Self-analysis on the topic: Formation of environmental culture in preschool children through the inclusion of research elements in play activities

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Self-analysis of an integrated GCD for environmental

“Help the squirrel” in the middle group.

Integration of educational areas “Artistic creativity”, “Cognition” (non-traditional modeling with elements of experimental activities)

Educator: Vakhterova Gulsum Khaliullovna

Topic: “Help the squirrel”

Brief description of the group: The total number of children in the group is 9. Children 4-5 years old in the middle group.

Form of conduct: Correspondence walk into the forest.

Types of children's activities: playful, artistic, educational and research.

Goal: Continue to teach children the rules of behavior in the forest and active assistance to animals. Explain to children how bad it can be when people think only about themselves.

Expand children's understanding and knowledge about autumn, about the life of squirrels in the forest.
Develop children's speech and thinking, the ability to make fungus from natural material, creativity, imagination.
Cause children's sincere indignation at the boys' actions.
Foster a love of nature and respect for animals.
Activate the words in children’s speech: work, dry, hide, hat, leg, acorns.
Improve the grammatical structure of speech, develop coherent speech.
Foster independence, love of nature and respect for animals, interest in experimental activities.

Demonstration material: Painting “Autumn in the Forest”, toy Squirrel, improvised clearing (tree with a hollow, Christmas trees, dry leaves on the floor, basket.)

Handout: Modeling board, plasticine, acorns (for each child).

Introductory part 2-4 minutes.

Guessing the riddle.
Conversation “How squirrels prepare for winter”

Organizing time. Set children up for active work, positive contact with each other, and interest them in upcoming activities.

The main part is 15 minutes.

Painting “Autumn in the forest”
Fizminutka
Modeling mushrooms
Finger gymnastics
Treat for a squirrel
Reading poems and nursery rhymes

Introduction to the game situation, familiarizing children with the topic of the lesson. She created a problematic situation (she told about the boys Sasha and Mitya), organized a search for a way out of the problematic situation, inviting the children to make mushrooms for the squirrel.

Conducted a physical exercise - This stimulated the acceptance of elements of the learning task, created interest, and playful motivation for the content of the lesson.

In joint activities, she taught how to sculpt from natural materials (acorns, mushroom stems), and taught children to independently and creatively reflect their ideas about nature.

In order to prevent fatigue, prevent poor posture and psycho-emotional release, I performed finger exercises.

The final part is 2 minutes.

In the final NOD, she used a literary word to summarize. There were surprise moments (a gift from a squirrel). She consolidated the positive results of the lesson with verbal encouragement and reflection. During the GCD, I tried to continue the formation of the grammatical structure of speech and developed coherent speech. I sought answers in complete sentences.
The material for the educational activities was selected at a level accessible to children, corresponded to their psychological characteristics and was rational for solving the set goals and objectives. The children were interested. They were active, attentive, and felt comfortable. All this is confirmed by the results of reflection activities.
All elements of GCD are logically united by a common theme. Continuity of units was maintained.
This GCD structure is completely justified. Since each part of the GCD is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. The content of the lesson corresponded to the set goal and objectives.
Activities at GCD are characterized as joint, creative, and individual.

At GCD I used the following forms: frontal, individual.

Verbal (questions for children, clarification, encouragement);
Visual – demonstration (painting “Autumn in the Forest”, toy squirrel, Christmas trees, tree with a hollow).
Practical (sculpting)
Game (correspondence excursion to the “Autumn Park”, physical exercises, finger gymnastics)
Control methods (analysis of completed tasks, evaluation of performance results)
Problematic (boys behavior)

The following technologies were used in the GCD process:

Game activity;
Activity approach;
Learning in dialogue with adults;
Technology of developmental education;
Health-saving technologies;

Analyzing the children’s activities, I would like to note that they showed cognitive activity, reacted emotionally to activation techniques, and used their existing knowledge and skills. They were interested and organized. I paid attention to each child. Every child was involved in the activity. Drawing a conclusion, we can say that the assigned tasks were completed.

Self-analysis of a lesson on environmental development in a senior group on the topic “Reserve”.

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Municipal educational institution "Progymnasium No. 2" SE Terek

Self-analysis of a lesson on environmental development in a senior group on the topic “Reserve”.

Educator – Gonibova M.B.

2011 Summary of a lesson on ecology in accordance with the “Rainbow” program on the topic “Reserve”.

I set myself the following tasks:

Expand children’s knowledge and ideas about the flora and fauna of their native land; Provide knowledge about the Reserve and its inhabitants; about the Red Book and the features of its pages; Provide information about the availability of the Black Book; Remember what the concept of Motherland means.

Teach children to analyze, establish simple cause-and-effect relationships, and make generalizations; Arouse interest in learning about the flora and fauna of your native land. To create in children a desire to get acquainted with the beauty and features of the republic; To identify the problem of nature conservation in general and give the concept of a protected area, to create a desire to study it.

To cultivate love for your Motherland, for your republic; To form a reverent attitude and pride for your small Motherland; Evoke an emotional response in the soul of every child when studying the material.

To achieve these goals, I prepared the following material:

Screen, laptop, environmental modules, “Red Book”, magnetic board, frog toy, box, kindergarten model.

The lesson had a threefold goal: developmental, educational, educational.

1. Information and communication technologies; 2. Project technologies; 3.Health-saving technologies.

All parts of the lesson were interconnected. She moved smoothly from one part to another. At the first stage, with the help of a poem, knowledge about the concept of Motherland was consolidated. I tried to give new knowledge. I intensified my mental activity using the technologies listed above. She achieved solutions to problematic issues, developed the communication skills of children, and developed the ability to listen and hear their comrades. She introduced me to the greatest peak of Europe and the Caucasus Mountains - Elbrus, its other names, and the fauna of the Elbrus Nature Reserve. The children were very interested in learning about the Red Book and the Black Book and the features of their pages. She gave the idea that the Elbrus region is also a ski resort, and that one of the mascots for the 2014 Olympics is the snow leopard. Everything happened in a relaxed manner. Changing types of activities and using new technologies ensured both the assimilation of the material and the absence of overload. Health-saving technologies were ensured by good sanitary condition of the group, ventilation of the room before the lesson, and physical exercise in the middle of the lesson.

Throughout the lesson, there was interdisciplinary communication: cognitive development, ecology, speech development, fiction, geography. I think the children enjoyed this activity. In my opinion, I implemented all the tasks set and achieved the goals outlined in the outline.

Self-analysis of educational activities on environmental education in the senior group on the topic: “Our home is nature”

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in the older cognitive development group

on the topic: “Our home is nature!”

Purpose of GCD

: Let children understand that nature is our common home,

Cognitive development: continue to form an understanding of the role of nature in human life, expand and systematize children’s knowledge about nature, develop interest in the problem of nature conservation, introduce children to the norms and rules of behavior in nature.

Speech development: develop in children the desire to make a feasible contribution to the environmental education of the population, develop their horizons, thinking, and connected speech.

Social and communicative: Develop the ability to evaluate one’s own actions and the actions of peers. Foster a caring attitude towards nature.

Physical: formation of correct posture of children in class.

Artistic and aesthetic: teach children to read with the expression of a poem, cultivate a joyful, caring attitude towards awakening nature.

Vocabulary work: introduce into the children's active vocabulary: globe, planet, map, nature. Get used to answering with a complete answer.

Preliminary work: looking at a globe, memorizing a poem and physical education lesson, creating a presentation, developing signs, reading fiction, conversations, selecting audio recordings - forest melody.

Vocabulary work: introduce into the children’s active vocabulary: globe, planet, map, nature. Get used to answering with a complete answer.

Materials and equipment: projector, globe, map of Russia, plasticine, modeling boards, stacks, illustrations, wood, candy wrappers, baskets.

Organizational activities, preparation for class

The lesson was carried out in accordance with the notes. The abstract was compiled independently, in accordance with the objectives of the main educational program of the preschool educational institution, corresponding to the older preschool age of children. To implement each task, techniques were selected, and material was presented in an interesting and entertaining form for the children to familiarize themselves with. .

For each moment of the lesson, visual aids were selected that stimulated and activated children’s mental activity. The manuals are of sufficient size and aesthetically designed. Their placement and use was rational, thoughtful in the learning space and in the lesson.

Music was used during the lesson to enhance emotional perception.

The organizational technique “Greeting” in poetic form” was aimed at developing communicative qualities and establishing friendly relationships both within the children’s team and with the teacher.

The lesson is dynamic, it includes techniques that provide for a quick change of types of children's activities. Conversation - sitting on chairs, moving around the group while looking for a way out of a problem situation, looking at a presentation with rules of conduct in the forest. Evaluating actions and rules, collecting garbage in the forest, also contributed to changing the types of children’s activities during the lesson, changing the children’s poses, taking into account Sanpin. A quick rotation of techniques and changes in poses during the lesson made it possible to avoid fatigue in children.

Didactic activities of the teacher:

All aspects of the lesson are logical and consistent, subordinated to one topic. Moments from the educational areas of Cognition were integrated into the lesson: she continued to form an idea of the role of nature in human life, expanded and systematized children’s knowledge about nature, developed an interest in the problem of nature conservation, and introduced children to the norms and rules of behavior in nature. Speech development: developed in children the desire to make a feasible contribution to the environmental education of the population, developed their horizons, thinking, and connected speech.

Social and communicative: developed the ability to evaluate one’s own actions and the actions of peers; fostered a caring attitude towards nature.

Physical: formed the correct posture of children during the lesson.

Artistic and aesthetic: she taught children to read with the expression of a poem, cultivated a joyful, caring attitude towards awakening nature.

The techniques in the lesson were of a playful nature, based on game-based learning situations,

The use of the presentation “Rules of Conduct in the Forest” helped to implement the main educational task in an interactive, interesting game form - to continue to form an understanding of the role of nature in human life, interest in the problem of nature conservation, and to introduce children to the norms and rules of behavior in nature. My role was to teach children to give detailed answers. This helped to achieve optimal results.

At every moment of the lesson, I tried to guide the children to find solutions to the problem, helped them gain new experience, activate independence and maintain a positive emotional mood.

The creation of search, problem situations intensified the mental and speech activity of children,

The specifics of working with children in the classroom were reflected in a person-centered approach. She encouraged timid children and praised them in order to consolidate their situation of success.

During the lesson, I tried to communicate with the children on the same level, tried to maintain the children’s interest in the lesson throughout the entire time.

The outcome of the lesson was organized in the form of a game problem situation “Let’s remove the garbage” so that during the course the quality of learning the material could be checked. Throughout the lesson, I sought complete, competent answers from the children to the questions posed. The children did not always give a complete answer.

Due to the fact that there were many choral responses, I plan to pay special attention to individual responses in the future. It is also necessary to achieve clear pronunciation of words. Work on sound pronunciation, expand active and passive vocabulary. But, despite these difficulties, I believe that all the program tasks I set during the lesson were solved. All Sanpin requirements for conducting a lesson were met: the time frame of the lesson is 25 minutes, in the middle of the lesson there is a physical minute, a change in types of activities and static poses during the lesson. The psychological requirements for the lesson were also met: at the beginning of the lesson, the children were interested, gathered, set up for the lesson, the problem was posed, the motivation for the lesson was determined, at the end of the lesson reflection was summed up, the result of the lesson - what we did in the lesson and why we did it, in the form resolving the problem situation “Let’s remove the garbage.”

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Self-analysis of a lesson on environmental development in a senior group on the topic “Reserve”.

Self-analysis of educational activities on environmental education in the senior group on the topic: “Our home is nature”