Tatiana Odintsova
Presentation “Environmental education of preschool children”

Municipal budgetary preschool educational institution

"Kindergarten No. 9 in Lgov"

PRESENTATION

"Environmental education of preschool children"

Prepared by the teacher:

Odintsova Tatyana Ivanovna

Slide 1

MBDOU "Kindergarten No. 9 in Lgov"

"Environmental education of preschool children"

Prepared by: Tatyana Ivanovna Odintsova

Slide 2

“To protect nature means to protect the Motherland!”

Wise nature teaches us at any time of the year

Birds teach singing, spiders teach patience.

Bees in the field and garden teach us how to work.

And besides, everything in their work is fair.

Reflections in water teach us truthfulness,

Snow teaches us purity, the sun teaches us kindness,

And despite all its enormity, it teaches modesty.

You can learn from nature all year round

We are trees of all species

All the great forest people,

They teach strong friendship.

Slide 3

So what is ecology?

Ecology is a biological science that studies the relationships of organisms with their environment and with each other.

Environmental education of preschool children– is an introduction to nature for children, which is based on an ecological approach, and the pedagogical process is based on the fundamental ideas of the concept of ecology.

Slide 4

Thus, goal of environmental education- This

the formation of a new type of person with new ecological thinking, capable of realizing the consequences of his actions in relation to the environment and able to live in relative harmony with nature.

Tasks:

Form a system of environmental knowledge and ideas (intellectual development);

Develop aesthetic feelings (the ability to see and feel the beauty of nature, admire it, the desire to preserve it).

Participation of children in activities feasible for them to care for plants and animals, to protect and protect nature.

Slide 5

Currently, new trends and problems are visible in the field of ecology, indicating the need to take environmental education to a qualitatively new level.

Slide 6

My topic of self-education “Environmental education of preschoolers“And I do a lot of work on environmental education.

Firstly, of course, these are environmental classes, where we get acquainted with vegetables and fruits, berries and mushrooms, and medicinal plants. Let's find out where they grow and how to collect them correctly. We get to know animals, insects, birds, trees, their growth conditions, and habitat. We consolidate the acquired knowledge in practice and in artistic creativity.

Slide 7

I not only conduct classes on environmental education, but also conducted projects with children throughout the year. For example, "Mr. Onion".

Target: expand the knowledge of children and parents about the types and properties of onions

We prepared a corner of nature and planted onions. For two weeks, the children enjoyed watching the growth of green feathers, and we also kept a calendar of observations in the group and in the children’s home. We took the sprouted onions to the cooks in the kindergarten kitchen. This project is significant for all its participants. The children gained new knowledge, the teacher continued to master the design method, and parents expanded their opportunities for collaboration with their children.

Slide 8

Project "Birds".

Target: cultivate a caring attitude towards birds, teach them to express their care for them in useful activities

During the project, we became acquainted with different species of birds, both migratory and wintering. We learned about their characteristics, habits, habitats, and what they eat. We read a lot about birds, solved riddles, learned poems, drew and painted birds, collected cut-out pictures, did appliqué and origami, and held exhibitions of creative works. All information received about birds was periodically updated in the corner of nature. It was a very rich and educational project.

Slide 9

I work very closely on environmental education with my family. Only by relying on the family, only by joint efforts can we solve the main task - raising a person with a capital “H”, an environmentally literate person. When working with parents on environmental education of children, I use traditional forms (parent meetings, consultations, conversations). In December, an environmental campaign was held under the Birds project "Feed the birds in winter"

Action plan:

1. Lesson "Bird's dining room"

2. Making bird feeders by parents together with their children.

3. Hanging feeders around the nearby territory of the kindergarten. 4. Daily feeding of birds.

5. Observations of birds and their habits.

Slide 10

In my work, I often use didactic games on ecology, such as “Which branch are the children from?”, “Who lives where?”, cut-out pictures, etc. In the game, children develop intellectually, learn to perceive the world more sensually, and consolidate knowledge.

Slide 11

The group has created a nature corner that introduces children to indoor plants, the conditions necessary for their growth and development, for observations and work in nature.

Slide 12

Walking is also widely used for environmental education of children. I introduce children to the changes in nature over the seasons. On walks I organize games with natural materials (sand, water, snow, leaves, fruits). For such games, we have equipment on the site such as a box of sand, scoops, molds, and signets. It is on a walk that children become acquainted with the properties of sand, earth, snow, ice, and water. Children love to draw in the sand. In addition, a variety of game exercises are used: “Find by description”, “What grows where”, “Find out and name”, “Tops - roots”.

Slide 13

I believe that the work I have done has positive results:

The beginnings of ecological culture in children have been formed;

A consciously correct attitude towards objects and natural phenomena and ecological thinking have been formed;

Children learn practical actions to protect nature;

Children have a desire to communicate with nature and reflect their impressions through various activities.

Slide 14

Everything good in people comes from childhood!

How to awaken the origins of goodness?

Touch nature with all your heart:

Be surprised, find out, love!

I want the earth to bloom

And the little ones grew like flowers,

So that for them ecology becomes -

Not science, but part of the soul!

Slide 15

Thank you for your attention!

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

Slide 9

Slide 10

The presentation on the topic “Environmental education of preschool children” can be downloaded absolutely free on our website. Project subject: Children's presentations. Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 10 slide(s).

Presentation slides

Slide 1

“Environmental education of children of senior preschool age” MDOU “Kindergarten No. 44 of general development” Elektrostal

Slide 2

Relevance of the work

Currently, new trends and problems are visible in the field of ecology, indicating the need to take environmental education to a qualitatively new level. If in the recent past there was a rapid penetration of environmental issues into domestic pedagogical science and practice, into all parts of the educational process, now such activity is noticeably decreasing. The contradiction between the demands that the era of environmental disasters places on people and the real level of environmental awareness of the younger generation is becoming more and more obvious. The low effectiveness of the efforts undertaken leads to the need to increase the level of environmental education of preschool children.

Slide 3

raising an environmentally literate, socially active preschooler who is responsible for the state of the environment and cares for the riches of nature

Slide 4

To analyze domestic literature on the problem of environmental education of preschool children. To substantiate the need for developmental work on environmental education of older preschoolers. To develop a development program to improve the level of environmental education of older preschoolers. Identify the effectiveness of the work done.

Slide 5

We work according to basic principles

Systematicity. Age targeting. Integrations. Continuity of interaction with the child in a preschool setting and in the family.

Slide 6

Cognitive activities. Excursion into nature. Labor activity in a corner of nature, on the site and in the garden. Reading literature, looking at demonstration material, memorizing poems, proverbs, sayings, etc.

Didactic, role-playing, outdoor games. Providing musical and sports entertainment. Design of an exhibition of children's works. Observation of the animal and plant world, and the work of adults. Experimentation

Slide 7

Slide 8

Expected results

Pupils should know: Fundamentals of environmental culture. Some features of the nature of your region. The main signs of the seasons. The meaning of nature for humans. Groups of plants and animals. Some protected plants and animals of their region, country. Rules of behavior in nature. Features of the work of people in the most common professions.

Pupils should be able to: Distinguish between objects of nature and objects that are not related to nature. Follow the rules of personal hygiene. Distinguish between studied plants and animals. Conduct observations in nature under the guidance of a teacher. Feed birds in simple feeders. Take care of indoor plants and pets. Conduct search and research activities under the guidance of a teacher

Slide 9

Slide 10

Forms of work with parents on environmental education

Questionnaires, conducting surveys Joint leisure activities, holidays, KVNs, quizzes Theatrical activities, participation in exhibitions, competitions Round table conversations, parent meetings, consultations Screens, environmental stands WHAT IS THIS? APPLE PEAR. WELL DONE!!! WHERE IS THE APPLE? THE PEAR LIES UNDER THE TABLE. THE APPLE IS ON THE TABLE. WHERE IS THE PEAR? THE PEAR IS LYING ON THE TABLE. THE APPLE IS LYING...

Tips for making a good presentation or project report

1. Try to involve the audience in the story, set up interaction with the audience using leading questions, a game part, do not be afraid to joke and smile sincerely (where appropriate).
2. Try to explain the slide in your own words, add additional interesting facts; you don’t just need to read the information from the slides, the audience can read it themselves.
3. There is no need to overload the slides of your project with text blocks; more illustrations and a minimum of text will better convey information and attract attention. The slide should contain only key information; the rest is best told to the audience orally.
4. The text must be well readable, otherwise the audience will not be able to see the information being presented, will be greatly distracted from the story, trying to at least make out something, or will completely lose all interest. To do this, you need to choose the right font, taking into account where and how the presentation will be broadcast, and also choose the right combination of background and text.
5. It is important to rehearse your report, think about how you will greet the audience, what you will say first, and how you will end the presentation. All comes with experience.
6. Choose the right outfit, because... The speaker's clothing also plays a big role in the perception of his speech.
7. Try to speak confidently, smoothly and coherently.
8. Try to enjoy the performance, then you will be more at ease and less nervous.

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Environmental education of preschool children within the framework of the Federal State Educational Standard in a preschool educational institution Performed by senior educator: L.V. Skrynnikova

“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.” V. A. Sukhomlinsky

The word “ecology” is ancient Greek: “eco” - housing, “logos” - concept, science. The term was first proposed by the German biologist Ernst Haeckel in 1866 in his book General Morphology of Organisms. Thus, ecology is the science of the interactions of living organisms and their communities with each other and with the environment. The modern interpretation of the concept of “ecology” is much broader. Currently, environmental issues are mistakenly understood as environmental problems. This is largely due to the consequences that arise due to the harmful effects of human activity on the environment.

Therefore, today we can say with confidence that environmental education of children is a concern for the future of the planet. Such an early formation of an environmental orientation is explained by the fact that before the age of 7, a child has created the foundation for laying a conscious attitude towards the surrounding nature; there is an accumulation of vivid emotions; Direct perception of information allows you to remember it firmly and easily, because it is interesting. Modern research has shown that at the psychological level, the perception of the world around a child under 7 years of age is formed by 70%. But after reaching this point, the remaining 30% accumulates until the end of days. Therefore, working with preschool children is so important for the formation of an individual’s ecological culture.

Regulatory documents that reflect aspects of environmental education, education, awareness: - Convention on the Rights of the Child of November 20, 1989. - Constitution of the Russian Federation dated 12.121.1993. - Federal Law of January 10, 2002 No. 7-FZ “On Environmental Protection”. - Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155. - Strategy for the development of education in the Russian Federation for the period until 2025, approved by order of the Government of the Russian Federation dated May 29, 2015 No. 996-r.

According to the Strategy for the Development of Education in the Russian Federation, environmental education presupposes: - development in students of ideas and elementary concepts about the interconnections and relationships between man and nature; - the formation and development of an ecological culture in a child, a caring attitude towards his native land; - fostering a sense of responsibility for the state of natural resources and reasonable interaction with them; - awareness of one’s own “I” as a part of nature.

When characterizing the ecological culture of an individual, the following elements are distinguished: environmental perception - seeing, hearing, smelling, touching nature in all its harmonious natural and aesthetic integrity; ecological thinking - a reflection of significant connections and relationships, creative reconstruction and prediction of the consequences of one or another human intervention in the life of nature; ecological feeling – emotional resonance between man and nature, empathy; environmental knowledge – reflection in human consciousness of the relationships and interdependencies between man and nature in the form of environmental ideas, concepts, judgments; ecological attitude - effective-practical, volitional, environmentally justified behavior in nature in accordance with the laws of interaction between nature and man, norms of law, and morality.

The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, mastering the methodology of environmental education, he organizes children’s activities so that they are meaningful, emotionally rich, contribute to the formation of practical skills and necessary ideas about nature, and gradually “transition” into independent behavior of children. The leading role in this process should be the joint activity of an adult and a child.

Role-playing and d/games Games with natural materials Targeted walks and observation in nature Watching films about nature Creating homemade books Reading children's fiction Work in the mine - the center of nature Experimental, experimental, search activities Conversations with children on environmental topics Collection of seed collections , stones, herbarium design Working with nature calendars, observation diaries Visual activities on environmental topics Examination of didactic pictures, illustrations about nature Ecological leisure activities, projects Joint activities of the teacher and students

All these methods contribute to the development of cognitive processes in children, the formation of values ​​for the reality around them, and foster a caring attitude towards nature and everything that surrounds them. It is very important that adults themselves love nature and try to instill this love in children through their personal example.

Cognitive Environment and child health State of the environment in one’s own neighborhood, city Ways to solve these problems Child development through getting to know the outside world Methods for introducing a child to the outside world Activity Participation in environmental actions together with children Participation in environmental holidays, excursions, hikes Growing plants Reading literature together with children Value Nature as a universal value for humans The importance of nature in human life Child health and nature Man is part of nature Formation of reasonable needs Normative Knowledge of the rules of behavior during outdoor recreation. Choosing environmentally friendly areas for walking with children. Environmental safety of the home, environmentally friendly products Knowledge of the psychological characteristics of the child corresponding to his age, needs, including communication with nature. "Environmental education of parents"

V.A. Sukhomlinsky considered nature to be the main source of all-round development of a child. K.D. Ushinsky called nature a great educator: “To arouse in children a living sense of nature means to arouse one of the most beneficial influences that educate the soul.” The great writer Mikhail Prishvin said: “Everything beautiful on Earth comes from the Sun, and everything good comes from man.” “For fish - water, for birds - air, for animals - forest, steppe, mountains. But a person needs a homeland. Protecting nature means protecting the Motherland.”

Therefore, the most important thing in the process of environmental education is to instill in a child the main principles of his life in harmony with nature: 1. “Do no harm.” 2. “Knowing, do not destroy.” 3. “Don’t take more from nature than you need.” 4. “Before you do it, answer yourself three questions: - What do I want to do? - Why do I need it? - Who gains what and who loses what? 5. “Think about the consequences!”

Everything good about children from childhood! How to awaken the origins of goodness? Touch nature with all your heart: Be surprised, learn, love! We want the earth to flourish. They grew up like flowers, little ones, so that for them ecology became not a science, but a part of the soul!

Thank you for your attention!

Preview:

Slide 1-2 Environmental educationwithin the framework of the Federal State Educational Standard in preschool educational institutions

“A man became a man when he heard the whisper of leaves and the song of a grasshopper, the murmur of a spring stream and the ringing of silver bells in the bottomless summer sky, the rustle of snowflakes and the howling of a blizzard outside the window, the gentle splash of a wave and the solemn silence of the night - he heard, and, holding his breath, listens hundreds and thousands of years of wonderful music of life.”

V. A. Sukhomlinsky.

Slide 3 According to the general recognition of scientists, nature is an absolute value of the highest order, because it is the basis of human existence on Earth and determines his not only physical, but also spiritual well-being.
The modern educational system recognizes environmental education as one of the priority areas of psychological and pedagogical activity of educators in preschool educational institutions. And only an ecological worldview, the ecological culture of living people can lead the planet and humanity out of the catastrophic state in which we are now. Therefore, environmental education and education of preschool children is an extremely important problem of the present time.

Slide 4 The word “ecology” Ancient Greek:“eco” – housing, “logos” - concept, science. The term was first proposed by the German biologist Ernst Haeckel in 1866 in his book General Morphology of Organisms. Thus, ecology is the science of the interactions of living organisms and their communities with each other and with the environment. The modern interpretation of the concept of “ecology” is much broader. Currently, environmental issues are mistakenly understood as environmental problems. This is largely due to the consequences that arise due to the harmful effects of human activity on the environment.

Slide 5 Therefore, today we can say with confidence thatenvironmental education of children- is a concern for the future of the planet. Such an early formation of an environmental orientation is explained by the fact that before the age of 7, a child has created the foundation for laying a conscious attitude towards the surrounding nature; there is an accumulation of vivid emotions; Direct perception of information allows you to remember it firmly and easily, because it is interesting. Modern research has shown that at the psychological level, the perception of the world around a child under 7 years of age is formed by 70%. But after reaching this point, the remaining 30% accumulates until the end of days. Therefore, working with children from 2.5 to 7 years old is important for the formation of an individual’s ecological culture.

Slide 6 Regulations,which reflect aspects of environmental education, education:
- Convention on the Rights of the Child of November 20, 1989.
- Constitution of the Russian Federation dated 12.121.1993.
- Federal Law of January 10, 2002 No. 7-FZ “On Environmental Protection”.
- Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155.
- Strategy for the development of education in the Russian Federation for the period until 2025, approved by Order of the Government of the Russian Federation dated May 29, 2015 No. 996-r.

Slide 7 According to the Strategy for the Development of Education in the Russian Federation, environmental education involves:

Development of pupils’ ideas and elementary concepts about the interconnections and relationships between man and nature;

The formation and development of an ecological culture in a child, a caring attitude towards his native land;

Fostering a sense of responsibility for the state of natural resources and reasonable interaction with them;

Awareness of one's own “I” as a part of nature.

Slide 8
When characterizing an individual’s ecological culture, the following elements are distinguished:
- environmental perception- seeing, hearing, smelling, touching nature in all its harmonious natural and aesthetic integrity;
-ecological thinking- reflection of significant connections and relationships, creative reconstruction and prediction of the consequences of one or another human intervention in the life of nature;
- ecological feeling– emotional resonance between man and nature, empathy;
- environmental knowledge– reflection in human consciousness of the relationships and interdependencies between man and nature in the form of environmental ideas, concepts, judgments;
- environmental attitude– effective-practical, volitional, environmentally justified behavior in nature in accordance with the laws of interaction between nature and man, norms of law, and morality.

Slide 9 The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, mastering the methodology of environmental education, he organizes children’s activities so that they are meaningful, emotionally rich, contribute to the formation of practical skills and necessary ideas about nature, and gradually “transition” into independent behavior of children. The leading role in this process should be the joint activity of an adult and a child.

Slide 10 One of the ways to increase the effectiveness of environmental education is to use a variety of methods and techniques.

List of forms and methods of environmental work with preschoolers:

Ecological excursions;

Words of kindness;

Ways of thinking;

Ecological circles;

Environmental competitions;

Ecological auctions, quizzes, marathons;

Ecological tales;

Nature Research Club;

Laboratory of a young ecologist;

Drawing up environmental maps;

Ecological exhibitions and expositions;

Ecological museums;

Days of environmental creativity;

Ecological holidays and festivals;

Slide 11 All these methods contribute to the development of cognitive processes in children, the formation of values ​​for the reality around them, and foster a caring attitude towards nature and everything that surrounds them.
It is very important that adults themselves love nature and try to instill this love in children through their personal example.

Slide 12 Environmental education of parents

One of the conditions for successfully instilling the fundamentals of environmental culture is not only working with children, but also with their families. Environmental education (enlightenment) of parents is one of the extremely important and at the same time one of the most difficult areas of work of a preschool institution. Cooperation with children's families in environmental matters and jointly organized events not only help ensure the unity and continuity of the pedagogical process, but also bring into this process the special positive emotional coloring necessary for the child.

Thus, the most important condition for successful work on environmental education is the implementation of an integrated approach, the creation of an environment in which adults, by personal example, demonstrate to children the correct attitude towards nature and actively, to the best of their ability, participate together with children in environmental activities.

Slide 13

V.A. Sukhomlinskyconsidered nature to be the main source of a child’s comprehensive development.

K.D.Ushinsky called nature a great educator: “To arouse in children a living sense of nature means to arouse one of the most beneficial influences that educate the soul.”

Great writer Mikhail Prishvinsaid: “Everything beautiful on Earth is from the Sun, and everything good is from man.” “For fish - water, for birds - air, for animals - forest, steppe, mountains. But a person needs a homeland. Protecting nature means protecting the Motherland.”

Slide 14

Therefore, the most important thing is to instill in your child the main principles of his life in harmony with nature:
1. “Do no harm.”
2. “Knowing, do not destroy.”
3. “Don’t take more from nature than you need.”
4. “Before you do, answer yourself three questions:
1. What do I want to do?
2. Why do I need this?
3. Who gains what and who loses what?
5. “Think about the consequences!”

Slide 15 In conclusion, I would like to remind you that it is up to us what our children will be like. We want them to love nature, understand it and take care of it. But it is not enough to want, it must be achieved through joint efforts.

Everything good about children from childhood!
How to awaken the origins of goodness?

Touch nature with all your heart:

Be surprised, find out, love!
We want the earth to flourish.

They grew up like flowers, little ones,

So that for them ecology becomes
Not science, but part of the soul!

One of the main tasks of education, in accordance with the Law of the Russian Federation “On Education”, is the formation of a spiritual and moral personality. The spiritual and moral education of children is multifaceted in content.

This is love for one’s native places and pride in one’s people, and a sense of one’s inseparability with the surrounding world, and the desire to preserve and increase the wealth of one’s country.

Each of the areas of spiritual and moral development and education is based on a certain system of basic values ​​and must ensure that students assimilate them. Environmental education has already become an integral part of preschool pedagogy.

Environmental education of preschoolers is a continuous process of training, education and development of a child, aimed at the formation of his ecological culture, which is manifested in an emotionally positive attitude towards nature, towards the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral standards, in the system of value orientations.

Slide 3 The relevance of the topic we are raising is that environmental education and education of preschool children is an extremely pressing problem of the present time: only an ecological worldview, the ecological culture of living people can lead the planet and humanity out of the catastrophic state in which they are now.

Problems of today: - Difficult environmental situation in the world; - its severe consequences; - ecology of the native land; - contamination of the habitat; - water bodies become polluted and become lifeless more often; - lose soil fertility; - flora and fauna are depleted

Slide 6 Tasks:

1. Development in pupils of ideas and elementary concepts about the interconnections and relationships between man and nature;

2. Formation of an emotional and value-based attitude towards nature;

3. Awareness of one’s own “I” as a part of nature;

4. Generalization of practical experience in reflecting the acquired knowledge and impressions from interaction with nature and the surrounding world.

How to create an effective system of environmental education in kindergarten based on an integrated approach? How to ensure that the ideas of environmental education are realized through different types of child activities:

Experimentation;

Observation;

Work;

Game;

Musical; visual; physical activity;

The kindergarten teacher is the main figure in the pedagogical process, including environmental education. Being a bearer of ecological culture, mastering the methodology of environmental education, he organizes children’s activities so that they are meaningful, emotionally rich, contribute to the formation of practical skills and necessary ideas about nature, and gradually “transition” into independent behavior of children. The leading role in this process should be the joint activity of an adult and a child. The processes of upbringing and learning do not themselves directly develop the child, but only when they have active forms and have appropriate content.