Consultation for educators ecological games. Advice for educators. Topic: “Game technologies in environmental education. "Who is the fastest"
Man is a part of nature: he cannot live outside of it, he cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.
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Consultation for educators "Games on ecology in kindergarten»
Recently, there has been a sharp increase in interest inecology and environmental education.
Man is a part of nature: he cannot live outside of it, he cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.
The ecological attitude to the natural world is formed and develops throughout a person's life.
The ability to "look" and "see", "listen" and "hear" does not develop by itself, is not given ready-made from birth, but brought up . Learning to live in harmony with nature, with the environment should begin in preschool age.
Preschool age is the optimal stage in developmentecological culture of personality. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude to the environment, forms the foundations of moral andecological positions of the individualwhich are manifested in the child's interactions with nature, as well as in his behavior in nature. This is what makes it possible to formenvironmental knowledge in children, norms and rules of interaction with nature,develop empathy for her, activity in solving someenvironmental issues.
I use games in my work. Game activity affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. So, voluntary behavior, voluntary attention and memory begin to develop in the game. In conditions games children concentrate better and remember more than on the direct instructions of adults.
In the formation of children's emotional attitude to nature, I use many types of games. With the kids I spend very simple outdoor games, one way or another based on ideas about nature. Such games consolidate the first grains of knowledge that children receive in observations.
Great opportunities inenvironmental educationfeelings in relation to the world around are laid, first of all, in didactic games.
Develop positive emotions in relation to nature helptransformation gamesaimed at the emergence of empathy in the child for animals, plants, objects of inanimate nature.
Classification ecological games:
role-playing;
simulation;
Competitive;
Didactic;
travel games.
Features of role-playingecological games
In the process of role-playing ecologicalgames, the child has the opportunity to simulate the social content of environmental activities: "Animal Hospital", "Shop "Fruits and vegetables"”, “Forest Pharmacy”, etc.
For example, the aim of the role play"City Building"is the formation in children of the idea that construction is carried out only subject to environmental standards and rules.
Features of competitiveecological games
Competitive environmental games such as: KVN, competitions,"Field of Wonders", environmental quizzes stimulate the activity of their participants in the acquisition and demonstrationenvironmental knowledge, skills and abilities.
Peculiarities ecological travel games
In ecological travel games for preschoolers with the help of TCO(technical teaching aids)end up on the seabed or the North Pole, etc.
For example: "Trip to the Zoo", "Walking in the Forest", "Visiting an exhibition of paintings about nature", "A Trip to the Village to Grandma" and etc.
Peculiarities ecological didactic games
Didactic games in environmental education occupy one of the main places in my work with preschoolers:"Who's lost?", "Know by taste", "Wonderful bag", "Two baskets", "What happens if?", "Birds, fish, animals", "Chain" , "Air, Earth, Water", "Flies, swims, runs" and etc.
In my work with preschoolers on environmental education, I use an integrated approach:
Assuming the relationship of research activities,
music,
visual activity,
physical culture,
Games,
theatrical activities,
Literature,
Simulation,
watching TV shows,
excursions,
Organization of independent activities of children, i.e. ecologization of various activities of the child.
When using games and game situations in their lessons onecology was notedthat the children in my group became more attentive. They listen with interest to stories about animals and plants, ask many additional questions of interest to them.
"Game on ecology in kindergarten"
Consultation for educators
Prepared by the teacher Davletbaeva F.F.
MBDOU kindergarten No. 322
Ufa urban district
Republic of Bashkortostan
Recently, there has been a sharp increase in interest inecology and environmental education.
Man is a partnature: he cannot live outside of it, he cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.
The ecological attitude to the natural world is formed and develops throughout a person's life.
Skill"look" And"see" , "listen" And"hear" does not develop by itself, is not given ready-made from birth, butbrought up. Learning to live in harmony with nature, with the environment should begin at preschool age.
Preschool age is the optimal stage in developmentecological culture of the individual. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude towards the environment, forms the foundations of the moral and ecological positions of the individual, which are manifested in the interactions of the child with nature, as well as in his behavior in nature. This is what makes it possible to formenvironmental knowledge in children, norms and rules of interaction with nature,education of empathy for it, activity in solving some environmental problems.
The use of game activity in work affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. So, voluntary behavior, voluntary attention and memory begin to develop in the game. In conditionsgameschildren concentrate better and remember more than on the direct instructions of adults.
In the formation of children's emotional attitude to natureII use many kinds of games. With the kids I spend very simple mobilegames, one way or another based on ideas about nature. Such gamesconsolidate the first grains of knowledge that children receive in observations.
Great opportunities inenvironmental educationfeelings in relation to the world around are laid, first of all, in didactic games.
Develop positive emotions in relation to nature helptransformation games aimed at developing empathy in a child for animals, plants, objects of inanimate nature.
Classificationenvironmental games:
Features of role-playingecological games
During the role playenvironmentalgames the child has the opportunity to simulate social contentenvironmental activities: "Animal Hospital" , "Shop"Fruits and vegetables" », "Forest Pharmacy" and etc.
For example, the purpose of the rolegames"City Building" is the formation in children of the idea that construction is carried out only subject toenvironmental standards and regulations.
Features of competitiveecological games
Competitiveenvironmental games like: KVN, competitions,"Field of Dreams" , ecologicalquizzes stimulate the activity of their participants in the acquisition and demonstrationenvironmental knowledge, skills and abilities.
Peculiaritiesecological travel games
INenvironmentaltravel games for preschoolers with the help of TCO(technical teaching aids) end up on the seabed or the North Pole, etc.
For example:"Trip to the Zoo" , "Walking in the Forest" , "Visiting an exhibition of paintings about nature" , "A Trip to the Village to Grandma" and etc.
Features of ecological didactic games
Didacticgames in environmental educationoccupy one of the main places in my work withpreschoolers:"Who's lost?" , "Know by taste" , "Wonderful bag" , "Two Baskets" , "What happens if?" , "Birds, fish, animals" , "Chain" , "Air, Earth, Water" , "Flies, swims, runs" and etc.
The following integrated approaches are used in the environmental education of preschoolers:
suggesting the relationship of research activities,
music,
visual activity,
physical culture,
games,
theater activities,
literature,
modeling,
TV viewing,
excursions,
organization of independent activities of children, i.e.greeningvarious activities for the child.
When using games and game situations onecology, children become more attentive. They listen with interest to stories about animals and plants, ask many additional questions of interest to them.
Natalya Dyumaeva
Consultation for educators "Games on ecology in kindergarten"
Recently, there has been a sharp increase in interest in ecology and environmental education. Man is a part nature: he cannot live outside of it, cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.
ecological attitude to the natural world is formed and develops throughout a person's life. Skill "look" And "see", "listen" And "hear" does not develop by itself, is not given from birth in finished form, but brought up. Learning to live in harmony with nature, with the environment should begin at preschool age.
Preschool age is the optimal stage in development ecological culture of personality. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude to the environment, forms the foundations of moral and ecological positions of the individual which are manifested in the child's interactions with nature, as well as in his behavior in nature. This is what makes it possible to form environmental knowledge in children, norms and rules of interaction with nature, develop empathy for her, activity in solving some environmental issues.
Studies by domestic psychologists have shown that the development and upbringing child occurs in all activities, but above all in the game. It is the game that allows you to satisfy children's curiosity, to involve the child in the active development of the world around him, helps him to master the ways of knowing the connections between objects and phenomena.
Game activity affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. So, voluntary behavior, voluntary attention and memory begin to develop in the game. In conditions games children concentrate better and remember more than on the direct instructions of adults.
In the formation of children's emotional attitude to nature educator uses many types of games. With kids, he conducts very simple mobile activities. games, one way or another based on ideas about nature. These games consolidate the first grains of knowledge that children receive in observations.
Great opportunities in environmental education feelings in relation to the world around are laid, first of all, in didactic games.
Develop positive emotions in relation to nature help transformation games aimed at the emergence of empathy in the child for animals, plants, objects of inanimate nature.
In physical education classes, children are taught various types of movements and game exercises in the form of imitative and imitative movements and games in which the child must reproduce familiar images of animals, birds, insects, trees, etc.
Classification ecological games:
role-playing;
simulation;
Competitive;
Didactic;
travel games.
Features of role-playing ecological games
During the role play environmental games the child has the opportunity to simulate social content environmental activities: "Animal Hospital", "Shop "Fruits and vegetables"», "Forest Pharmacy" and etc.
For example, the purpose of the role games"City Building" is the formation in children of the idea that construction is carried out only subject to environmental standards and regulations.
Features of competitive ecological games
Competitive environmental games like: KVN, competitions, "Field of Dreams", ecological quizzes stimulate the activity of their participants in the acquisition and demonstration environmental knowledge, skills and abilities.
Peculiarities ecological travel games
IN environmental travel games for preschoolers with the help of TCO (technical teaching aids) end up on the seabed or the North Pole, etc. For example: "Trip to the Zoo", "Walking in the Forest", "Visiting an exhibition of paintings about nature", "A Trip to the Village to Grandma" and etc.
Peculiarities ecological didactic games
Didactic games in environmental education occupy one of the main places in the work with preschoolers: "Who's lost?", "Know by taste", "Wonderful bag", "Two Baskets", "What happens if?", "Birds, fish, animals", "Chain", "Air, Earth, Water", "Flies, swims, runs" and etc.
Working with preschoolers on their environmental education an integrated approach should be used, involving the relationship of research activities, music, visual activity, physical culture, games, theatrical activities, literature, modeling, watching TV shows, excursions, as well as organizing independent activities for children, i.e. greening various activities for the child.
When using games and game situations in the classroom for ecology was noted that children have become more attentive. They listen with interest to stories about animals and plants, ask many additional questions of interest to them.
Recently, there has been a sharp increase in interest in ecology and environmental education. Man is a part nature: he cannot live outside of it, cannot violate the laws by which the world around him exists. Only by learning to live in full harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth.
ecological attitude to the natural world is formed and develops throughout a person's life. Skill "look" And "see", "listen" And "hear" does not develop by itself, is not given from birth in finished form, but brought up. Learning to live in harmony with nature, with the environment should begin at preschool age.
Preschool age is the optimal stage in development ecological culture of personality. At this age, the child begins to distinguish himself from the environment, develops an emotional and value attitude to the environment, forms the foundations of moral and ecological positions of the individual which are manifested in the child's interactions with nature, as well as in his behavior in nature. This is what makes it possible to form environmental knowledge in children, norms and rules of interaction with nature, develop empathy for her, activity in solving some environmental issues.
Studies by domestic psychologists have shown that the development and upbringing child occurs in all activities, but above all in the game. It is the game that allows you to satisfy children's curiosity, to involve the child in the active development of the world around him, helps him to master the ways of knowing the connections between objects and phenomena.
Game activity affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. So, voluntary behavior, voluntary attention and memory begin to develop in the game. In conditions games children concentrate better and remember more than on the direct instructions of adults.
In the formation of children's emotional attitude to nature educator uses many types of games. With kids, he conducts very simple mobile activities. games, one way or another based on ideas about nature. These games consolidate the first grains of knowledge that children receive in observations.
Great opportunities in environmental education feelings in relation to the world around are laid, first of all, in didactic games.
Develop positive emotions in relation to nature help transformation games aimed at the emergence of empathy in the child for animals, plants, objects of inanimate nature.
In physical education classes, children are taught various types of movements and game exercises in the form of imitative and imitative movements and games in which the child must reproduce familiar images of animals, birds, insects, trees, etc.
Classification ecological games:
- role-playing;
- imitation;
- competitive;
- didactic;
- travel games.
Features of role-playing ecological games
During the role play environmental games the child has the opportunity to simulate social content environmental activities: "Animal Hospital", "Shop "Fruits and vegetables"», "Forest Pharmacy" and etc.
For example, the purpose of the role games"City Building" is the formation in children of the idea that construction is carried out only subject to environmental standards and regulations.
Features of competitive ecological games
Competitive environmental games like: KVN, competitions, "Field of Dreams", ecological quizzes stimulate the activity of their participants in the acquisition and demonstration environmental knowledge, skills and abilities.
Peculiarities ecological travel games
IN environmental travel games for preschoolers with the help of TCO (technical teaching aids) end up on the seabed or the North Pole, etc. For example: "Trip to the Zoo", "Walking in the Forest", "Visiting an exhibition of paintings about nature", "A Trip to the Village to Grandma" and etc.
Peculiarities ecological didactic games
Didactic games in environmental education occupy one of the main places in the work with preschoolers: "Who's lost?", "Know by taste", "Wonderful bag", "Two Baskets", "What happens if?", "Birds, fish, animals", "Chain", "Air, Earth, Water", "Flies, swims, runs" and etc.
Working with preschoolers on their environmental education an integrated approach should be used, involving the relationship of research activities, music, visual activity, physical culture, games, theatrical activities, literature, modeling, watching TV shows, excursions, as well as organizing independent activities for children, i.e. greening various activities for the child.
When using games and game situations in the classroom for ecology was noted that children have become more attentive. They listen with interest to stories about animals and plants, ask many additional questions of interest to them.
Educator Esina Marina Alexandrovna
MBDOU kindergarten "Squirrel" Tambov, Tambov region
When a child communicates with nature, a contradiction often arises. On the one hand, they are very interested in plants and animals, love them, on the other hand, they show cruelty and indifference. So, children tear off the wings of insects, tear apart earthworms. Due to a momentary whim, children break branches of trees, shrubs, tear in armfuls and then, without regret, abandon flowering plants, trample lawns. At the same time, children do not regard their actions as a manifestation of evil.
Why is this happening? This is due, first of all, to the ignorance of preschoolers of the rules of interaction with objects of nature.
On their own, it is difficult for preschoolers to see, for example, the manifestation of plant life, to understand that they, like other living beings, breathe, eat, move, and multiply.
Therefore, adults come to the aid of the child, and in the kindergarten, of course, there is a teacher who will help the child understand all the diversity of the world around him.
Firstly, she tried to be the bearer of ecological culture herself and, through her behavior and actions, created an example of interaction with nature, an indifferent attitude towards it, demonstrated the necessity and significance of everything that happens in front of children.
Secondly, she taught children to empathize and instilled in them an emotionally positive attitude towards nature. After all, emotions play a big role in the perception of nature, its beauty and originality, as well as in showing sympathy for those who are in trouble, and he is like a child. "charging" our emotions. Therefore, every time, at any opportunity, I admired natural objects and phenomena, found even the most unattractive, at first glance, object of nature and admired it. For example: she was surprised at the blue sky, white clouds and bright stars, a beautiful moth and a long worm, grass breaking through the asphalt, etc. She admired the good deeds of people, felt joy from the well-being of a living being, and tried to "infect" these children. Be sure to insert a poetic word if possible, and a poetic word will always leave an indelible mark in the heart of a child.
Thirdly, in no case should it be allowed that the interaction of the child with nature has a negative connotation.
And if an adult does not pay attention to this, children get used to dividing natural objects into beautiful and ugly, necessary and unnecessary, and, accordingly, build their attitude towards them. As a result, instead of accumulating positive emotions - surprise (for example, how interesting the grasshopper has adapted to the environment), empathy (for example, a bug in trouble)- the child acquires the experience of an indifferent or even heartless attitude towards objects that, in his opinion, are unpleasant.
The next moment is the introduction of children to work.
Labor activity should be regular. It is important for the educator to involve each child in it, since work in a corner of nature or in a kindergarten site contributes to the development of observation and curiosity, inquisitiveness in children, arouses their interest in objects of nature, in human labor.
In the process of labor in nature, children develop knowledge about plants, about animals. (appearance, needs, modes of movement, habits, lifestyle, seasonal changes). Children learn to establish a connection between the conditions, the way of life of an animal in nature and the ways of caring for it in a corner of nature.
In the implementation of environmental education, I tried to follow an integrated approach, which involves the relationship of research activities, modeling, music, fine arts, physical education, games, theatrical activities, etc. It is this approach, in my opinion, that carries out the greening of various activities of the child.
Working with parents.
A noticeable influence on the upbringing of a child is exerted by the way, level, quality and style of life of the family. Children are very sensitive to what they see around them. They act like the adults around them.
Parents should realize that it is impossible to demand from the child the implementation of any rule of conduct if adults themselves do not always follow it. For example, it is difficult to explain to children that nature should be protected if the parents do not do it themselves. And the different demands made in kindergarten and at home can cause them confusion, resentment or even aggression.
I work with parents in the form of meetings (general and group) to inform parents about joint work and encourage their active participation. I invite them to classes, hang out a lot of visual material, publish booklets on the topic of preserving and protecting nature.
Now let's consider the question, how should this activity be organized in different age groups in order to realize its leading motive - the education of the principles of ecological culture among preschoolers - and achieve specific goals?
At the early preschool age, children in joint activities are more observers than practical performers, and yet it is at this age that the pattern of interaction with nature is of decisive importance: children hear and absorb the affectionate conversation of an adult with animals and plants, calm and clear explanations about , what and how to do, see the actions of the educator and willingly take part in them. For example, when inviting children to participate in watering indoor plants, the teacher says something like this: “Let's go to the window, look at our plants, talk to them and water them. (Go to the window.) Hello flowers! How are you feeling? Not frozen, not dried up? (Looks at the plants.) No, everything is in order - you are green, beautiful. Look how good our plants are, how nice it is to look at them! (Touches the earth in a pot.) Dry land, and plants need water - they are alive, they cannot live without water! Let's water them" . The teacher gives each child a watering can, in which there is some water, waters everything himself, saying: “Spark, we will pour a lot of water into your pot, drink as much as you want and grow further - we will admire you!” The participation of children in this joint activity lies in the fact that they listen to the teacher’s speech, observe his actions, hold watering cans, serve and receive them, fill them with water together and put them in their place. The educator in front of the children and together with them takes care of the plants - this is an example of interaction with nature. Education as a didactic task is not in the foreground, it turns out by itself, naturally, in the process of joint practical activity.
In the middle group, the teacher and children act together, although the priority belongs to an adult, which is expressed in the formula: “I do - you help me, you are my assistants. We take care of our pets together!”
In older preschool age, the independence of children is growing intensively, it becomes possible for them to be on duty in a corner of nature. The adult and the children change roles: the children do everything themselves, and the teacher helps them (it does not matter that the help at first can be very large). The teacher necessarily notes all the achievements of the children, praises them for their independence, confidence and initiative. Teachers who do everything themselves and do not give preschoolers the opportunity to observe and participate in the creation of normal conditions for the inhabitants of living corners, the room of nature, the site, develop in children indifference, callousness and inattention in general to life as a unique value.
Here, in my opinion, are the main conditions that are necessary for the ecological education of children.
