the poplar you need to lay out cards with images of trees; Place a card with a picture of a bush ; Place cards depicting herbaceous plants around the snowdrop. Cards with pictures of what plants did you place around the poplar? How to call them in one word? Which card did you place next to the rosehip? What is this? Cards depicting which plants did you place around the snowdrop? What is that all?”

Criteria for evaluation:

3 points – the child correctly groups the presented images of plants; knows their names and characteristic features.

2 points – the child makes minor mistakes when grouping the depicted plants. Doesn't always give reasons for his choice. Knows the characteristic features of plants, but sometimes makes inaccuracies in the answers. Cannot always accurately formulate the answer to a question .

1 point – the child makes mistakes when grouping the depicted plants. It is difficult to name their characteristic features.

Task No. 5

Goal: to identify the level of formation of ideas about methods of plant reproduction.

Material: cards with images of trees (spruce, oak, maple, birch, pine)

;
pictures with the fruits of these trees (fir cone, acorn, maple lionfish, birch catkin, pine cone); indoor plants or their illustrations (chlorophytum, balsam, violet)
.

Procedure: the adult invites the child to look at the cards and select the desired picture with fruits for each tree. Then asks the child to name which trees he recognizes. Invites the child to look at indoor plants and name them. Gives the task: “You see one violet on the table, what needs to be done to have many violets? Remember the methods of plant propagation known to you” (by cuttings, mustaches, etc.)

Instructions: “Look at the cards and select the correct picture with fruits for each tree. What trees did you recognize? Look at indoor plants and name them. You see one violet on the table, what should you do to have many violets? Remember the methods of plant propagation that you know.”

Criteria for evaluation:

3 points – the child independently selects fruits from the trees. Names correctly indoor plants and methods of their propagation.

2 points – the child names trees, has ideas about methods of reproduction, but makes mistakes when selecting fruits and methods of propagating indoor plants.

1 point – the child correctly names 1-2 trees, but finds it difficult to relate them to seeds. Has no idea .

Task No. 6

Goal: to identify the level of formation of ideas about representatives of the class of reptiles. (The body of the lizard is covered with hard horny scales. The lizard has four short legs. It runs well. It does not make audible sounds. It lives on land. For the winter it hides in the ground, in holes, and sleeps there. It is useful by destroying harmful insects. The turtle’s body is covered hard shell. It is convex on top and flat on the bottom. It also has four legs. The turtle’s body squeezed into the shell is heavy and clumsy. It hides its head, legs and tail in the shell when danger threatens).

Material: pictures of lizards, turtles.

Procedure: An adult offers to name the animals depicted in the pictures, then asks to describe their appearance, method of movement, and lifestyle features.

Instructions: “Name the animals depicted in the pictures, describe their appearance, method of movement, features of their life.”

Criteria for evaluation:

3 points – the child correctly names each animal, describes their appearance and vital functions quite meaningfully.

2 points – the child correctly names each animal, describes their appearance with the help of an adult, and finds it difficult to describe the life functions of these animals.

1 point – the child does not answer the adult’s questions.

Task No. 7

Goal: to identify the level of formation of ideas about insects .

Material: pictures of insects (ant, butterfly, beetle, ladybug, dragonfly, mosquito, bee, fly)

.

Procedure: an adult shows the child a picture of an insect and asks questions: name who it is; what this insect looks like, moves, and what it eats. Asks to tell about the peculiarities of the life activity of each insect.

Instructions: “Look at the picture. Tell me who it is; what this insect looks like, moves, and what it eats. What else can you tell about the butterfly (fly, bee)

».

Criteria for evaluation:

3 points – the child correctly names all insects; can describe everyone's appearance; has ideas about their methods of movement and nutrition; can tell about the peculiarities of everyone’s life.

2 points – the child names 3–4 types of insects; answers questions with the help of an adult.

1 point – the child names 2 or less types of insects.

Task No. 8

Goal: to identify the level of formation of ideas about changes in nature at different times of the year.

Material: pictures from the series “Seasons”

.

Procedure: the adult invites the child to look at the pictures and put them in order, starting with winter. Then he conducts a conversation using the pictures:

- name the time of year that is shown in the picture,

- why do you say that?

— what happens in nature in spring?

— what changes occur with the onset of summer?

— what happens to trees in winter?

— when do vegetables, fruits, and berries ripen?

Instructions: “Look at the pictures and put them in order, starting with winter. Name the time of year that is shown in the picture. Why do you say that? What happens in nature in spring? What changes occur with the onset of summer? What happens to trees in winter? When do vegetables, fruits and berries ripen?

Criteria for evaluation:

3 points – the child quickly and in the correct sequence lays out pictures depicting the seasons, answers questions, reasons, and is not afraid to express his opinion.

2 points – the child finds it difficult to answer questions and requires the help of an adult.

1 point – the child does not answer the questions.

Task No. 9

Goal: to identify the level of formation of ideas about the parts of the day , their sequence.

Material: plot pictures depicting different types of children’s that follow each other throughout the day: making the bed, gymnastics, washing, breakfast, activity, etc.

Procedure: the child is asked to look at the pictures and put them in order, starting in the morning.

Instructions: “Look at the pictures. Put them in order, starting in the morning. Name morning, day, evening, night in one word. (Day.)

»

Criteria for evaluation:

3 points – the child completed the task and answered all questions correctly.

2 points – the child accurately arranged the pictures according to the time of day, but found it difficult to name a generalizing word.

1 point – the child did not cope with the tasks even after leading questions.

Task No. 10

Goal: to identify the level of formation of ideas about plants and animals of the Komi Republic.

Material: subject pictures depicting plants and animals that can be found in the Komi Republic and those that do not grow or live there (birch, dandelion, coltsfoot, palm tree, camel, wolf, bear, tiger, lion).

Procedure: the child is asked to look at the pictures and name the plants and animals that can be found in the nature of their native land and those that grow and live in a different climate.

Instructions: “Look at the pictures. Name the plants and animals that can be found in the nature of your native land and those that grow and live in a different climate.”

Criteria for evaluation:

3 points – the child has an idea about the nature of his native land, correctly classifies plants and animals. Identifies plants and animals that are not typical for the climate of the native region. Explains the choice.

2 points – the child makes inaccuracies when classifying plants and animals of his native land and cannot always justify his choice.

1 point – the child makes a large number of mistakes and does not justify his choice.

Task No. 11

Goal: to identify the level of formation of ideas that man is part of nature and that he must preserve, protect and protect it.

Material: a disk with an arrow in the center (like a dial, in the middle of which there is an image of nature, and on the edges there are signs symbolizing the positive (bird feeder, birdhouse, tree planting, etc.)

and negative
(broken branch, butterfly net, etc.)
human behavior in nature.

Procedure: the child is asked to play the game “What is good and what is bad”

. The child must, by moving the arrow, talk about man's help to nature and about his harmful effects on nature.

Instructions: “Let’s play the game “What is good and what is bad”

. Move the arrow and talk about man’s help to nature and his harmful impact on nature.”

Criteria for evaluation:

3 points – the child analyzes human behavior in nature, draws conclusions about patterns and relationships in nature.

2 points – the child has an idea of ​​the correct behavior of humans in nature, but cannot always explain the harm that humans cause to nature.

1 point – the child does not show interest and independence when completing the task, and finds it difficult to draw conclusions about patterns and relationships in nature.

Today, more than ever, humanity is faced with the question of the need to change its attitude towards nature and ensure appropriate upbringing and education of the new generation. Every person must understand that only in harmony with nature is his existence on planet Earth possible. Humanity has come to a threshold beyond which new morality, new knowledge, and a new system of values ​​are needed. Of course, they need to be created and educated from childhood. From childhood, you need to learn to live in harmony with nature, its laws and principles.

The task of a preschool institution is not only to develop skills in a culture of behavior in nature, to expand ideas about the relationships in nature, but also to facilitate the acquisition of research skills. Conducting experiments and organizing experimentation is one of the effective ways to educate preschoolers’ environmental culture. Research activities are of great interest to children. Experiments help develop the child’s thinking, logic, creativity, and provide him with the opportunity to find answers to the questions “how?” and why?".

In the course of research activities, preschoolers directly communicate with nature, acquire scientific experiment skills, and develop observation skills. An example of such research activity is environmental monitoring. Monitoring data can form the basis of an environmental passport of the territory of an educational institution. For children, this type of activity is their first test of strength in research work. This is a lot of creative work, in the process of which character, perseverance, painstakingness are developed, and environmental protection skills are developed.

Environmental monitoring in kindergarten is part of the environmental education system, designed to develop environmental knowledge, abilities, skills and worldview on the basis of practical activities, including program observations of the state of the environment in their area.

The goals of preschool environmental monitoring are:

• formation of environmental knowledge and culture of preschool children in the course of practical activities;
• ensuring that indicators of the ecological state of the territory are taken into account at the level of biogeocenoses.

Conducting environmental monitoring is based on the use of research methods accessible to children, which are selected according to age, education and training program, based on the realities of life. Children of senior preschool age are involved in monitoring the ecological environment of the kindergarten territory. Monitoring participants observe and measure the indicators of natural objects. Research methods used in monitoring must be appropriate to the age of the children, must not go beyond their zone of proximal development, and must not exceed their psychological and physical capabilities. Research activities should make children want to work, and not be repulsed by their complexity and incomprehensibility. In children's research, biological monitoring, air monitoring, and soil monitoring can be used.

Methods for monitoring biological objects (biota)

Biota is the totality of all living organisms (plants, animals and microorganisms) inhabiting any territory. When organizing biota monitoring, permanent areas with certain types of vegetation are selected. Observations of well-known birds, plants, and insects should be regular. When conducting plant monitoring studies, attention is paid to the morphological characteristics of leaves, needles, and bark features, which are quite easily recorded. When monitoring animals, children together with their teacher can determine their species composition.

Monitoring of green spaces

Vegetation on city streets is considered, first of all, from the point of view of improving the living environment for humans in hygienic and aesthetic terms. Plants enrich the air with oxygen, moisturize and purify it, help reduce noise, and influence the microclimate of the area. Pollution of air, water, and soil affects the physiological functions of plants, their appearance, condition, and life expectancy. Among plants, there are species that are sensitive to environmental pollution, and others that are more resilient. Carrying out work to record green spaces makes it possible to assess the anthropogenic load on the territory. When performing work, preschoolers master research methods, become familiar with the species composition of plants and their ecology.

Stages of work:

I. Preparatory stage:

1. Setting goals and objectives.
2. Preparation of material and equipment. (Tablets, pencils, rulers, erasers, measuring tapes, tape measures, rope, paper).
3. Getting to know the objects.
4. Drawing up a plan - a map of the research object.

II. Conducting research.

1. Together with the children, we draw a plan and map the territory of the kindergarten, dividing it into sections.
2. We put objects - trees - on the plan - map, determine the distance between them.
3. We assign a serial number to each tree, bush or group of bushes.
4. In the field diary we record the data in the form of a table: type of planting, tree number, species (species), trunk diameter.

To prepare material and equipment, you can play the game “Select the necessary items” with preschoolers. Drawing up a plan-map is an accessible activity for children of senior preschool age, but they can do this work together with adults (computer version of the plan). Counting and numbering trees, measuring their diameter - this work also meets the program requirements.

III. Processing survey materials.

1. Based on working maps of individual areas, a general map of green spaces is compiled.
2. Together with the teacher, according to the field diaries, the children draw up a “Passport of the site’s green spaces.” (Annex 1)

Monitoring research data makes it possible to introduce children to a plan, diagram, route, map. Develop the ability to model spatial relationships between objects in the form of a drawing, plan, diagram, and develop the ability to “read” simple geographic information.

To obtain an objective idea of ​​the peculiarities of the seasonal development of nature in a particular territory, we carry out phenological (seasonal) observations of the vital activity of living organisms. These observations can be carried out in the form of joint project activities of children, parents, and teachers. (Appendix 2)

Observations of plant objects during the project can be carried out over a long period of time. This makes it possible to trace the stages of development and observe seasonal changes in plant life.

Air monitoring

Clean air is essential for human life, plants and animals. Atmospheric pollution has a negative impact on living organisms, which leads to a reduction in the number and species diversity of animals and plants, and human morbidity. There are many sources of air pollution. However, the most significant of them are transport and industry.

An assessment of the state of the air environment in a preschool institution can be carried out by determining air dust content, vehicle load and determining the degree of air purity for Scots pine.

Assessment of air cleanliness based on traffic load

The most powerful air pollutant in urban environments is motor transport. For research, we select several roads with light, medium and heavy traffic adjacent to the territory of the kindergarten. We monitor the traffic on the selected road. We mark each car that passes by with a stick on the sheet. You can count the number of cars on daytime and evening walks, watching the movement of cars from the walking area. The observation place must be safe for the child, therefore, during this study, children do not leave the territory of the kindergarten.

Determination of air dust content

We select several trees near the road and for control at a distance from it. Place the leaves one by one, without tearing them off, into a glass of water and wash off the dust from their surface. We filter the water. Weigh the dry filter and the filter with sediment after drying. The result obtained gives a mass of dust on the surface of the leaves. Similarly, wash off the dust from the leaves of control plants. We mark the sampling locations on the map of the kindergarten territory. We enter the obtained data into the kindergarten’s environmental passport.

Determination of air condition by the condition of Scots pine needles

Pine forests are the most sensitive to air pollution. Therefore, Scots pine can be used as an indicator of anthropogenic influence. In clean areas, the bulk of pine needles are healthy, undamaged, and only a small part of the needles have light green spots. We select a certain number of needles from several side shoots in the middle part of the crown. All needles are divided into three parts: intact, with spots and with signs of drying, and the number of needles in each group is counted. The data is entered into a table. (Appendix 3)

In order not to pick the needles on the plant, you can select a side shoot and count the needles on it, dividing them into groups. Enter the data into the table of the environmental passport. In our kindergarten, these studies were carried out by children from the “Young Ecologists” squad, on the territory of the conifer nursery “Yaselki”. As part of the child-parent environmental project “Yaselki”, children together with their parents determined air pollution by the state of pine needles in the park of our neighborhood. This type of research will help improve quantitative counting skills, strengthen children’s ability to compare objects, classify, group by color and shape.

Soil monitoring

The state of the environment can be assessed using plants - bioindicators. Creeping clover can be used as a bioindicator to characterize the condition of soils. The shape of the gray pattern on the leaf blade and the frequency of occurrence can be used as an indicator of environmental pollution. Observations are made by counting shapes with and without different patterns. For this study, we choose the direction in which the movement will take place (“ecological path”). Having found a specimen of a plant, we determine what pattern is on the leaves and make a mark in the table. (Appendix 4)

This procedure is repeated as you move in a given direction until the end of the test area. We enter the data into the table of the environmental passport.

It is quite difficult for children to calculate the frequency of occurrence of individual hair dryers, the hair dryer ratio index. They will be able to perform all such calculations in the future while studying at school. By conducting this experiment in senior preschool age, they will acquire experimental skills, because identifying different types of patterns on plant leaves and counting them will not cause difficulties for children, but on the contrary will contribute to the development of attention and the ability to concentrate it.

Research work on ecology has its own characteristics:

• During the experiment, preschoolers solve the problem posed, justifying their decision with the results obtained.
• The objectivity of the experiment is ensured by systematic research.
• Ecological research is theoretical knowledge, ecological culture and practical actions.

By carrying out research work, preschoolers develop the ability to make observations, set up experiments, monitor what has changed compared to previous studies, and draw conclusions. The emotional impact of an environmental experiment also has educational significance. Children develop a sense of involvement in the fate of natural objects. They are interested in participating in work that benefits nature, and the knowledge and skills about environmental protection that they receive in kindergarten will be useful to them at school.

Based on the monitoring results, an environmental passport for our preschool institution was issued, and the species composition of plants and animals living on the territory of the kindergarten was described.

Research activities, children’s participation in environmental actions, and in the work of the “Young Ecologists” team contribute to preschoolers’ acquisition of environmental knowledge and the transformation of this knowledge into a worldview.

Control of preschool teachers on the topic:

Exercise

1. The importance of everyday walks in the natural history work of a preschool educational institution.

Target:

reveal the content and methods of introducing children to nature on walks.

Contents of the task

1. Features of planning natural history material on walks (content, volume, time); specific nature observations; supervision of observations by the teacher.

Note the results in the table:

2. Walk in the area of ​​your age group.

• The time and place of natural history work in the structure of the walk, with what educational areas this work was combined.
• Content of children's activities (observation, play, work in nature); what knowledge, skills and abilities were used by children.
• Form of organization of children (frontal, subgroups, individual).
• Techniques used by the teacher during a walk to guide observation, play, and work.
• Children’s behavior during their introduction to nature: how they understood the task, attitude and interest in it, effectiveness of completion.

Task 2.

Educational work in the Nature Corner of the kindergarten.

Goals:

show the importance of the Nature Corner for the comprehensive education of children; reveal the methodological requirements for organizing a Nature Corner and conducting natural history work in it.

Contents of the task.

1. Analysis of the state of the Nature Corner in your group.

• Availability of necessary components and their compliance with software requirements.
• Placement (based on biological and pedagogical requirements).
• Availability of seasonal plants.
• Conditions for keeping animals and plants.
• Equipment and its use.

2. Work with children in the Nature Corner over the past year.

• Content.
• Organizational forms.
• Methodical manual.

3. Children’s behavior, their care for plants and animals; interest in natural objects; independence in carrying out assignments and being on duty; volume of work performed; awareness of children's actions.

The observation results are noted in the table:

Task 3.

Excursions into nature.

Goals:

show the role and place of excursions in the system of natural history work in a preschool educational institution; describe the methodology for conducting them with preschoolers.

Contents of the task.

1. How excursions into nature were carried out and subsequent work on the collected materials.

Enter the data into a table and analyze it:

2. When assessing the planning of the excursion, note the following:

• correspondence to the age of children: themes and program objectives of the excursion;
• the number of objects and natural phenomena intended for study;
• the presence of issues related to nature protection, their content; didactic methods and tools used by the teacher;
• the feasibility of using equipment and methodological techniques to solve the assigned problems;
• the presence in terms of references to previous work on the topic of the excursion;
• conducting repeated excursions in the same place.

3. Analysis of the excursion conducted by the teacher on the following points:

• compliance of the topic and program objectives with the age of the children, their level of preparation, and seasonal conditions;
• organizing an excursion: having a preliminary conversation with children, its goals; preparing equipment for the excursion, taking into account the need for subsequent placement of brought materials; distribution of materials among children;
• structure: content and methodology for organizing observations (frontal observation, observation tasks, data on individual children, their independent observations); conducting games, collecting materials; children's reaction during observations; discussion of results (showing interest, questions, judgments); nurturing love for nature and respect for it.

4. Drawing up a summary of the excursion by the teacher for his age group.

Task 4.

Direct educational activities in natural history in a preschool educational institution.

Goals:

show the role of direct educational activities (hereinafter GED) as the main form of teaching preschoolers when introducing them to nature; reveal the role of the GCD system for one age group.

Contents of the task.

1. From the teacher’s calendar plan, select an educational activity for introducing children to nature. Based on this material, fill out the table:

Conduct a planning analysis, noting the following:

• Is the number of classes provided sufficient?
• Do the topic and pedagogical objectives correspond to the program of education and training in a preschool educational institution and the age characteristics of the children;
• Is knowledge given in the system, is it consistently complicated;
• The variety and effectiveness of the techniques used;
• Techniques and ways of consolidating in everyday life the knowledge and skills provided by the GCD program material.

2. Analyze the teacher’s GCD:

• subject;
• target;
• organization of children;
• placement of equipment and visual material;
• the teacher’s use of techniques and methods in the classroom; their diversity and age-appropriateness;
• questions for children;
• emotional attitude of children to the observed object;
• compliance of the GCD methodology with the stated goal.